Relevant bibliographies by topics / Social work teaching and learning

Academic literature on the topic 'Social work teaching and learning'

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Published: 5 May 2023

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Journal articles on the topic "Social work teaching and learning"

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Clapton, Gary. "Learning and Teaching in Social Work Practice." Social Work Education 28, no. 5 (August 2009): 575–76. http://dx.doi.org/10.1080/02615470802020923.

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Thurber, Amie, Helen Buckingham, Jordenn Martens, Rebecca Lusk, Darrylann Becker, and Stacey Spenser. "Teaching and Learning Social Change." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 8, no. 2 (November 26, 2022): 82–99. http://dx.doi.org/10.15402/esj.v8i2.70743.

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How can social work courses prepare students to be scholars of social movements, and also to act in solidarity with movements for social justice? How can graduate programs reimagine the professional socialization of social work students from aspiring for expertise toward a stance of life-long learning? How can instructors more deeply leverage our teaching practice to advance justice in our communities? This paper traces one attempt to answer these questions through a three-quarter graduate social work course designed to deepen students’ skills and knowledge in practices for social transformation, while amplifying existing social justice movements. Drawing on reflections from the instructor and five students, course artifacts, and insights from other students and community partners, this case study offers a model of community-engaged teaching that centers solidarity, reciprocity, and justice.
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NASUTI, JOHN P., REGINALD O. YORK, and H. CARL HENLEY. "TEACHING SOCIAL WORK RESEARCH: DOES ANDRAGOGY WORK BEST?" Journal of Baccalaureate Social Work 9, no. 1 (September 1, 2003): 149–75. http://dx.doi.org/10.18084/1084-7219.9.1.149.

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While the traditional approach to education views the student as a passive receptacle of knowledge, the model of adult learning known as andragogy views the learner as an active learner in the process. In this article, educational outcomes and student satisfaction were reported for three sections of an introductory research course at the undergraduate level. Two of these sections employed a text that was organized according to the principles of andragogy while the other section used a traditional text. Modest support for the model of adult learning (andragogy) was revealed in the qualitative data analyzed because more students evaluated this model as positive than as negative. The quantitative analysis of data failed to provide support for this model because there was not a statistically significant difference between the three sections on knowledge, satisfaction, or change in psychosocial variables such as willingness to participate in research activities.
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Aviles, Christopher B. "Implementing Mastery Learning in the Social Work Classroom." Journal of Baccalaureate Social Work 6, no. 1 (September 1, 2000): 123–40. http://dx.doi.org/10.18084/1084-7219.6.1.123.

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This article describes how the essential elements of the teaching method called mastery learning can be structured in the social work classroom. Mastery learning is a behavioral teaching method successfully used in social work education. Research studies on teaching rarely describe teaching methods in enough detail for instructors to discern how the teaching methods were implemented or how they may have been implemented differently. This can give social work educators a limited picture of what a teaching method could look like in their classrooms. The essential elements of mastery learning can be implemented in whole or part and can be structured in either simple or complex ways. Ways in which social work educators can implement mastery learning to better fit their classrooms are presented in this article.
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LAM, CHING MAN, and ZIXIN PAN. "BLENDED LEARNING IN SOCIAL WORK PRACTICE COURSES: A REFLECTIVE LEARNING MODEL." Hong Kong Journal of Social Work 55, no. 01n02 (January 2021): 53–68. http://dx.doi.org/10.1142/s0219246221000061.

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The rapid development of information technology and the recent global pandemic have accelerated the use of online courses in spheres of higher education. However, the use of technology in social work education remains controversial, particularly regarding practice-related courses. This paper reports experiences of using the reflective-based blended approach in courses for teaching social work practice. Positive evaluation and feedback were obtained from students that indicates the success of blended teaching. Based on the practice experience, the paper discusses success factors and difficulties in blended teaching and strategies for blended course design.
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Drolet, Julie, Haorui Wu, Matthew Taylor, and Allyson Dennehy. "Social Work and Sustainable Social Development: Teaching and Learning Strategies for ‘Green Social Work’ Curriculum." Social Work Education 34, no. 5 (July 4, 2015): 528–43. http://dx.doi.org/10.1080/02615479.2015.1065808.

