Bulletin board by John Cannings

Questions you have for the workshop

cannae40 — 2025-02-24 09:03:34 UTC

Try to seek clarity here

Moments of Inspiration (Ah ha)

Questions

cannae40 — 2025-02-24 09:06:10 UTC

Mind Map for Service and CE

cannae40 — 2025-02-24 09:08:35 UTC

Learning Engagement 2

cannae40 — 2025-02-25 16:11:14 UTC

How does the new course embrace more inclusive language and reflect a commitment to decolonization, diversity, equity, inclusion and justice?

Changes

cannae40 — 2025-02-25 16:14:22 UTC

A summary of the changes in the CE Guide

Group A: Aims and learning outcomes
Group B: Community
Group C: Engagement
Group D: Summary of requirements for students

Scenarios

cannae40 — 2025-02-28 15:06:21 UTC

Your takeaway

Guided Learning, Roles and Responsibilities

cannae40 — 2025-02-28 16:53:15 UTC

How are “hours” now defined in CE as opposed to service learning?
How do schools determine the distribution of the 30 guided hours?

What are the three main purposes of guided learning?
How does guided learning support inclusion?

What questions or topics would you consider exploring in the introduction and orientation?
How can the introduction and orientation component of guided learning be structured?

How do you see ongoing guidance “interweaving” with students’ active engagement in and with communities? What guidance might your students need?
How might ongoing guidance look in the context of your school?
What would your team need in order to learn and implement this type of guidance?

Engagement with the Community

cannae40 — 2025-02-28 16:58:33 UTC

What does it mean when it says "Active Engagement in and with the community?

What is CE?

cannae40 — 2025-03-01 16:12:52 UTC

Please upload 5 examples of CE and Non examples of CE here.

Headlines on Assessment

cannae40 — 2025-03-02 08:54:08 UTC

Systems Approach to learning!

Completion with CE

cannae40 — 2025-03-02 15:26:34 UTC

Compass Points

cannae40 — 2025-03-03 09:53:22 UTC

Where do you stand about the new Assessment?

Hope questions to enhance inclusion and differentiation in the Learning Journal?

cannae40 — 2025-03-03 10:20:21 UTC

What if we could…….?

What if the community could…..?

What if students could…..?

What if I could…..?

What if Educators could…..?

What if Societies could…..?

Please respond to these

Ethical Journeys

cannae40 — 2025-03-04 16:12:26 UTC

Put appropriate questions (like a planning tool) that can help students start their ethical CE journey. Below are two examples.
1. What ethical issues must be considered as you engage with the community?
2. How are your values or beliefs changing because of your actions or inactions? How is your understanding of ethics changing due to your interactions or collaboration with the community?

Orientation for staff and students to the CE

cannae40 — 2025-03-05 15:11:33 UTC

Questions and concerns

cannae40 — 2025-03-12 09:50:30 UTC

Create a list of ideas or elements which are still unclear based on what you have covered so far in the nine inquiries.
Add your questions below

Changes in new guide

cannae40 — 2025-03-14 08:57:58 UTC

Learning Journals

Language -decolonistation

Reciprocity

Time better organised

Process of engagement

changes

cannae40 — 2025-03-14 08:59:24 UTC

Guidance

Engagement defined

unlearn

2025-03-14 09:02:11 UTC

I think the idea of both learning and unlearning is really relevant here - considering and changing held perspectives

consider power and privilege critically

2025-03-14 09:03:57 UTC

learn about and challenge reasons why power and privilege emerged and are sustained

Agency and Alternatives

alenk2 — 2025-03-14 09:03:58 UTC

The language around "alternatives," and "possibilities" rather than solutions and deficits is refreshing and powerful. The acknowledgement that learning is partnered with unlearning gives students agency as they negotiate implicit bias. I feel like the language is valuable for not only supporting students in community engagement but also in helaing/addressing systems inside of our schools that create harm.

alternative futures

2025-03-14 09:05:08 UTC

challenge and re-imagine present situation and examine different outcomes

Requirements-students

cannae40 — 2025-03-14 09:14:11 UTC

Expected to follow process of engagement with dimennsions of community

Keep a narrative Journal

Look for longer term commitment to activities

3 Review Sessions

Need to meet 4 new Learning outcomes to complete course

Requirements -School

cannae40 — 2025-03-14 09:19:28 UTC

Guided Hours

Orientation

Guidance-concepts, reflection, engagement

CE Coordinator-Standards and prasctices

School makes decision about student

meeting requirements

Need to have connections to local community

Responsibility for Student engagements

Should be whole school support for programme

Need to provide more support for students with social, reflective skills

Assessment formative rather than summative.

Aims and LOs

alenk2 — 2025-03-14 09:21:56 UTC

Aims focus on:

relationships
reciprocity
complexity

compassionate/ ethical/active
integrity/ solidarity/ hope

LOs: 4 of them (The verbs are so much better)

foster, explore, develop, articulate, enact, engage
engagement, awareness, thinking and action, practice

Overall, an acknowledgement that meaningful CE is not easy, but we have the tools to do it. Skills-based optimism.

Community

2025-03-14 09:22:09 UTC

Reciprocal collaboration within communities - responding to relevant opportunities and challenges.

Focus on well-being of community in the system which it is centered - social and ecological

3 Dimensions of community -

Personal, Relational, Systems

BUT ALSO - in context/levels -

Personal, local, global, professional

Overlap/intersection of these make community identification sometimes challenging.

Students should grow to understand their postionality within a community and examine the connections between their associations. Also - wider context and intended/unintended outcomes.

2025-03-14 09:22:55 UTC

Allocating guided time, (a minimum of 30 hours.)

Allocating a person responsible for CE, defining roles and responsibilities with release time, and professional development (PD).

Having systems that support:

Student learning, growth and well-being:.

Support systems: Systems for student-led initiatives, risk assessment.

Community Partnerships: Fostering sustainable, reciprocal relationships.

Promoting CE within the school and community, ensuring stakeholder awareness.

Professional Development: Ongoing PD and collaboration for CE staff and partners.

Inclusion of Journal

2025-03-15 10:30:45 UTC

Building journal review into the review points - pre-reading? If not digitally shared, how will we do this?

Messy Process Yields Valuable Evidence; Students Make good Trouble.

alenk2 — 2025-03-15 10:31:53 UTC

What is sustained?

2025-03-15 11:30:15 UTC

How will we measure sustained approach to the CE component? Meeting the LOs is clear but the subjective interpretation of sustained approach will be similar to CAS now. How would you determine engagement - number of journal updates? frequency of community action?

Flexibility

alenk2 — 2025-03-15 11:33:06 UTC

The explicit statement that some LOs will be evidenced more frequently than others, but that all must be meaningfully evidence is important. It feels like individual goal setting/ visioning will be an important part of this to make expectations transparent to students.

Completition of CE

2025-03-15 11:34:07 UTC

We should have a list of requirements.

Aim to have a variety of ways the students show evidence of the LO
Ongoing observations and informal conversations
Evidence of ways students connect their experiences in the CE with the other core components