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model 5: fishbowl role-play
online with a reference group
comes from the in role social workers using two
separate theoretical approaches to inform their
engagement with the service user. For example,
the first role-play could use an approach that is
not reflexive, failing to critique societal discourses
and their own history in the engagement with the
client. The second role-play could use a reflex-
ive approach to engaging with the service user.
For example, by utilising the reflexive practice
suggestions made by Bagshaw (2006), outlined
earlier in this chapter, role-players could prac-
tice interventions such as acknowledging power
dynamics in relationships; using empowerment
strategies; challenging dominant discourses;
ensuring marginalised stories are validated; and
valuing the transformative power of the process
rather than focusing on the outcome.
A benefit of all role-plays conducted online,
which this model takes advantage of, is that an
instant and complete written record of the entire
interaction is generated. Once the respective role-
plays have reached completion the two transcripts
can be used for students to carry out an assessment
of the two approaches through comparing them
with each other. They can identify the different
outcomes that each approach achieves and draw
out the benefits and disadvantages of each of the
theories. Students can also consider which contexts
might be more appropriate for each theory to be
utilised. This comparison can be carried out online
or in the face-to-face environment.
This model may help students make informed
decision about different theoretical approaches.
A disadvantage of this approach is the significant
amount of time that must be devoted to playing
out the online role-play according to the various
theories of practice. A strategy to minimise the
time expended on this learning and teaching option
is to play this online role-play out as an online
demonstration or interactive fishbowl role-play.
In this model the role-play has two fixed players in
the roles of social worker and service user. Once
again a discussion precedes the role-play based
upon readings on reflexive practice. The differ-
ence in this model is that the discussion thread,
which is used for the concurrent critique of the
role-play, includes not only students but also in-
dustry representatives (Douglas & Ogilvie, 2007)
to act as a reference group for the in role social
worker. This reference group can make sugges-
tions regarding reflexive practice interventions as
the role-play progresses. The industry representa-
tives can provide authentic feedback and critique
garnered from their practice experience as social
workers. For example, industry representatives
can inform the in role social worker of interven-
tions they have used as part of their reflexive
practice. The disadvantage of this model is the
effort required to recruit industry representatives,
however university teachers may already have
these contacts from their ongoing engagement
with relevant industry.
online StrategieS common to
all moDelS - “mix anD matcH”
for tHe beSt fit for StuDentS
Careful planning is necessary regarding online
simulations in order to ensure that learning objec-
tives are achieved. The teacher must be skilled
in educational facilitation to manage issues that
may arise during the course of the simulation
(McLaughlan & Kirkpatrick, 2008). Further learn-
ing and teaching issues that we have identified
as important to consider when designing online
role-plays can be arranged into three broad cat-
egories. These are:
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