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Oliphant, Sarah Moore, Dennis J. Ritchie, and Francis Origanti. "Teaching Social Work in a Global Context: Models of International Social Work Learning Experiences." Journal of Teaching in Social Work 39, no. 1 (January 2019): 23–41. http://dx.doi.org/10.1080/08841233.2018.1548407.

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Cooper, Lesley. "Backing Australia's Future: Teaching and Learning in Social Work." Australian Social Work 60, no. 1 (March 2007): 94–106. http://dx.doi.org/10.1080/03124070601166745.

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Hanson, Meredith, Michael Phillips, Robert Chazin, and Irina Grishayeva. "Cross‐National Teaching and Learning: Implications for Social Work." Social Work Education 24, no. 2 (March 2005): 157–68. http://dx.doi.org/10.1080/0261547052000333108.

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Rambaree, Komalsingh, and Lis-Bodil Karlsson. "Teaching and Learning of Social Work through Autobiographic Literatures." International Journal of Learning: Annual Review 18, no. 4 (2012): 17–28. http://dx.doi.org/10.18848/1447-9494/cgp/v18i04/47580.

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Dissertations / Theses on the topic "Social work teaching and learning"

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黃浪詞 and Long-chi Rinna Wong. "Evaluating constructivist teaching and learning of social work practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243770.

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Wong, Long-chi Rinna. "Evaluating constructivist teaching and learning of social work practice /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25617965.

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Mayall, Helen. "Teaching and learning criticality : a case study of post-qualifying social work education." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/617734/.

