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Online Peer-to-Peer Counseling as a New Collaborative Format  in Studying Social Work Patricia Arnold,  University of Applied Sciences Munich, Germany With acknowledgements to  Wolfgang Schindler, Institut für kollegiale Beratung  Online Educa  2011, Berlin
Agenda Context: Online Degree Program BASA-Online Design Challenge: Leveraging Work Experience Design: Peer-to-Peer Counselling as a New Collaborative Format Evaluation Results Conclusions
Agenda Context: Online Degree Program BASA-Online Design Challenge: Leveraging Work Experience Design: Peer-to-Peer Counselling as a New Collaborative Format Evaluation Results Conclusions
Context:  Online Degree Program BASA-Online Online Degree program BA „Social Work“ Offered jointly by a consortium of 7 German universities Blended learning set-up:  75% student workload in online modules (using a learning management system)  25 % in face-to-face tuition (10 weekend seminars per year) Prerequisite: relevant work experience in the field of  social work (full-time equivalent of 1,5 years) Studying alongside with a job in the field of social work ->work experience is integral part of study program More  http://www.basa-online.de /
Agenda Context: Online Degree Program BASA-Online Design Challenge: Leveraging Work Experience Design: Peer-to-Peer Conselling as a New Collaborative Format Evaluation Results Conclusions
Design Challenge: Leveraging Work Experience I BASA-online is set up as an opportunity for lifelong learning within the Bologna process in European higher education However: Flexibility in time and location is not enough! Real challenge is interweaving academic studies and work experience: How to provide students with opportunities for reflecting critically on their day-to-day practice? How to foster links between academic and professional discourse? How to establish links between the academic community and the professional community?  Theoretical framework :  Reflective practitioner (Schön 1983) Communities of practice (Lave & Wenger, Wenger 1998)
Design Challenge: Leveraging Work Experience II Research project on students‘ perception and evaluation of the program (2008-2012) More participation/co-construction in online modules More possibilities to focus on topics of special interest Stringer lin age between theories of social work and actual practice
Agenda Context: Online Degree Program BASA-Online Design Challenge: Leveraging Work Experience Design: Peer-to-Peer Counselling as a New Collaborative Format Evaluation Results Conclusions
Design: Peer-to-Peer Counselling as a New Collaborative Format   Online-Module „Scientific Theory-Practice Transfer“ (4 terms,  25 ECTS) Method of peer-to-peer counselling employed Special Online platform used with counselling process logic in-built Students work on authentic cases from their own practice field in autonomous self-selected teams Assessment is via an individual e-portfolio with documentation and reflection on processes ->How does it work in detail?  More…
 
http://www.kollegiale-beratung.net   enables P2P counselling online Developped by the „ Institut für kollegiale Beratung e.V .“, a team with professional expertise in counselling  Implements the „ Heilsbronn Mode l“ of P2P counselling  Students use a method and a tool that is also used in the professional community It is free service that they can use beyond their study time They can invite colleagues who are non-students They can work on cases of the professional community or consult with members from the professional community
„ Heilsbronn Model of P2P Counselling … works Without a professional, external  advisor In a guided process with 10 steps Clearly structured time wise With the competencies of all participants With 3 roles: Case Presenter, Facilitator, Advisors With cases from the work experience of  participants Spangler 2005
In conference rooms … It is indicated how many people have seen a posting a conversation takes place  Organizational details can be discussed Whoever started the room „owns the keys“.
in counselling rooms Guides the platform through the 10 P2P counselling steps Privacy is ensured
Agenda Context: Online Degree Program BASA-Online Design Challenge: Leveraging Work Experience Design: Peer-to-Peer Conselling as a New Collaborative Format Evaluation Results Conclusions
Evaluation: Student feedback Generally very positive feedback, high level of acceptance  „  I am not only satisfied with the instrument of P2P counselling, I am actually thrilled by it! And I am about to recommend it to my colleagues at work. Especially in a time where everybody is busy and has little time it is wonderful to have the opportunity to get in touch, support each other and still be independent time wise.“ Students highlighted Guided process in 10 steps Being able to use the platform outside the study program, invite others To test a method and tool applied in the professional community Gained autonomy as regards cases, group composition, time frame etc. „
Evaluation: Critical points  One more tool phenomenon P2P counselling platform is yet another platform, Mahara for e-portfolios is the third platform students have to deal with  Shift of control With the shift of control also transparency and orientation for students are reduced Assessment paradox Shift of control not taken up in e-portfolio rubrics for assessment  (danger of ‘defensive reflection’ (Häcker 2005)
Agenda Context: Online Degree Program BASA-Online Design Challenge: Leveraging Work Experience Design: Peer-to-Peer Counselling as a New Collaborative Format Evaluation Results Conclusions
