Information Technology Reference
In-Depth Information
to access training and the capacity of workers and
organizations to embrace new technologies and
ways of learning in a more flexible way' (Centre
for Community Welfare Training for Adult learn-
ing in Australia (2004, p.27). This research found
that in educating students for interpersonal contact,
on which human services are traditionally based,
the introduction of technology could be seen as
displacing the significance of relationships in
learning; the “virtual community” challenging the
conventionally familiar meaning of community in
human services education and practice. Rumble
(2000, p.8) asserts that 'the use of new technolo-
gies will also favor innovations that create new
roles, new social links, and new types of social
behavior within a service context'. This service
delivery context is multidisciplinary.
The human services workforce requires disci-
pline specific knowledge and skills as well as the
ability to work effectively in a multidisciplinary
team context. The focus of formal education is
primarily on the former. This is necessary for
students to develop specific expertise yet it does
not provide them with the knowledge and skills
required to be an effective member of a multidis-
ciplinary team. Education on teamwork is pre-
dominantly discipline specific. For instance social
work students will learn from a social worker how
to work effectively with those from other areas,
relying upon social work texts to do so.
This narrow approach to learning and teaching
needs to change to meet the complex requirements
of the human services workforce. ICT tools provide
a platform for students from different backgrounds
to work together online to share ideas and col-
laborate. This may be through online simulation
exercises or a sharing of resources (Anderson &
Elloumi, 2004).
Combining the expertise across the human
services with instructional designers poses major
challenges. This necessitates careful planning by
educators to structure meaningful and relevant
learning experiences utilizing computerized
information systems available. Tensions will
necessarily exist due to different approaches to
the same issue. Clarity is required concerning
the roles and responsibilities of team members
particularly leadership. In a multidisciplinary
team the leader necessarily will be from an area
that is not representative of all members. Other
team members may become anxious that their
particular discipline will become subordinate to
that of the team leader. Effective leadership of
the multidisciplinary team therefore requires a
focus and commitment to the goals and tasks of
the team in a manner that gives equal apprecia-
tion and consideration to all of the perspectives
represented by the membership. When developing
effective ICT tools the membership of the team
is further diversified. Proactive development of
effective communication, conflict management
and prevention strategies are necessary for effec-
tive collaboration. Some guiding principles for
effective multidisciplinary collaboration using
ICT tools are:
•
Tight project management to prevent func-
tionality/scope creep (Schwalbe, 2004);
A shared linguistic/cultural framework;
•
•
A respectful, empathic and inquisitive
attitude that continually navigates the
knowledge acquisition process across all
disciplines;
Clear communication to all team members
•
and in particular the instructional designer
of: end product requirements, timeframe
for completion of tasks, review processes
and accountabilities;
Acknowledgment of the complex nature of
•
the ICT environment; and
Effective communication strategies to en-
•
courage and promote knowledge sharing.
Often, the practice of instructional design is
only referred to for justification of the selection
of educational strategies or approaches adopted
rather than being used as a starting point for the
development of online courseware. This is fur-
Search WWH ::
Custom Search