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Reviews of social work consistently emphasise that social workers need critical thinking to analyse complex information, alongside practical skills development. Although theoretical discussion of social work criticality is well established, this is an under-researched area with few empirical studies. This study aims to inform and develop educational practice by exploring understandings of criticality in social work through a case study of teaching and learning on a post-qualifying course. Participants were experienced social workers, working with children and families. Dialogue and reflective activities were used to encourage critical thinking and investigate participants’ responses. Critical realism, aligned with Bourdieu’s concepts of habitus, capital and field, were used to support an investigation of how individual participants understood critical reflection in the context of their social work role. The study developed an interpretative, thematic analysis of qualitative data from semi-structured interviews. Findings suggest that participants became familiar with reflective practice during their pre-qualifying courses. In their early career, opportunities for reflection receded as participants felt overwhelmed by an urgent need for technical skills and procedural knowledge. When they returned to study, as experienced social workers, the idea of critical reflection was unfamiliar and provoked anxiety. Whilst reflection was a private activity, some participants initially associated criticality with vulnerability, exposure and risk of public criticism. Participants’ prior educational experiences and their perceptions of their own academic ability affected their confidence in the higher educational field. However, opportunities to discuss their learning in a small, supportive group enabled them to develop confidence in exploring and developing their critical thinking about practice. This thesis contributes to knowledge through exposing and exploring post-qualifying students’ various responses to criticality and has implications for teaching criticality effectively. The study suggests there is a role for specific teaching to develop critical thinking, especially in supporting post-qualifying social work students to become the highly critical practitioners necessary in the most complex areas of social work practice.
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Dykes, Glynnis Zena. "An inquiry into the role of adverse childhood experiences in teaching and learning in social work." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96119.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The impetus for this study is contextualised within social work teaching and learning and arose from the emergence of adverse childhood experiences (ACEs) of social work students. The researcher had become increasingly interested in the ways in which these ACEs impacted on students in social work classrooms and felt compelled to enquire what the responses of teaching and learning in social work should be. The rationale for the study was further established by the dearth of research in this focal area. The research goal was to gain an understanding of the experiences of third-year students and the perspectives of social work teachers with regard to the role of adverse childhood experiences during teaching and learning activities and to recommend meaningful teaching practices. There were seven research objectives that focused on obtaining theoretical perspectives from the literature and on exploring and describing the adverse childhood experiences of students within the context of teaching and learning in social work. The research objectives generated the central research question: What are the learning experiences of third-year social work students at a South African university with regard to the role of their own adverse childhood experiences? A qualitative approach and case study design was deemed the most appropriate research philosophy and method to address the study’s objectives and central research question. The case study design was used to explore how individuals (third-year social work students at the University of the Western Cape) experienced a particular phenomenon (in this case adverse childhood experiences) in relation to teaching and learning within a social work context. To provide credence to the two purposes of this research, namely exploring and describing, two methods and two sources of data were utilised: (i) a reflective assignment in a specific social work third-year module from which 20 assignments were selected using purposive sampling; and (ii) individual interviews with ten student participants (derived from the sample of assignments) and two teaching staff participants. Three overarching topics emerged from the findings, namely the adverse childhood experiences of student participants; the after-effects of adverse childhood experiences in the context of teaching and learning in social work; and suggestions by participants for social work teaching and learning in the context of adverse childhood experiences. Each topic was delineated further into themes, sub-themes, and categories. The conclusions are that there was compelling evidence showing students to have endured formidable adverse childhood experiences; that students experienced overwhelming emotional reactions and responses during teaching and learning that exposed vicarious traumatisation; and that gaps present in current teaching and learning practices in social work render these practices insufficient to meet the learning needs of students. Three core recommendations relating to teaching and learning are offered: To develop the content of professional learning in the social work curriculum regarding the professional use of self, self-awareness and virtue ethics; to reconstruct and reaffirm the signature pedagogy regarding teaching and learning approaches and methods in social work; and to align fieldwork and placement learning with student profiles while also focusing on lecturer attentiveness and responsiveness.
AFRIKAANSE OPSOMMING: Die impetus vir hierdie studie is vervat in die onderrig en leer in maatskaplike werk van maatskaplike werk studente wat afbrekende kindertydse ervarings (AKE’s) deurgemaak het. Die navorser, wie se belangstelling al hoe meer geprikkel is deur die wyse waarop hierdie AKE’s studente in maatskaplike werk in die lesingsaal beïnvloed, is genoodsaak om inligting in te win oor wat die reaksie op onderrig en leer in maatskaplike werk behoort te wees. Die rasionaal vir die studie is verder deur die gebrek aan navorsing in hierdie fokusarea versterk. Die doel van die navorsings was om begrip vir die ervarings van derdejaarstudente en die perspektiewe van maatskaplikewerkdosente te ontwikkel oor die rol van AKE’s tydens onderrig- en leeraktiwiteite, en om betekenisvolle onderrigpraktyke aan te beveel. Die fokus van die sewe navorsingsdoelwitte was die inwin van teoretiese perspektiewe, asook die eksplorering en beskrywing van studente se AKE’s binne die konteks van die onderrig en leer van maatskaplike werk. Die navorsingsdoelwitte het die sentrale navorsingsvraag gegenereer: Hoe ervaar derdejaarstudente hul eie afbrekende kindertydse ervarings in maatskaplike werk aan ’n Suid-Afrikaanse universiteit? n Kwalitatiewe benadering en gevallestudiemetode is as geskikte metodes beskou om die studie se doelwitte en sentrale navorsingsvraag te ondersoek. Die gevallestudiemetode is gebruik om na te vors hoe individue (derdejaarstudente in maatskaplike werk aan die Universiteit van Wes-Kaapland) ’n spesifieke fenomeen (in hierdie geval AKE’s) ten opsigte van onderrig en leer binne die konteks van maatskaplike werk ervaar. Om geloofwaardigheid te verleen aan die twee doelwitte van hierdie navorsing, naamlik ’n verkennings ondersoek en beskrywing, is van twee metodes en twee databronne gebruik gemaak: (i) ’n Reflektiewe taak in ’n spesifieke derdejaarmodule in maatskaplike werk waaruit 20 take met behulp van ’n doelbewuste steekproef gekies is; en (ii) individuele onderhoude met tien deelnemende studente (gekies uit die steekproef van take), en twee deelnemende dosente. Drie oorkoepelende onderwerpe het uit die bevindinge na vore gekom, naamlik die AKE’s van studentedeelnemers; die nagevolge van afbrekende kindertydse ervarings binne die konteks van die onderrig en leer van maatskaplike werk; en voorstelle van deelnemers vir onderrig en leer van maatskaplike werk binne die konteks van AKE’s. Elke onderwerp word verder in temas, subtemas en kategorieë weergegee. Die gevolgtrekking is dat oortuigende bewyse bestaan wat toon dat studente ontsaglik AKE’s deurgemaak het; dat studente oorweldigende emosionele reaksies en response ervaar tydens onderrig en leer wat tot indirekte traumatisering lei; en dat daar tekortkominge is in die huidige onderrig- en leermetodes vir maatskaplike werk wat nie genoegsaam aandag gee aan die leerbehoeftes van studente nie. Daar is drie kernaanbevelings rakende onderrig en leer: Om die omvang van professionele leer ten opsigte van die professionele gebruik van die self, selfbewustheid en deugsaamheid in die maatskaplike werk-kurrikulum te ontwikkel; om maatskaplike werk se kenmerkende pedagogie oor onderrig- en leerbenaderings en metodes te rekonstrueer en te herbevestig; en om praktiese plasing en leer tydens plasing met die profiel van ’n student te belyn, terwyl die fokus ook op die oplettendheid en reaksie van die dosent moet wees.
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Newmark, Ananda. "Student Engagement in Undergraduate Social Work Education Among “at-risk” Students." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4450.