Conclusions P2P counselling proved to be a valuable means of interweaving academic theory and work experience of this special student body The educational design transgressed traditional  boundaries between academic and professional communities Very well accepted by students  Further refinement Introduce some new tools (e.g.. e-portfolio software mahara) at an earlier stage in the study program  Enhance transparency and orientation with group postings in the „plenary conference room“ Involve students in setting up assessment criteria for the e-portfolios
References Arnold, P. / Kilian, L. / Thillosen, A. / Zimmer, G. (2011) Handbuch E-Learning. Lehren und Lernen mit digitalen Medien (2nd completely revised and updates edition.) Bielefeld: W. Bertelsmann Arnold, P. / Smith, J. / Trayner, B. (2011) Networked Learning: the challenge of introducing one more tool into learning communities. In Dirckinck-Holmfeld, L. & Jones, C.(Eds.). Exploring the Theory, Pedagogy and Practice of Networked Learning, Spinger. Bäcker, E.-M. / Cendon, E. / Mörth, A. (2011) Das E-Portfolio für Professionals. Zwischen Lerntagebuch und Kompetenzfeststellung. Zeitschrift für E-Learning, 2011 (3), 37-50. Häcker, T. (2005). Das Portfolio als Instrument der Kompetenzdarstellung und reflexiven Lernprozesssteuerung. In: bwp@ Berufs- und Wirtschaftspädagogik – online, Ausgabe 8, edited by Tramm, T. / Brand, W.; http://www.bwpat.de/ausgabe8/txt/haecker_bwpat8-txt.htm (03.11.2011). Lave, J. / Wenger, E. (1991). Situated learning : legitimate peripheral participation. Cambridge:Cambridge University Press. (Learning in doing). Linderkamp, R. (2011) Kollegiale Beratungsformen: Genese, Konzepte und Entwicklung.  Bielefeld: Bertelsmann.  Schön, D. (1983) The reflective practitioner.  How professionals think in action. New York: Basic Books Spangler, G. (2005) Kollegiale Beratung. Nürnberg: mabase Wenger, E. (1998) Communities of practice; Learning, Meaning and Identity. New York: Cambridge University Press. Wenger, E., / White, N, / Smith, J.D. (2009) Digital Habitats: stewarding technology for communities. Portland, OR: CPsquare Publishing.  
Thank you very much…  …  for your attention! Contact:  Prof. Dr. Patricia Arnold Faculty of Applied Social Sciences University of Applied Sciences Munich, Germany [email_address] Slides available  at patriciaarnold.wikispaces.com  under Downloads

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Online educa 2011-arnold

  • 1. Online Peer-to-Peer Counseling as a New Collaborative Format in Studying Social Work Patricia Arnold, University of Applied Sciences Munich, Germany With acknowledgements to Wolfgang Schindler, Institut für kollegiale Beratung Online Educa 2011, Berlin
  • 2. Agenda Context: Online Degree Program BASA-Online Design Challenge: Leveraging Work Experience Design: Peer-to-Peer Counselling as a New Collaborative Format Evaluation Results Conclusions
  • 3. Agenda Context: Online Degree Program BASA-Online Design Challenge: Leveraging Work Experience Design: Peer-to-Peer Counselling as a New Collaborative Format Evaluation Results Conclusions
  • 4. Context: Online Degree Program BASA-Online Online Degree program BA „Social Work“ Offered jointly by a consortium of 7 German universities Blended learning set-up: 75% student workload in online modules (using a learning management system) 25 % in face-to-face tuition (10 weekend seminars per year) Prerequisite: relevant work experience in the field of social work (full-time equivalent of 1,5 years) Studying alongside with a job in the field of social work ->work experience is integral part of study program More http://www.basa-online.de /
  • 5. Agenda Context: Online Degree Program BASA-Online Design Challenge: Leveraging Work Experience Design: Peer-to-Peer Conselling as a New Collaborative Format Evaluation Results Conclusions
  • 6. Design Challenge: Leveraging Work Experience I BASA-online is set up as an opportunity for lifelong learning within the Bologna process in European higher education However: Flexibility in time and location is not enough! Real challenge is interweaving academic studies and work experience: How to provide students with opportunities for reflecting critically on their day-to-day practice? How to foster links between academic and professional discourse? How to establish links between the academic community and the professional community? Theoretical framework : Reflective practitioner (Schön 1983) Communities of practice (Lave & Wenger, Wenger 1998)
  • 7. Design Challenge: Leveraging Work Experience II Research project on students‘ perception and evaluation of the program (2008-2012) More participation/co-construction in online modules More possibilities to focus on topics of special interest Stringer lin age between theories of social work and actual practice
  • 8. Agenda Context: Online Degree Program BASA-Online Design Challenge: Leveraging Work Experience Design: Peer-to-Peer Counselling as a New Collaborative Format Evaluation Results Conclusions
  • 9. Design: Peer-to-Peer Counselling as a New Collaborative Format Online-Module „Scientific Theory-Practice Transfer“ (4 terms, 25 ECTS) Method of peer-to-peer counselling employed Special Online platform used with counselling process logic in-built Students work on authentic cases from their own practice field in autonomous self-selected teams Assessment is via an individual e-portfolio with documentation and reflection on processes ->How does it work in detail? More…
  • 10.  
