Parallel Session II - Room 7

Research Paper

Session Chair: Riju Sharma, Assam Don Bosco University, India

Fostering Moral Education Through Service Learning In Multicultural Society [5211] 
Obby Taufik Hidayat^1,2 and Vishalache Balakrishnan^1
1Universiti Malaya
²Universitas Muhammadiyah Surakarta
 

Abstract 

This study aims to foster Moral Education (ME) through service learning in the Indonesian context through Kuliah Kerja Nyata (KKN) or the Real Work Lecture as a subject for university students. The case study design emphasizes the breadth and depth of data regarding the service learning program in Indonesia, encompassing students and lecturers within the diverse community. Students' service-learning projects would be videotaped, and thematic analysis would be used to gather data. The findings demonstrate how service learning has helped children develop social responsibility, solidarity, and tolerance. Students' awareness and behavior reflect how successful the lecturer's innovative teaching method worked. This study provides suggestions and comprehensions that should be applied to decrease moral dilemmas among students.

Keywords: Service Learning, Kuliah Kerja Nyata (KKN), Moral Education (ME), Multiculture Society

Thematic Area(s): 4. Transdisciplinary, Intercultural and Global Learning through Service-Learning & 9. International Service-Learning

Enhancing Service Plans Through Advanced Learning Technologies [0291] 
Pauli Lai, Ivan Lau, Richard Pang, Chiho Chan and Vico Lai
The Hong Kong Polytechnic University

Abstract

In some university service-learning courses, students take on the role of teachers to deliver knowledge to underprivileged communities. To ensure successful outcomes, well-structured plans and proposals are crucial. Before starting their service, students must draft teaching proposals outlining how they will conduct their activities. Given their inexperience, students often require feedback from teachers on aspects like budgeting, engagement, and feasibility. However, it is challenging for teachers to review every detail and provide immediate feedback. Additionally, while students are conducting their teaching demonstrations, their peers might have valuable insights but feel too embarrassed to share them openly. To address these challenges, we integrated various technological tools to facilitate feedback and improve planning. We developed an AI platform called AIReAS, which provides instant feedback on students' teaching proposals, enabling them to refine their plans accordingly. Additionally, we used Padlet to create a virtual bulletin board where students could anonymously post comments on their peers' demonstrations. This anonymity encouraged more honest and constructive feedback, fostering a collaborative learning environment. Our approach was well-received and significantly helped students enhance their planning. We believe that effective planning is vital for the successful delivery of teaching services in underprivileged communities.

Keywords: Artificial Intelligence (AI), feedback, peer evaluation, learning technologies, Padlet

Thematic Area(s): 5. Technology in Service-Learning & 6. Student Outcomes, Assessment, and Measurement

Adoption of Generative AI Tools in Service-Learning [1261] 
Wing Fung Chad Chan 
Lingnan University

Abstract

The key trend of innovative and breakthrough technologies, for example, generative AI, brings challenges and opportunities to teaching and learning. The Office of Service-Learning (OSL) at Lingnan University dares to bring innovative ideas to Service-Learning and provide quality learning experiences to students. As Service-Learning is one of the graduation requirements, all Lingnan students should engage in at least one credit-bearing course with Service-Learning elements to apply their academic knowledge to contribute to the community. Adopting innovative and breakthrough technologies to Service-Learning not only equips students with new technological skills for enhancing digital literacy but also enhances student development in relevant graduate attributes such as independent critical thinking, solid analytic competence, innovative problem-solving, and constructive civic engagement (Lingnan University, 2023). 

With the support of the Fund for Innovative Technology-in-Education, 215 students in 11 S-L courses in 21 S-L projects were piloted to integrate generative AI tools in Terms 1 and 2 of 2023-24. 208 students in the selected courses with S-L elements completed the self-reported pretest and posttest questionnaires. Significant improvement in the learning outcomes in knowledge application (KA), creative problem-solving skills (CPS), critical thinking skills (CTS), and civic orientation and engagement (COE) was reported.

Keywords: Generative AI, Service-Learning, Case Study

Thematic Area(s): 5. Technology in Service-Learning & 8. Service-Learning Cases: Institutional Model