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College student engagement is an important factor that contributes to student success. This study is one of the first to explore student engagement in undergraduate social work education by examining engagement levels among at-risk social work students. In this study, two types of at-risk student groups were studied: First Generation College Students (FGCS) and transfer students. A cross sectional research design was used. Secondary analysis was performed on data gathered by the National Survey of Student Engagement (NSSE) from five accredited, Bachelor of Social Work (BSW) programs in one southeast state. A sample of 135 BSW seniors were included in this study and their levels of engagement were measured using four engagement types (peer to peer, student with faculty, student with university, and student with profession). Univariate and bivariate statistical procedures were used to examine the data and describe the sample. Hierarchical and logistic regression were used to test whether membership in an at-risk group could predict student engagement. There was a moderate to strong relationship between the four types of student engagement. Together, they indicated a good measure of BSW student engagement. FGCS had statistically significant lower levels of student engagement in three out of the four engagement types (peer to peer, student with faculty, and student with profession) than their non-FGCS counterparts. Practice implications for BSW programs to address low student engagement for FGCS through specific programming were provided. Transfer students had no statistically significant differences in any of the four types of student engagement compared to their non-transfer counterparts. Two explanations were posited for these findings; that social work programs are small in size and facilitate targeted student engagement that act as engagement “protective factors” and, by the time transfer students completed this survey they had already adopted the academic and cultural expectations requisite for success. Lastly, membership in an at-risk group, specifically FGCS, may predict lower levels of engagement in certain engagement types. The overall findings identify areas of low student engagement which afford BSW programs opportunities to create tailored programming to address it, especially among FGCS. Suggestions for future studies are also discussed.
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Gardiner, Derek William George. "Teaching and learning in social work practice placements : a study of process in professional education and training." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019665/.

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Approximately half of the time on social work training courses is devoted to practice placements in agencies, where students practise under the supervision of a qualified worker. The supervisory relationship is a key component in the development of practice skills " but it is under-researched. This study, of the teaching and learning processes in supervision, is essentially illuminative in nature and purpose. It is a qualitative study from the perspectives of supervisors and students. It presents same illustrative experiences which can not be adequately explained using the traditional model of supervision. Following a review which shows the roots of this model in American supervision literature, the research problem is defined. The research task is seen to be the generation of descriptions and interpretations of teaching and learning in supervision which are meaningful to the participants themselves. After reviewing same research into how adults learn, data gathered by a 'range of methods are presented as illustrative case examples, which point to the importance of the conceptions which the supervisors am students have of the learning process as a factor in explaining the patterns of interaction seen in the supervisory relationship. (i) These interpretations contribute towards a new, grounded, model of learning in social work education. Three levels of teaching-learning interaction in supervision are identified, which are derived from (and constrained by), students' and supervisors' conceptions of learning. The three levels reflect a focus on the content of learning, the process of learning, and meta-learning (ie learning to learn, and the transfer of learning). These findings are congruent with other recent research into student learning in higher education. Feedback to participants and other supervisors, tutors and policy-makers is described. The validity and usefulness of the findings, and implications of the research (including the need for further studies), are considered.
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Farrow, Soyna Hester, and Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.

