Virtual Communication for Field Education Placements in a Global Context - Information Communication Technologies for Human Services Education and Delivery - page 138

ict anD local fielD eDucation • Regular combined supervisor workshops

(beginner and advanced);
A common student An increased number of social work student en-

rolments, agency concerns regarding rising and
repetitive demands for field places, spaces and
social worker supervision in the early nineties led
to the development of an electronic data base aimed
at addressing the conflicts and tensions associated
with the then four social work schools in Victoria
(Australia) competing for placements, resulting
in the establishment of the Combined Schools of
Social Work Network (CSSW). Since its origin
the Combined Schools of Social Work data base
has developed into a comparatively sophisticated
system, the starting point for organizing and ad-
ministering placements for the current six social
work schools in Victoria. The system provides an
integrated and cost efficient method for dealing
with a reasonable proportion of organizations
which contribute to the field education component
of social work programs.
Principles of the Network are based on core
social work values which promote: equal access
to quality field placements for all schools; agency
rights to privacy (minimizing outside requests for
placements) and cooperation between all schools
and participating agencies. A strong commitment
to these principles is reflected in the importance
placed on the processes and active participation
of each University's Field Education staff. As
with any shared data system complexities arise
from the multitude of players contributing and
responding to the system. This electronic data base
is maintained and sustained by the interactions,
dialogue and camaraderie associated to a consider-
able degree with intermittent face to face interac-
tion. It is certainly through these processes that
other significant outcomes have been achieved.
Examples of this collaboration include:

• field education assess-

ment framework for state-wide application
in conjunction with the national profes-
sional association;
Negotiation with major placement pro- •

viders regarding equitable distribution of
placements; (and)
Access to placements with other schools •

overseas partners, including shared pre-
departure briefings.

Whilst above we highlight the importance of
face-to-face contact to sustain the CSSW system
we acknowledge that some of the above functions
may be replaced by ICT strategies in the future.
An example of this is the development by another
Australian University (Charles Sturt University),
in conjunction with a network of other major
players, of a national, on-line program to train
supervisors who take social work and human
services students for their practicum. Although
initially targeted towards workers in rural and
isolated regions, unable to access current face to
face supervision training primarily provided in
metropolitan centers, one foresees interest from
human service practitioners Australia wide who,
out of necessity, convenience or preference will
choose to acquire supervisory qualifications/
recognition online.
The reduced time “on campus” students now
spend at university results in greater dependence
upon website/ online access to procedures and
pro formas comprising the different stages of
field education together with the opportunity for
“chat groups” through a distance learning system
whilst in the field for extensive periods (one hun-
dred and forty days over two years). Face to face
contact with RMIT University via liaison visits
and integrative seminars was complemented by
the opportunity for students on their first place-
ment to access a web-enabled discussion board.

• A website with the curriculum and ield

education profiles of each social work
school;