E-learning: new possibilities for service users to speak to students

1. E-learning: new possibilities for service users to speak to students Alison Higgs

2. E-learning: context and policy • http://www.hefce.ac.uk/learning/elearning • http://www.dfes.gov.uk/publications/e-strategy/ • http://www.scie.org.uk/elearning/files/consultation-response.pdf • http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_outcomes.aspx

3. Why e-learning? • Opportunities and technology • New skills requirements • Access and participation • Resource implications • New approaches needed to involve service users

4. Service user involvement • More than tokenism? • Creative approaches needed • Which users of our services are involved? • Enhancing student learning

5. Integrating e-learning • E-project ran alongside lecture programme • Students divided into random groups of 7-8 • Rooms available weekly for face-to face meetings to be used as required • Ground rules suggested and implemented group by group • Alignment between assessment task and e-learning made explicit

6. Project tasks • Choose a practice dilemma • Through group discussion choose 2 social work methods to apply to the dilemma • Final report including self-assessment and analysis of group process posted on unit VLE site • 2 mock leaflets to be produced ‘advertising’ 2 chosen methods. • Service users give electronic written evaluation of leaflets • Verbal presentation (focusing on learning process) to whole group

7. E-learning project • Pilot • Not formally assessed • Application of theory to practice: social work methods • Blended learning: face to face lectures and ad hoc group meetings • Service User involvement

8. Leaflets • Service users were inpatients at forensic psychiatric unit • Payment for service user readers • Applying theory to practice • Creative skills and critical thinking • Range of knowledge and understanding • Preparation for summative assessment (exam)

9. Final report • the extent to which you believe each approach might make a long-term difference (and why). • the extent to which your chosen approaches address issues of anti-discriminatory practice (and how). • an evaluation of both approaches taken, i.e. the pros and cons of both for the particular scenario. • what has this project taught you about online communication? • a short paragraph by each member of the group (with your names beside it) detailing your individual contribution to the project

10. Verbal presentation • Group presentation of final reports • Verbal feedback to whole group and discussion

11. Themes from final reports/student feedback • Difference between contributing and discussing online (Kear 2004) • Lack of immediate feedback • Informal learning vs. perceived formality of e-learning • Participation: voice for different students (Madoc-Jones & Parrott 2005) • Open discussion re. reality of face-to-face groups (Johns 2003) • Acknowledgement of direct links with real need to communicate, research, collaborate and record online • Netiquette isn’t the only aspect of online communication • Timing of service user feedback

12. Themes from final reports/student feedback • Collaboration and responsibility • Ground rules, agreements about commitment • IT skills and writing skills • Non-assessed nature of task • Access issues • Risks with computer use • Flexibility: pros and cons

13. Feedback from Service User ‘editors’ • Style and content • Language • Process of involvement • Critical thinking • Powerful, direct voice • Payment

14. Enhancing learning… • Informal learning • Group development • Self and peer assessment • Application of theory to practice with service users • Student creativity • Student responsibility for learning

15. Enhancing learning… • Collaboration and negotiation - online and face to face • Experience of working with people with different views, abilities, educational and other backgrounds • Preparing to collaborate with professionals who have different trainings • Informal learning • A direct and powerful voice from users of our services

16. Learning from the pilot project • More moderation, more structure helpful (Thomas 2002, Guzdial & Turns 2000) • Timing of feedback and assessment task (Gibbs and Simpson 2004) • Reconsideration of assessment task • E-learning and its place in Social Work and Social Work education

17. References • GIBBS, G AND SIMPSON, C., 2004. Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, (1),. • GOODISON, T., 2001. The Implementation of e-learning in Higher Education in the United Kingdom: The Road Ahead. Higher Education in Europe, 26(2), pp. 247-262. • GUZDIAL, M. AND TURNS, J., 2000. Effective Discussion Through a Computer-Mediated Anchored Forum. The Journal of the Learning Sciences, 9(4), pp. 437-469. JOHNS, R., 2003. Application of Web-based learning in teaching social work law. Social Work Education, 22(5), pp. 429-443. • JOHNS, R., 2003. Application of Web-based learning in teaching social work law. Social Work Education, 22(5), pp. 429-443 • KEAR, K., 2004. Peer learning using asynchronous discussion systems in distance education. Open Learning, 19(2), pp. 151-164. • MADOC-JONES, I. and PARROTT, L., 2005. Virtual Social Work Education—Theory and Experience. Social Work Education, 24(7), pp. 755-768. • THOMAS, M.J.W., 2002. Learning within incoherent structures: the space of online discussion forums. Journal of Computer Assisted Learning, 18, pp. 351-366.