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Ovington, Gary Keith. "Teaching and learning in higher education : nurturing critical reflection for bridging theory/practice links : a case study in social work education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/497.

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The 1990s has witnessed two 'institutions' in 'crisis': higher education and social work. In higher education. government has brandished its quality sword and the long-neglected area of teaching is prominent in the war cry. In social work, major stakeholders have constructed the crisis as the 'theory/practice problematic' and the systemic intervention has been the prima facie increasing power of non-academic bodies to shape social work curriculum. This study is set within this context of quality teaching and theory/practice issues. It is an action research study of the teaching and learning dynamic of a first year social work subject which seeks to 'answer' the question: how do we best teach beginning social work students to grapple with theory/practice issues, or more specifically, how do we best teach them to think theoretically and critically about action?
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Weir, Rosanna McCoy. "Using cooperative learning with literature to enhance social development in the primary grades." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/760.

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Sung-Chan, Po Lin Pauline. "A collaborative-action research into the teaching and learning of systemic family practice to school social work in Hong Kong." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367803.

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Books on the topic "Social work teaching and learning"

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Beverley, Audrey, and Aidan Worsley. Learning and Teaching in Social Work Practice. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1.

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1954-, Burgess Hilary, and Taylor Imogen, eds. Effective learning and teaching in social policy and social work. New York: RoutledgeFalmer, 2004.

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Doreen, Elliott, ed. Teaching and learning for practice. Aldershot, Hants, England: Gower, 1985.

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1944-, Haulotte Shirley M., Kretzschmar Jane A. 1956-, and Garcia Eunice, eds. Case scenarios for teaching and learning social work practice. Alexandria, Va: Council on Social Work Education, 2001.

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Shardlow, Steven. Practice learning and teaching. Houndmills, Basingstoke, Hampshire: Macmillan, 1996.

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Learning and teaching in the practice of social work. Silver Spring, Md: National Association of Social Workers, 1985.

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Social Care Institute for Excellence (Great Britain), ed. Teaching and learning communication skills in social work education. London: SCIE, 2004.

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Social Care Institute for Excellence (Great Britain), ed. Teaching and learning communication skills in social work education. London: SCIE, 2004.

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Taylor, Imogen. The learning, teaching and assessment of partnership work in social work education. London: Social Care Institute for Excellence, 2006.

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Arnold, Maik, ed. Handbook of Applied Teaching and Learning in Social Work Management Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18038-5.

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Book chapters on the topic "Social work teaching and learning"

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Taylor, Amanda M. L. "Fiction, Book Groups and Social Work Education." In Creative Education, Teaching and Learning, 167–77. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137402141_17.

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Beverley, Audrey, and Aidan Worsley. "Learning Partnerships." In Learning and Teaching in Social Work Practice, 19–39. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_3.

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Beverley, Audrey, and Aidan Worsley. "Adult Learning." In Learning and Teaching in Social Work Practice, 40–61. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_4.

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Sadzaglishvili, Shorena. "Teaching Social Work Management Through Service Learning." In Handbook of Applied Teaching and Learning in Social Work Management Education, 219–42. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18038-5_12.

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Taylor, Amanda M. L. "Book Groups and Fiction: A ‘Novel’ Approach to Teaching and Learning." In Transformative Learning for Social Work, 168–80. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-54236-6_12.

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Beverley, Audrey, and Aidan Worsley. "Setting the Context for Learning." In Learning and Teaching in Social Work Practice, 5–18. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_2.

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Beverley, Audrey, and Aidan Worsley. "Creating and Using Learning Opportunities." In Learning and Teaching in Social Work Practice, 62–82. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_5.

