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Workshops 20-21: Participation, Involvement, and Activation in Online Learning; Useful methods for collaborative action research (training) with students and service users. Exploring inclusive analog an digital approaches
3:30pm - 5:00pm
Location:Parallel Session 2
Participation, Involvement, and Activation in Online Learning
Mare Leino1, Carolina Silin2, Stina Persson3, Bengt M. Wenstøb4
1Tallinn University, Estonia; 2Novia University of Applied Science, Finland; 3University of Trollhättän, Sweden; 4Høgskolen i Østfold, Norway
Client participation is important both in social work and in social pedagogics. In order for university students to understand the meaning of participation it is important that they experience participation and involvement during their studies: once students themselves have experienced participation they will better equipped to promote participation among clients.
Our workshop will focus on how to enable involvement and activation in online learning. Those are important elements in learning processes in general, but even more important in online learning. There is a big risk for students to become passive consumers of education, when they follow lectures online.
The workshop will consist of a introduction of the topic, some cases describing our experience in online student participation and group discussions. Methods will be illustrate through cases. In discussions the workshop participants can share their experiences and come up with new ideas for how to activate and involve students in their online courses. We will conclude the workshop by summarising the most central insights from the group discussions.
Taking it online: working with service users to assess students’ readiness for practice
DIANE APEAH-KUBI, Matthew Quaife, Carl Chandra
Middlesex University, United Kingdom
In March 2020 England went into lockdown due to an outbreak of covid-19. Self-isolation and ‘social distancing’ became government policy and the primary public health response to reduce the risk of virus transmission. The pandemic presented a world-wide crisis, presenting health and social care workers with numerous challenges around how to maintain services when there was a need to reduce physical contact with others to an absolute minimum. This requirement, along with the lockdown led to a quick move to widespread online / remote working, including the implementation of online teaching or distance learning.
Students on an accelerated postgraduate-level qualifying Social Work programme are required to successfully complete an assessment of their readiness for direct practice before they can begin their first placement. This assessment would ordinarily consist of a student participating in a 10-minute role play with an actor playing a service user. The students are assessed during the role play by a panel including academics, practitioners and service users, however due to the impact of the Corona virus, all teaching and assessment had to be delivered virtually. The social work team had to think creatively about how to continue to incorporate service users within this key assessment point of student social workers.
The aim of this workshop is to share the experiences of students, staff and service users of conducting assessments of students’ readiness for direct social work practice virtually while maintaining service user input. We will also discuss how academic staff went about adapting the readiness for direct practice teaching for online delivery and the lessons that have been learnt.