(You may choose more than one response)Which of the following are indications of a superficial reflection in Service-Learning?Focusing primarily on describing the service.Identifying the gap between theory and practice, and explore ways to improve.Reporting significant learning without linking it to the service experience.Re-examining pre-existing knowledge, skills and attitudes based on the experience gained.unanswered

(You may choose more than one response)Which of the following statements are correct in describing reflection in Service-Learning?Reflection in Service-Learning may focus on the academic content, the service activities, and our own assumptions, values and beliefs.Reflection will take place only after completing the Service-Learning project.Reflection is about describing in detail what has happened during the service.Reflection is a core phase in Service-Learning that helps us to consolidate our service experiences and link them with academic knowledge and social responsibility.

(You may choose more than one response)Writing a reflection journal can help you toMeasure the impact of your service on the communityEvaluate your learning gains from the Service-Learning experienceCritically re-examine your own values, beliefs, understanding and actions based on evidenceRecognise your own strengths and weaknesses, and identify areas for improvement

Which of the following statements regarding Service-Learning is incorrect?Service-Learning is an integration of academic study with meaningful service and reflectionIn Service-Learning, there is very little that we can learn from the service recipients as they are normally the less privileged group of the communityIn service-learning, students may engage in either direct or indirect servicesThe way students learn from Service-Learning subjects is different from that from regular subjectsunanswered

Critical reflection for students to analyze, reconsider, and question their experience within a broad context of issues and content knowledge, which provides them with an opportunity to link their service-learning experience with the academic/discipline-related content of the subject; reflect on their service-learning experience to identify their learning gains as well as areas for future improvements; reflect on their roles and social responsibilities as a professional and a responsible citizen with evidence (the facts that appear in the service).Intended Learning Outcomes (ILO)1. Link their service-learning activities and experiences to demonstrate an awareness of the importance of digital literacy2. Apply IT knowledge and skills to design and plan workshops that effectively teach IT knowledge and skills to the target community3. Apply classroom management knowledge and teamwork skills to deliver IT workshops and solve problems encountered during the process of the service4. Communicate effectively with clients and/or other stakeholders5. Demonstrate empathy for people in need of digital literacy and a sense of civic responsibility6. Reflect on their role and responsibilities both as a professional in their chosen discipline and/or as a responsible digital citizenThere are four questions for this journal: 1. UNESCO defined digital literacy as the ability to access, manage, understand, integrate, communicate, evaluate, and create information safely and appropriately through digital technologies for employment, decent jobs, and entrepreneurship. In what ways do you think promoting digital literacy can make a difference in Cambodia's/Tanzania’s development? Remarks: This question responds to ILO 1.2. What did you offer in the workshops to promote digital literacy? Did you encounter any challenges in managing the classes and communicating with others? If yes, do these challenges match your expectations before arrival? How did you solve it? Remarks: This question responds to ILO 2,3,4.3. As a Hong Kong student with relatively high digital literacy, do you think you are responsible for improving the target community’s digital literacy? Why or why not? Remarks: This question responds to ILO 5,6.4. After all sessions were completed, what is the biggest challenge in promoting digital literacy in Cambodia/Tanzania? What would you propose if you need to solve the issue? Remarks: This question responds to ILO 1,5,6.Overall clarity & appropriacy: Uses paragraphs effectively to structure ideas, employs thesis statements, topic sentences, and transitions to promote clarity, connects ideas logically within and between paragraphs, and communicates clearly through accurate language.Provides content relevant and appropriate to the context, balances description and analysis, and employs appropriate language. Demonstrates the capability of moving beyond description and having an in-depth analysis of what was described in the observation.Marking Criteria Descriptions:1. Understand & link Service-Learning to Digital Literacy: Demonstrates awareness of the importance of digital literacy and its impact on development in Cambodia/Tanzania, and connects it to the service-learning activities with examples and evidence.2. Workshop Effectiveness & Challenge Overcoming: Describes the workshop content, identifies communication and management challenges, and highlights problem-solving strategies. Ensuring the alignment of workshop delivery with digital literacy goals, examining how effectively students manage obstacles and meet pre-service expectations in a concise format.3. Personal Responsibility & Digital Community Engagement: Demonstrates understanding of personal responsibility in digital literacy initiatives. Demonstrate empathy and a developed sense of being a responsible digital citizen, with a clear articulation of their role in supporting the target community, aligning with professional and civic expectations.4. Analyzing Challenges and Solution Proposals: Identify the biggest challenge in digital literacy promotion, and formulate well-considered solutions. Incorporates a professional and contextual understanding, highlighting the individual's role and responsibilities as a digital citizen in proposing effective strategies.5. Overall Clarity and Appropriacy: Uses paragraphs effectively, employ thesis statements, topic sentences, and transitions to promote clarity, connects ideas logically within and between paragraphs, and communicates clearly through accurate language. Provides relevant content, balances description and analysis, and employs appropriate language. Demonstrates critical reflection and depth of understanding.Each question above weighs 20% each, with the remaining 20% for overall clarity & appropriacy. Please design a marking rubric for the assignment on reflection journals, with reference to the information above and the marking criteria description. The rubric should include a detailed rubric for each grade (A,B,C,D,F) in a table form.

(You may choose more than one response)In service-learning, when students come across problems or difficulties during the reflection stage, they may seek help fromThe Course InstructorThe Community PartnerThe Studentunanswered