Remote Service-Learning (rSL, eSL)

The corona virus cancelled our team’s planned service-learning projects in Cambodia, Rwanda and Tanzania.  We did not want to admit defeat and just sit on our hands, waiting for the virus to pass.  Hence we designed a set of STEM-related teaching projects that we can conduct online without physical human contact.     But we wanted to make the learning as physical and experiential as possible, with 3D glasses, VR glasses, home-made 3D movies, home-manufactured kits with geared cars, hydraulic arms, …  We ended up working with school children in Hong Kong, Cambodia, Vietnam and Rwanda.   

Our teaching team and the students have to overcome a lot of obstacles.  Access to computers and Internet for the kids, particularly those in developing countries and communities.  The logistics of distributing the equipment.  The multiple language barriers.  The capturing and retention of attention.  What is not lacking is passion from all stake-holders (school and NGO partners, parents), the enthusiasm of the children, the learning and satisfaction of our students, the appreciation of all our partners - near and particularly from afar.  While our students are disappointed by not being able to travel to international service-learning projects, many still managed to learn a lot through cross-cultural, cross-boundary, technology-infused service-learning.  

Now that the very challenging academic year is over, what happens next?  Is there a future for remote service-learning, or rSL?  Definitely.  There are at least two fronts on which we have gained some experience with a lot of potential.  

In Hong Kong, our own locality, schools will not be able to operate in the old “normal”  manner for a long time.  Schools and teachers have to do as much teaching as possible through some semblance of e-Learning for an indefinite period of time. What we have tried and learned through this summer will be very helpful in this direction.  We should certainly continue to work with primary and secondary schools in Hong Kong to push the technology and the pedagogy further.  

Much more importantly,we see the extent and impact of the digital divide even more clearly across the world.  While there are pockets (some quite significant in size) in Hong Kong with a lack of access to proper computers and Internet bandwidth, the situation is the opposite in many countries such as Cambodia and Rwanda.  Instead of pockets of “have-nots” in a society of “haves”, there are only small pockets of “haves” in a society of “have-nots”.  And the divide is even more stark in terms of knowledge and expertise, as compared with the situation in hardware and software.  While teachers in Hong Kong manage different degrees of success in teaching online, there is practically no teaching online in many countries and communities on the other side of the digital divide.  Most of the students, particularly the younger ones, stay at home with nothing to do.  

Virtual Reality is affordable, e.g., in the form of DIY Google cardboard, is affordable for many in developed countries.  In countries such as Cambodia and Rwanda they inspire awe even among well-educated adults.  Even disposable 3D glasses, common and cheap (as in movie theatres showing movies in 3D) in most developed countries, is a novelty in Rwanda.  While education in developed countries are inconvenienced and delayed, it is stopped completely in many underdeveloped countries.  The gap is only going to get wider. 

The success of our students in conducting online classes with a certain degree of physical, experiential learning points to a possible way forward.  With or without travelling, teachers and students in more privileged countries and communities can conduct online classes for children on the opposite side of the digital divide.  Our bodies cannot travel.  But there is no reason why knowledge cannot.  And we should not wait for government, politicians, and big organisations to make it happen.  Individuals, schools, NGOs, can work together to make it happen.  We certainly will continue.