97280 - SERVICE LEARNING LABORATORY

Learning outcomes

The student knows the theoretical principles and the methods of service learning; s/he is able to critically reflect on her/his own learning process and her/his role as citizen; s/he is able to collaborate in a team for the provision of language services to the community, fully complying with ethical and professional standards.

Course contents

The aim of the laboratory is to create a pro-bono language service provider, organised and managed by students. The team will be responsible for choosing the tasks to be carried out, for the relations with the client and all the phases of service provision. The team will organise itself by assigning each student a specific professional role (project manager, translator, reviser). The Laboratory introduces a collaborative learning approach which integrates all the skills acquired by students during the degree course in order to achieve a socially relevant purpose.

Readings/Bibliography

Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning.

COE (2015). COMPETENCES FOR DEMOCRATIC CULTURE: Living together as equals in culturally diverse democratic societies. Retrieved from: https://rm.coe.int/16806ccc07

McIlrath, L. (Coord.)., Aramburuzabala, P., Opazo, H., Tuytschaever, G., Stark, W., Mikelic, N., Meijs, L., Mazeikiene, N., Zani, B., Vargas-Moniz, M., Millican, J., Northmore, S., Altenburger, R., De Bruyn, K., Hopia, A., Pessi., A. B., Gronlund., H., & Maas, S. (2016). Europe Engage Survey of Civic Engagement & Service Learning Activities within the Partner Universities. Retrieved from: https://europeengagedotorg.files.wordpress.com/2016/04/report-euen-mcilrath-et-al4.pdf

Teaching methods

The teaching methodology combines service-learning and situated collaborative learning. Service-Learning enables the development of active citizenship skills that are essential for every citizen by reflecting on a practical experience of civic engagement in the community. The situated collaborative approach makes it possible to apply and enhance the knowledge, skills and abilities acquired in the single modules of the degree course, particularly in specialized translation.

Students work individually and in groups around authentic problems (problem-based). Peer support creates an environment that fosters the development of interpersonal skills and autonomy in managing and carrying out the assigned task. Lecturers become facilitators in face-to-face activities.

Assessment methods

Learning is assessed through the analysis of reflective and self-assessment diaries which students draw up according to the service-learning principles (formative assessment). Moreover the short-term and medium term goals set will be monitored during the weekly meetings with the lecturer.

The final assessment includes a portfolio of the activities carried out and a report (between 1000 and 1500 words) in which each student can critically reflect on the role played and the professional and civic competences and skills acquired (summative assessment).

The project partner(s) (bodies or associations to which the team will provide services) will participate in the evaluation by filling in a satisfaction questionnaire concerning the whole team.

Grading Scale

30-30L: The candidate possesses an in-depth knowledge of the topic, an outstanding ability to apply theoretical concepts, a high level of argumentative clarity, as well as excellent analytical skills, and a well-developed ability to synthesize and establish interdisciplinary connections.

27–29: The candidate possesses an in-depth knowledge of the topic, a sound ability to apply theoretical concepts, good analytical skills, clear argumentative clarity and an ability to synthesize.

24-26: The candidate possesses a fair knowledge of the topic, a reasonable ability to apply theoretical concepts correctly and present ideas clearly.

21-23: The candidate possesses an adequate, but not in-depth, knowledge of the topic, a partial ability to apply theoretical concepts, and acceptable presentation skills.

18-20: The candidate possesses a barely adequate and only superficial knowledge of topic, limited presentation skills, and only an inconsistent ability to apply theoretical concepts.

< 18 Fail: The candidate possesses an inadequate knowledge of the topic, makes significant errors in applying theoretical concepts, and shows weak presentation skills.

Teaching tools

Meetings take place in a lab equipped with PCs and a data projector. During workshop sessions, students have individual hands-on access to software for carrying out the project.

Slides are used for lectures and subsequently made available to the students via the Moodle/IOL platform, in pdf format.

Office hours

See the website of Paolo Scampa