University of Guelph The Beginning Assumptions Service Learning/Problem Based Learning
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Transcript of University of Guelph The Beginning Assumptions Service Learning/Problem Based Learning
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International Perspective: Laotians and Canadians
Learning Together to Understand the Sustainability of
Tourism in Laos
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University of Guelph
The Beginning Assumptions
Service Learning/Problem Based
Learning
Bridging the Gap: Sustainability is in
the Hands of the Youth
Overview
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College of Management and Economics
Leaders for a Sustainable WorldTransformational LeadershipCommunity Involvement/Partnerships Research that Counts
University of Guelph
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Sustainable development“That which meets the needs of the current
generation without jeopardizing the capacity of future generations to satisfy their own needs.” (World Commission on Environment and Development, 1987)
Sustainable Development and Ecotourism
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Knowledge of Human Cultures and the Physical and Natural WorldFocused by engagement with big
questions, both contemporary and enduring
Intellectual and Practical SkillsProgressively more challenging problems,
projects, and standards for performance
The Beginning AssumptionsThe Essential Learning
Outcomes
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Personal and Social ResponsibilityAnchored through active involvement with
diverse communities and real-world challenges
Integrative LearningDemonstrated through the application of
knowledge, skills, and responsibilities to new settings and complex problems
(AACSB)
The Beginning AssumptionsThe Essential Learning
Outcomes
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Promote and improve basic educationReorient existing education
programmes to address sustainable development
Develop public awareness and understanding of sustainability
Provide training
Education for Sustainable Development
United Nations Educational, Social and Cultural Organization (UNESCO)
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Problem-based learning is one construct of curriculum design and a teaching/learning strategy.
PBL develops higher order thinking and disciplinary knowledge bases and skills.
PBL places students in the active role of problem-solvers and confronts students with real world situations
Problem-Based Learning
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PBL foster’s critical thinking and problem-solving skills in students
The responsibility for learning rests with the learner, rather than the teacher
PBL increases the relevance of what is learned, and subsequently results in greater motivation and engagement of students
Problem-Based Learning
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Service learning improves academic achievement
Service learning is a powerful educational experience where interests, information, values and beliefs are formed and action results across a variety of disciplines
Students gain a sense of social responsibility essential for future leaders
Service Learning
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Service learning has a positive impact on students’ personal, social and cognitive outcomes;
Service learning extends student learning beyond the classroom;
Service learning enhances students’ beliefs in their personal efficacy and is a predictor in their professional development
Service Learning
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Generic Skillscritical thinking, problem solving, meta-
cognition (thinking about our own thinking processes), ethics, communication, information literacy and lifelong learning. (Central Queensland University, 2002)
Skills or Content?
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Competency Development
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The CARE (2009) Competency Development Planning:
designed to help individuals identify development activities to assist them in building their competencies.
develops each of the competencies that are critical for all employment but particularly critical to the hospitality industry.
Competency Development
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Effective leadership begins with key competencies and interpersonal behaviours.
At the core: values-based competencies of diversity, excellence, integrity and respect.
Other competencies under the headings of Managing Self, Leading Change, Building and Nurturing Relationships and Working with Others to Achieve Results
Competency Development
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Final Thoughts …
Lifelong Learning – A Key to Sustainability
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Thank You