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Beverley, Audrey, and Aidan Worsley. "Learning in a Multidisciplinary Setting." In Learning and Teaching in Social Work Practice, 147–67. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_9.

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de Oliveira, Maria Cláudia Santos Lopes, and Tatiana Yokoy. "Psychology and Social Work Through Critical Lens." In International Handbook of Psychology Learning and Teaching, 1011–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_49.

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de Oliveira, Maria Cláudia Santos Lopes, and Tatiana Yokoy. "Psychology and Social Work Through Critical Lens." In International Handbook of Psychology Learning and Teaching, 1–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26248-8_49-1.

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Conference papers on the topic "Social work teaching and learning"

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Fang, Jingchao. "Supporting Online Learning and Teaching with Social Annotations." In GROUP '23: The 2023 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3565967.3571751.

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Villagrán, Ignacio. "Exploring the Effects of Applying Learning Analytics for Teaching Procedural Skills in Health Sciences Education." In CSCW '21: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3462204.3481799.

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Wang, Hongxia, and Dongdong Tang. "Research on College English Teaching Reform under the Mode of Work-integrated Learning." In International Conference on Education Innovation and Social Science (ICEISS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceiss-17.2017.79.

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Atkins, Prue, and Katie Sykes. "Embedding wholistic learning: Designing curated eLearning processes for social work students." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0107.

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La Trobe University is implementing a new Social Work course. Several evidence-based curriculum design and teaching innovations have been identified as having the potential to support both new explicit and implicit curriculum. This paper reports on the introduction of an innovative learning technology solution to promote a student centred learning approach. The use of the technology is novel to social work coursework education so evaluating the impact on supporting learning outcomes addresses a current gap in the research literature. Supporting a student centred approach, the innovation amalgamates ePortfolios with Moodle LMS to capture learning activities and assessments in their own digital space. The project has been a collaboration between the Social Work discipline and Technology Enhanced Learning Services. Findings from our evaluation show that the use of ePortfolios is consistent with transformational learning principles whereby the software application enables critical reflection, a sense of ownership over learning and the opportunity for students to be creative. The innovation also empowers students to develop a portfolio of curated reference material along with indivdiualised evidence of knowledge that can be utilised beyond graduation for potential employers or opportunities for further study.
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Sepulveda, Paula. "Computer supported collaborative learning in teaching social intervention in gender violence to the students of Social Work." In 2018 International Symposium on Computers in Education (SIIE). IEEE, 2018. http://dx.doi.org/10.1109/siie.2018.8586742.

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de Munnik, Marloes, and Osama Al-Mahdi. "DIGITALLY CHANGING TEACHING PRACTICE ENVIRONMENTS: AN EXPLORATION OF CONCEPTS AND IMPLICATIONS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end050.

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This paper proposes using different concepts for guiding institutional practices in times of digitally changing professional teaching work environments. This paper draws upon our previous research and offers a first step of a framework, to understand and explore the new digital changes for professional teaching and learning practice, while engaging in online and virtual work and learning environments. Thereby focusing on the notion of a professional and the social implications of digital work technologies that are used for teaching and learning. The theoretical paper is structured around concepts we identified in our previous work and its potential of adopting them in the context of digital communities of professional practices. Addressing these objectives can hopefully help us to understand, what the effects of digital professional teaching work environments on teaching practice and for teacher’s professional responsibility are, their social effects in everyday teacher work and their practice related knowledge? What capabilities, features or skills are enabling teachers to do so and what guidelines can help them to cope with the current changes? And ultimately, how workplaces, schools and universities can benefit from these ideas? We focus on both human social factors and digital material factors as being inherent to professional teaching and learning practice. We hereby build upon concepts derived from socio-cultural and socio-material theories which are currently not commonly used in the same context, such as: communities of practice which is popular in socio-cultural learning theories whereby the understanding of human development relies on the social world; and extending the community of practice with materiality whereby human development also involves the material world. We contribute with this paper by suggesting that our framework, drawing on concepts of two different but related learning theories is useful for further research, such as on the institutional and individual response to digital change in teaching and learning practice. We believe that our theoretical informed conceptual approach enables to inform an increased professionality of teaching professionals in times of digital work change, activates thinking about different concepts, a change of mindset or at least provide the guidelines for an improved understanding among those involved in teaching practice.
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Zhang, Mingshao, Pengji Duan, Zhou Zhang, and Sven Esche. "Development of Telepresence Teaching Robots With Social Capabilities." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86686.