  • 11. http://www.kollegiale-beratung.net enables P2P counselling online Developped by the „ Institut für kollegiale Beratung e.V .“, a team with professional expertise in counselling Implements the „ Heilsbronn Mode l“ of P2P counselling Students use a method and a tool that is also used in the professional community It is free service that they can use beyond their study time They can invite colleagues who are non-students They can work on cases of the professional community or consult with members from the professional community
  • 12. „ Heilsbronn Model of P2P Counselling … works Without a professional, external advisor In a guided process with 10 steps Clearly structured time wise With the competencies of all participants With 3 roles: Case Presenter, Facilitator, Advisors With cases from the work experience of participants Spangler 2005
  • 13. In conference rooms … It is indicated how many people have seen a posting a conversation takes place Organizational details can be discussed Whoever started the room „owns the keys“.
  • 14. in counselling rooms Guides the platform through the 10 P2P counselling steps Privacy is ensured
  • 15. Agenda Context: Online Degree Program BASA-Online Design Challenge: Leveraging Work Experience Design: Peer-to-Peer Conselling as a New Collaborative Format Evaluation Results Conclusions
  • 16. Evaluation: Student feedback Generally very positive feedback, high level of acceptance „ I am not only satisfied with the instrument of P2P counselling, I am actually thrilled by it! And I am about to recommend it to my colleagues at work. Especially in a time where everybody is busy and has little time it is wonderful to have the opportunity to get in touch, support each other and still be independent time wise.“ Students highlighted Guided process in 10 steps Being able to use the platform outside the study program, invite others To test a method and tool applied in the professional community Gained autonomy as regards cases, group composition, time frame etc. „
  • 17. Evaluation: Critical points One more tool phenomenon P2P counselling platform is yet another platform, Mahara for e-portfolios is the third platform students have to deal with Shift of control With the shift of control also transparency and orientation for students are reduced Assessment paradox Shift of control not taken up in e-portfolio rubrics for assessment (danger of ‘defensive reflection’ (Häcker 2005)
  • 18. Agenda Context: Online Degree Program BASA-Online Design Challenge: Leveraging Work Experience Design: Peer-to-Peer Counselling as a New Collaborative Format Evaluation Results Conclusions
  • 19. Conclusions P2P counselling proved to be a valuable means of interweaving academic theory and work experience of this special student body The educational design transgressed traditional boundaries between academic and professional communities Very well accepted by students Further refinement Introduce some new tools (e.g.. e-portfolio software mahara) at an earlier stage in the study program Enhance transparency and orientation with group postings in the „plenary conference room“ Involve students in setting up assessment criteria for the e-portfolios
  • 20. References Arnold, P. / Kilian, L. / Thillosen, A. / Zimmer, G. (2011) Handbuch E-Learning. Lehren und Lernen mit digitalen Medien (2nd completely revised and updates edition.) Bielefeld: W. Bertelsmann Arnold, P. / Smith, J. / Trayner, B. (2011) Networked Learning: the challenge of introducing one more tool into learning communities. In Dirckinck-Holmfeld, L. & Jones, C.(Eds.). Exploring the Theory, Pedagogy and Practice of Networked Learning, Spinger. Bäcker, E.-M. / Cendon, E. / Mörth, A. (2011) Das E-Portfolio für Professionals. Zwischen Lerntagebuch und Kompetenzfeststellung. Zeitschrift für E-Learning, 2011 (3), 37-50. Häcker, T. (2005). Das Portfolio als Instrument der Kompetenzdarstellung und reflexiven Lernprozesssteuerung. In: bwp@ Berufs- und Wirtschaftspädagogik – online, Ausgabe 8, edited by Tramm, T. / Brand, W.; http://www.bwpat.de/ausgabe8/txt/haecker_bwpat8-txt.htm (03.11.2011). Lave, J. / Wenger, E. (1991). Situated learning : legitimate peripheral participation. Cambridge:Cambridge University Press. (Learning in doing). Linderkamp, R. (2011) Kollegiale Beratungsformen: Genese, Konzepte und Entwicklung. Bielefeld: Bertelsmann. Schön, D. (1983) The reflective practitioner. How professionals think in action. New York: Basic Books Spangler, G. (2005) Kollegiale Beratung. Nürnberg: mabase Wenger, E. (1998) Communities of practice; Learning, Meaning and Identity. New York: Cambridge University Press. Wenger, E., / White, N, / Smith, J.D. (2009) Digital Habitats: stewarding technology for communities. Portland, OR: CPsquare Publishing.  
  • 21. Thank you very much… … for your attention! Contact: Prof. Dr. Patricia Arnold Faculty of Applied Social Sciences University of Applied Sciences Munich, Germany [email_address] Slides available at patriciaarnold.wikispaces.com under Downloads