Judith Mullineux - Lecturer, School of Sociology & Applied Social Studies

Ursula Donnelly - Academic Elearning Consultant

Background

eLearning at Ulster was established in 2001 Over 27,000 students have access to 7692 online modules in three

distinctive modes - Web Supplemented- Web Dependent- Fully Online

Approx 1,500 students undertaking study in fully online mode

eLearning @ Ulster

Department made up of - Instructional Technologists- Academic E-Learning Consultants- Multimedia Developers- Graphic Designers

And a dedicated WebCT help service

Central support unit providing free support to all faculties.

Background to the course

In 2004 the DHSSPS made the decision to change the initial qualification in social work from a Diploma to a Degree. Prior to this, the ‘post-qualifying’ framework for existing practitioners, which had been in existence since 1990,was also at Level 6.

The Personal Social Services Training Strategy 2006-2016 also set as a target that by 2009 “all new social work registrants and re-registrants will be working towards or hold relevant accredited training or qualifications appropriate to their job role and associated with continuing registration”

Post-qualifying provision had to be redeveloped and/or reconfigured to meet the new Master’s level requirements (Level 8) as outlined by ‘The Quality Assurance Agency for Higher Education’ (2008).

Background to the course

In 2007 a new NI Framework for post-qualifying education at Master’s level was launched by the ‘Northern Ireland Post Qualifying Education and Training Partnership’ (NIPQETP) and the ‘Northern Ireland Social Care Council’ (NISCC).

The module sits within a programme entitled ‘Initial Professional Development Programme’ (IPD) called ‘Developing Professional and Inter-Professional Practice. This programme is phase one of the MSc Professional Development in Social Work.

This module was targeted towards newly qualified social workers that completed their accessed year in employment, for social workers moving into a new area of practice or returning to the workforce after a period of absence.

Partners Involved

The five Health and Social Care Trusts (HSCT), Northern Ireland Post qualifying Education and Training Partnership (NIPQETP) Northern Ireland Social Care Council (NISCC) Department of Health and Social Services and Public Safety (DHSSPS). University of Ulster

… later included Voluntary Sector

Course Development

Twelve sessions - nine sessions delivered online and three face-to-face. Identified which elements suitable for online and face-to-face delivery. Identified appropriate innovative tools to ensure a seamless learning. Ensured all materials and interactions adhered to SENDO legislation Candidates were expected to engage in a range of weekly online discussion

based activities. All additional reading materials accessible online, including a scanned chapter

of a specified text. The library provided a bespoke video illustrating the steps required to locate this material.

Reflective journal – develop skills of critical reflection Formative Assessment

Student and Staff Support

Face-to-face induction session WebCT online induction Helpdesk technical support 3 week training programme for eTutors Support from agency trainers Access to support from academic staff

First Cohort

September 2008- 45 students- Allocated into five trust areas- Two eTutors per group

Significant results were found on: Ability to critically reflect and evaluate own professional practice.

(t = -3.98 (df 23) p<0.001) Ability to demonstrate sound adherence to professional ethics, including the

principles of diversity, equality and social inclusion in practice. (t = -3.41 (df23) p<0.01)

Understanding accountability arrangements, including supervision policies and practices in the organisation. (t = -2.88 (df23) p<0.01)

Understanding the professional role and the roles of other professions. (t = -2.33 (df23) p<0.05)

Second Cohort

September 2009- 87 students (including voluntary sector)- Allocated into five trust areas- Two eTutors per group

Significant results were found on: Understanding professional role and the roles of other profession.

(t = -3.775 (df 21) p<0.001) Understanding accountability arrangements, including supervision policies and

practices in the organisation. (t = -7.231 (df 21) p<0.001) Ability to critically reflect and evaluate own professional practice.

(t = -3.309 (df 21) p<0.01) Ability to communicate clearly with service users, line management and other

professions. (t=-3.196 (df 21) p<0.01) Ability to evaluate models of inter-professional practice and inter-agency working and

applying them to your work setting. (t=-0.218 (df 21) p<0.05)

Challenges Faced

Number of external partners involved Limited experience of online teaching within faculty Geographical locations of students Line manager support for students Following the Review of Public Administration – no funding available Key players = digital immigrants. Unaware and sceptical Was required to run on goodwill rather than policy directives Delivery dates running outside academic calendar