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A telepresence robot is a device that allows people to participate in video conferences on a moveable platform from a remote location. The users can remotely control the robot’s motion and interact with each other through a video screen. Such systems, which were originally designed to promote social interaction between people, have become popular in various application areas such as office environments, health care, independent living for the elderly, and distance learning. Although there is ample published empirical work surrounding the use of telepresence and computer-mediated communication in education, few studies have examined telepresence robots in the classroom. Although some studies have indicated positive learning experiences and outcomes in education facilitated by telepresence robots, further research is needed to better identify the possible effects such approaches have on student learning and perceptions of instructor credibility. In order to maximize the students’ learning outcomes, it is very important to improve the usability of the telepresence robot platform for both the instructors and the students. In addition, the instructor credibility is also crucial to the overall learning experience. In the research presented here, an innovative remote teaching platform, which includes features of telepresence robots and social robots (which are autonomous robots that interact and communicate with humans by following social behaviors and rules associated with their roles), is developed. It is believed that telepresence robots equipped with the capabilities provided by social robots can improve the credibility of the instructor and the usability of the education platform, both of which contribute to the students’ overall learning outcomes.
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O'Sullivan, Grażyna, Louise Moody, Janet Saunders Andreja Čurin, and Marjan Leber. "ERGO WORK - Creating the Best Places to Work." In Applied Human Factors and Ergonomics Conference (2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001236.

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"Social Cohesion" is one of the seven main objectives of the Europe 2020 Strategy, and including disabled people in the labour market is a key element. There are challenges associated with providing fit for purpose workplaces and job design for full inclusion of people with disabilities. Ergonomics as a discipline has a key role to play. This paper describes the premise behind, and initial research undertaken within the 10 partner, European funded project "ERGO WORK - joining academia and business for new opportunities in creating ERGOnomic WORKplaces". The picture across Europe is variable in terms of workplace inclusion, and in the application of ergonomics and universal design. The project aims to encourage cooperation between universities, businesses and other organizations to improve learning, teaching and knowledge transfer in respect to ergonomic workplace design for disability. In the long term, the impact of the project is intended to be improved equal employment opportunities, enhanced understanding of universal design and principles for providing quality working environments in Europe. This paper describes the project rationale and some preliminary data from a scoping study to understand the provision for disability made in workplaces across Poland, Slovenia and the UK. Future work is outlined.
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Rose, Judy, and Samantha Low-Choy. "Modern Pedagogical Approaches to Teaching Mixed Methods to Social Science Researchers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9509.

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Mixed methods research is burgeoning across the social sciences. Yet there is a need to implement more modern approaches to teaching it in higher education. The aim of this work is to outline pedagogy and preliminary evaluation of new mixed methods workshops designed and implemented in an Australian university. A specific feature of these workshops included unpacking the ontological, epistemological and axiological understandings of various methods and the paradigms or worldviews that underpin each approach. This overview of the processes of scientific inquiry that permits mixing-in within and across quantitative and qualitative research designs aims to help participants to see how logics moved among these divides. In order to engage participants in critically learning about these abstract concepts, we adopted teaching strategies of flipped classroom and active learning. Results, from the workshop evaluations and individual learning reflections, provided preliminary evidence that: (i) due to this broad overview on mixed methods, participants would likely use mixed methods in the future in their field; and (ii) there is a strong appetite for high quality Mixed Methods instruction in higher education.
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Milojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley, and Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.

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Abstract Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.
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Reports on the topic "Social work teaching and learning"

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Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk, and Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3868.

