Information Technology Reference
In-Depth Information
of information. The users' concepts and
words are used rather than a formal, au-
thorative vocabulary
information is organised in a social en-
for social behavior in electronic communication.
Students are asked to discuss in their groups ways
in which they would like to be treated and to
identify things they find intimidating or upsetting.
Students' views can be expressed on the bulletin
board with the instructor responsible for collating
the information and using these guidelines as the
basis for online communication. This exercise can
be done online or in class.
vironment; the outcomes are open and
shared
as the tagging of an object reaches a criti-
cal mass, common language and tags en-
able findability and sharing of resources.
online group Supervision with
assigned and rotating roles
The opportunities for using web 2.0 for col-
laborative learning are manifold and will be
discussed later in the chapter.
In this chapter, we used WebCT with its as-
sociated emails and discussion boards to design
the collaborative learning examples that follow.
Students used this platform to write about their
practice, to do role plays of various kinds, to
debate and defend ideas and to construct new
understandings. With webcasting and the op-
portunity for students to work face to face, the
examples in the section below can be expanded
and learning deepened.
Supervision is an important learning strategy for
students and workers in the human services. Su-
pervision courses are generally part of graduate
education programs and are provided to practi-
tioners with professional experience who want
to extend their theoretical understandings and
practical experiences.
There are two broad approaches to supervi-
sion. One is an individualistic approach where
the supervisor and the student work in a dyad.
The other is a group approach where students or
peers work with a more experienced practitioner
to provide the learning experience. These group
approaches are most frequently based on col-
laborative relationships and use the expertise,
strengths and capacities of group members to
achieve learning outcomes.
In the example that follows, the supervision
course was taught as part of a MSW course
called “social work practice education,” a topic
for experienced students. It was a face to face
intensive but the assessment was done as an
online group supervision exercise over several
following weeks. The aim of the course was to
provide students with an opportunity to learn
about group supervision with a focus on peer to
peer collaboration and shared leadership and of-
fering the opportunity to develop their personal
practice theories of supervision. Many of these
graduate students had already been supervisors
caSe exampleS
The case examples that follow illustrate concepts
of constructivism, collaborative learning prin-
ciples and knowledge of online technology. These
programs have been used in the education of social
workers for practice in the human services.
netiquette
Students in the human services practice and
learn in groups. The ability to form and operate
within a group context has become an essential
skill in our “networked” world. Forming a group
is never easy requiring effort, thought and clear
communication from all members to be effective.
In online classes that entail online discussion, it is
helpful to discuss netiquette, to provide parameters
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