C sap e-learning.forum.mullineux.donnelly.jul2010


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C sap e-learning.forum.mullineux.donnelly.jul2010

  1. 1. Judith Mullineux - Lecturer, School of Sociology & Applied Social Studies Ursula Donnelly - Academic Elearning Consultant
  2. 2. Background <ul><li>eLearning at Ulster was established in 2001 </li></ul><ul><li>Over 27,000 students have access to 7692 online modules in three distinctive modes </li></ul><ul><li>- Web Supplemented </li></ul><ul><li>- Web Dependent </li></ul><ul><li>- Fully Online </li></ul><ul><li>Approx 1,500 students undertaking study in fully online mode </li></ul>
  3. 3. eLearning @ Ulster <ul><li>Department made up of </li></ul><ul><li>- Instructional Technologists </li></ul><ul><li>- Academic E-Learning Consultants </li></ul><ul><li>- Multimedia Developers </li></ul><ul><li>- Graphic Designers </li></ul><ul><li>And a dedicated WebCT help service </li></ul><ul><li>Central support unit providing free support to all faculties. </li></ul>
  4. 4. Background to the course <ul><li>In 2004 the DHSSPS made the decision to change the initial qualification in social work from a Diploma to a Degree. Prior to this, the ‘ post -qualifying’ framework for existing practitioners, which had been in existence since 1990, was also at Level 6. </li></ul><ul><li>The Personal Social Services Training Strategy 2006-2016 also set as a target that by 2009 “all new social work registrants and re-registrants will be working towards or hold relevant accredited training or qualifications appropriate to their job role and associated with continuing registration” </li></ul><ul><li>Post-qualifying provision had to be redeveloped and/or reconfigured to meet the new Master’s level requirements (Level 8) as outlined by ‘The Quality Assurance Agency for Higher Education’ (2008). </li></ul>
  5. 5. Background to the course <ul><li>In 2007 a new NI Framework for post-qualifying education at Master’s level was launched by the ‘Northern Ireland Post Qualifying Education and Training Partnership’ (NIPQETP) and the ‘Northern Ireland Social Care Council’ (NISCC). </li></ul><ul><li>The module sits within a programme entitled ‘Initial Professional Development Programme’ (IPD) called ‘Developing Professional and Inter-Professional Practice. This programme is phase one of the MSc Professional Development in Social Work. </li></ul><ul><li>This module was targeted towards newly qualified social workers that completed their accessed year in employment, for social workers moving into a new area of practice or returning to the workforce after a period of absence. </li></ul>
  6. 6. Partners Involved <ul><li>The five Health and Social Care Trusts (HSCT), </li></ul><ul><li>Northern Ireland Post qualifying Education and Training Partnership (NIPQETP) </li></ul><ul><li>Northern Ireland Social Care Council (NISCC) </li></ul><ul><li>Department of Health and Social Services and Public Safety (DHSSPS). </li></ul><ul><li>University of Ulster </li></ul><ul><li>… later included Voluntary Sector </li></ul>
  7. 7. Course Development <ul><li>Twelve sessions - nine sessions delivered online and three face-to-face. </li></ul><ul><li>Identified which elements suitable for online and face-to-face delivery. </li></ul><ul><li>Identified appropriate innovative tools to ensure a seamless learning. </li></ul><ul><li>Ensured all materials and interactions adhered to SENDO legislation </li></ul><ul><li>Candidates were expected to engage in a range of weekly online discussion based activities. </li></ul><ul><li>All additional reading materials accessible online, including a scanned chapter of a specified text. The library provided a bespoke video illustrating the steps required to locate this material. </li></ul><ul><li>Reflective journal – develop skills of critical reflection </li></ul><ul><li>Formative Assessment </li></ul>
  8. 8. Student and Staff Support <ul><li>Face-to-face induction session </li></ul><ul><li>WebCT online induction </li></ul><ul><li>Helpdesk technical support </li></ul><ul><li>3 week training programme for eTutors </li></ul><ul><li>Support from agency trainers </li></ul><ul><li>Access to support from academic staff </li></ul>
  9. 9. First Cohort <ul><li>September 2008 </li></ul><ul><li>- 45 students </li></ul><ul><li>- Allocated into five trust areas </li></ul><ul><li>- Two eTutors per group </li></ul><ul><li>S ignificant results were found on: </li></ul><ul><li>Ability to critically reflect and evaluate own professional practice. (t = -3.98 (df 23) p<0.001) </li></ul><ul><li>Ability to demonstrate sound adherence to professional ethics, including the principles of diversity, equality and social inclusion in practice. (t = -3.41 (df23) p<0.01) </li></ul><ul><li>Understanding accountability arrangements, including supervision policies and practices in the organisation. (t = -2.88 (df23) p<0.01) </li></ul><ul><li>Understanding the professional role and the roles of other professions. (t = -2.33 (df23) p<0.05) </li></ul>
  10. 10. Second Cohort <ul><li>September 2009 </li></ul><ul><li>- 87 students (including voluntary sector) </li></ul><ul><li>- Allocated into five trust areas </li></ul><ul><li>- Two eTutors per group </li></ul><ul><li>S ignificant results were found on: </li></ul><ul><li>Understanding professional role and the roles of other profession. (t = -3.775 (df 21) p<0.001) </li></ul><ul><li>Understanding accountability arrangements, including supervision policies and practices in the organisation. (t = -7.231 (df 21) p<0.001) </li></ul><ul><li>Ability to critically reflect and evaluate own professional practice. (t = -3.309 (df 21) p<0.01) </li></ul><ul><li>Ability to communicate clearly with service users, line management and other professions. (t=-3.196 (df 21) p<0.01) </li></ul><ul><li>Ability to evaluate models of inter-professional practice and inter-agency working and applying them to your work setting. (t=-0.218 (df 21) p<0.05) </li></ul>
  11. 11. Challenges Faced <ul><li>Number of external partners involved </li></ul><ul><li>Limited experience of online teaching within faculty </li></ul><ul><li>Geographical locations of students </li></ul><ul><li>Line manager support for students </li></ul><ul><li>Following the Review of Public Administration – no funding available </li></ul><ul><li>Key players = digital immigrants. Unaware and sceptical </li></ul><ul><li>Was required to run on goodwill rather than policy directives </li></ul><ul><li>Delivery dates running outside academic calendar </li></ul>