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This paper studies the concept related to E-learning and the Virtual Learning Environment (VLE) and their role in organizing future teachers’ terminological work by specialty. It is shown the creation and use of the VLE is a promising approach in qualitative restructuring of future specialists’ vocation training, a suitable complement rather than a complete replacement of traditional learning. The concept of VLE has been disclosed; its structure has been presented as a set of components, such as: the Data-based component, the Communication-based, the Management-and-Guiding ones, and the virtual environments. Some VLE’s potential contributions to the organization of terminological work of future biology teachers’ throughout a traditional classroom teaching, an independent work, and during the field practices has been considered. The content of professionally oriented e-courses “Botany with Basis of Geobotany” and “Latin. Botany Terminology” has been revealed; the ways of working with online definer (guide), with UkrBIN National Biodiversity Information Network, with mobile apps for determining the plant species, with digital virtual herbarium, with free software have been shown. The content of students’ activity in virtual biological laboratories and during virtual tours into natural environment has been demonstrated. The explanations about the potential of biological societies in social networks in view of students’ terminology work have been given. According to the results of empirical research, the expediency of using VLEs in the study of professional terminology by future biology teachers has been confirmed.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, and Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.

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At present the information and communication technologies in education can be a catalyst in solving important social problems connected with increasing the educational resources and services availability and quality, real and equal opportunities in getting education for citizens despite their residence, social status and income. One of the most important education tasks is to develop students’ active cognitive attitude to knowledge. Cognitive activity in universities is a necessary stage in preparing for further professional life. The solution of task of formation of ecological competence of mining profile engineer requires the reasonable selection of the means of information and communication technologies conducing formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. We analyze the source with problems of formation of ecological competence. The article focuses mainly general-purpose computer system support learning Moodle, which allows you to organize individual and collective work of students to master the specialized course teaching material used in teaching special course "Environmental Geoinformatics" in the implementation of educational research.
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina, and Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Voegele, Janelle. Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.760.

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Yorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), December 2021. http://dx.doi.org/10.55203/gvkz5128.

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Geography plays a crucial role in understanding our world. It makes a vital contribution to our knowledge of the rapidly changing environmental and social challenges facing us and how we should tackle them. Supporting them effectively can present multiple opportunities and challenges for academic staff. For those embarking on a career in geographical teaching and learning, recognising these issues, and developing a toolbox of strategies with which to address them is key to developing good teaching practice. This guide offers a starting point for this process for graduate teaching assistants, teaching fellows and demonstrators.
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Mansfield, Janet. Report on faculty and student evaluation of instructors in direct service teaching at Portland State University Graduate School of Social Work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1705.

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Taela, Kátia, Taela, Kátia, Euclides Gonçalves, Catija Maivasse, and Anésio Manhiça. Shaping Social Change with Music in Maputo, Mozambique. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/ids.2021.020.

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In Mozambique, development programmes have traditionally drawn on music as a means to promote social transformation by educating citizens on key social development issues. Shifting the focus from music as a teaching medium to music as a rich source of information can provide vital insights into public opinion and political ideas, and significantly impact the development of citizen engagement projects. Maximum gains for development and civil society agencies can be achieved by mainstreaming gender into mutual learning activities between singers, audiences, and academics.
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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.
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NELYUBINA, E. G., and L. V. PANFILOVA. METHODOLOGICAL ASPECTS OF IMPLEMENTATION OF TECHNOLOGY “INVERTED LEARNING” IN CHEMISTRY LESSONS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-45-62.

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At the present time - the time of information technology and the rapid development of science and technology - a person has to constantly learn and retrain. The changes that have taken place in the education system in recent years have led to a rethinking of teaching methods and technologies. The technology of blended learning, one of the models of which is “inverted learning”, allows to succinctly include information and communication technologies in the educational process, while increasing the quality of education, creating a new level of personal responsibility for the student and by creating conditions for the development of metasubject competencies. Purpose - to develop methodological techniques for the implementation of the “flipped learning” technology in the framework of teaching chemistry in basic school, aimed at the formation of subject universal educational activities in chemistry. Method or methodology of the work: the main research methods were analysis, pedagogical experiment and interpretation of the results of the experiment. Results: solved at the theoretical and methodological level the problem of selection of methodological techniques aimed at the implementation of the technology “inverted learning” in the basic school.
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