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

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

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

    • Judith Mullineux - Lecturer, School of Sociology & Applied Social Studies Ursula Donnelly - Academic Elearning Consultant
    • Background
      • eLearning at Ulster was established in 2001
      • Over 27,000 students have access to 7692 online modules in three distinctive modes
      • - Web Supplemented
      • - Web Dependent
      • - Fully Online
      • Approx 1,500 students undertaking study in fully online mode
    • eLearning @ Ulster
      • Department made up of
      • - Instructional Technologists
      • - Academic E-Learning Consultants
      • - Multimedia Developers
      • - Graphic Designers
      • And a dedicated WebCT help service
      • Central support unit providing free support to all faculties.
    • Background to the course
      • 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.
      • 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”
      • 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).
    • Background to the course
      • 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).
      • 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.
      • 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.
    • Partners Involved
      • The five Health and Social Care Trusts (HSCT),
      • Northern Ireland Post qualifying Education and Training Partnership (NIPQETP)
      • Northern Ireland Social Care Council (NISCC)
      • Department of Health and Social Services and Public Safety (DHSSPS).
      • University of Ulster
      • … later included Voluntary Sector
    • Course Development
      • Twelve sessions - nine sessions delivered online and three face-to-face.
      • Identified which elements suitable for online and face-to-face delivery.
      • Identified appropriate innovative tools to ensure a seamless learning.
      • Ensured all materials and interactions adhered to SENDO legislation
      • Candidates were expected to engage in a range of weekly online discussion based activities.
      • 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.
      • Reflective journal – develop skills of critical reflection
      • Formative Assessment
    • Student and Staff Support
      • Face-to-face induction session
      • WebCT online induction
      • Helpdesk technical support
      • 3 week training programme for eTutors
      • Support from agency trainers
      • Access to support from academic staff
    • First Cohort
      • September 2008
      • - 45 students
      • - Allocated into five trust areas
      • - Two eTutors per group
      • S ignificant results were found on:
      • Ability to critically reflect and evaluate own professional practice. (t = -3.98 (df 23) p<0.001)
      • 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)
      • Understanding accountability arrangements, including supervision policies and practices in the organisation. (t = -2.88 (df23) p<0.01)
      • Understanding the professional role and the roles of other professions. (t = -2.33 (df23) p<0.05)
    • Second Cohort
      • September 2009
      • - 87 students (including voluntary sector)
      • - Allocated into five trust areas
      • - Two eTutors per group
      • S ignificant results were found on:
      • Understanding professional role and the roles of other profession. (t = -3.775 (df 21) p<0.001)
      • Understanding accountability arrangements, including supervision policies and practices in the organisation. (t = -7.231 (df 21) p<0.001)
      • Ability to critically reflect and evaluate own professional practice. (t = -3.309 (df 21) p<0.01)
      • Ability to communicate clearly with service users, line management and other professions. (t=-3.196 (df 21) p<0.01)
      • 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)
    • Challenges Faced
      • Number of external partners involved
      • Limited experience of online teaching within faculty
      • Geographical locations of students
      • Line manager support for students
      • Following the Review of Public Administration – no funding available
      • Key players = digital immigrants. Unaware and sceptical
      • Was required to run on goodwill rather than policy directives
      • Delivery dates running outside academic calendar