Louise O'Connor LSBU Mar. 20081 Collaborative Learning in Partnership Louise O’Connor London South...
-
Upload
shanna-wiggins -
Category
Documents
-
view
218 -
download
0
Transcript of Louise O'Connor LSBU Mar. 20081 Collaborative Learning in Partnership Louise O’Connor London South...
Louise O'Connor LSBU Mar. 2008
1
Collaborative Learning in Partnership
Louise O’ConnorLondon South Bank University
March 2008
Louise O'Connor LSBU Mar. 2008
2
“It’s all good in the end. This Unit drags you out of your comfort zone by the throat and batters you with learning.” Student quote
Louise O'Connor LSBU Mar. 2008
3
Focus of Study & Workshop Plan
First stage of two-part study
Undergraduate BA Social Work & BSc Nursing and Social Work (learning disabilities)
Focus on teaching & learning of ‘Partnership
& Participation’
Overview & Background Research project
Collaborative task Reflections? Initial findings Questions / Themes
Louise O'Connor LSBU Mar. 2008
4
Partnership - a dangerous liaison? (Preston-Shoot 2007:670)
Original Module & assignment (essay)
Involvement in SCIE Knowledge Review (2006)
Missed opportunities?
06/07 Piloted group learning activity
Students + lecturer reflection & feedback on pilot and assignment
What does it mean? How can we teach this?
Louise O'Connor LSBU Mar. 2008
5
Revised Module aims: Maximise collaborative inter / intra-
professional learning Explicit emphasis on: - group work theory and skills - personal and experiential
learning Effective collaboration necessary to
achieve outcome Group & individual elements ‘Intrinsic motivation’ (Mc Dowell, 2001)
Louise O'Connor LSBU Mar. 2008
6
Learning Process & Assessment Tasks
Group task (40%) Random groups Identified self-directed
study periods Exploration of key themes
related to partnership Application to case
scenario Group presentation and
group mark
Individual Task (60%)Produce posterCriteria included : understanding of
partnership and participation analysis of anti-oppressive
aspects reflection on learning
process & group experience identification of personal
skills
Louise O'Connor LSBU Mar. 2008
7
Study – Stage 1: Key Questions
Impact of an innovative learning and assessment process?
Contribution to students’ collaborative and individual learning?
Skill and knowledge development (within and across professional boundaries).
Louise O'Connor LSBU Mar. 2008
8
Workshop Small Group Task
Task:1. Introductions, name & role.2. Plan a group presentation called ‘The
Strengths and Limitations of Service User Involvement in Social Work Education’
3. Identify 3 key areas of theory / research that will inform the presentation
4. 3 weeks to prepare; present in CCCU 31 March
5. Develop basic plan to achieve task
Louise O'Connor LSBU Mar. 2008
9
Workshop Task
Consider: How would you plan this as a group? Assume your normal ‘day job’ / roles
continue. How can you collaborate? What needs to be thought about? What challenges or difficulties might
arise?
Louise O'Connor LSBU Mar. 2008
10
Reflection: Stop & Think!
How did you: share information about
yourselves? negotiate plan? agree communication? agree roles? negotiate practicalities identify possible challenges?
Did everyone have a voice?
Secret fantasies?
Louise O'Connor LSBU Mar. 2008
11
Study – Stage 1: Data Two cohorts of employment based (EBR) undergraduate
social work students (social care posts, attend part-time) Mature, experienced & ethnically diverse: EBR 06 – 17 students EBR 05 – 20 students Taught jointly – 12 week module
Questionnaire (Likert Scales) & Focus group
Stage 2 – 50 Social Work & 25 Nursing / Social Work students
(May 08)
37
Louise O'Connor LSBU Mar. 2008
12
Respondents: 14 White / White British 10 Minority Ethnic 4 Ethnicity not indicated Age 25-57. (Mean 42) 18 female 8 male 1 disabled
28 questionnaires completed
1 focus group
Louise O'Connor LSBU Mar. 2008
13
Views on Personal Learning‘I learn more when ..’(1 strongly disagree 5 Strongly agree) I experience challenge
or tensionI am involved in small group discussions
Louise O'Connor LSBU Mar. 2008
14
Skill development: Time management Team work Communication Negotiation Personal awareness Reflection Presentation Assertiveness Use of IT Researching literature
Group task improved skills in all areas
Range – 70-92%
Louise O'Connor LSBU Mar. 2008
16
Understanding of Theory / Literature:
Group dynamics* Groupwork models Partnership Participation Anti-oppressive practice* Applying theory to practice*
Group task improved skills in all areas
Range – 64 –77%
* Increase in ‘Disagree’ / ‘Don’t know’
Louise O'Connor LSBU Mar. 2008
17
Focus Group - analysis in progress
Initial themes: Strong emotions and behaviours
experienced in groups
Complexity of process
Learning achieved
Louise O'Connor LSBU Mar. 2008
18
Questions raised by Preliminary Analysis: Facilitation of groups to enhance learning and
conflict resolution? – or will this prevent learning?
Relevance of identities within and across professional boundaries?
Impact of physical location on behaviour / identities?
Louise O'Connor LSBU Mar. 2008
19
Qualitative Data Main benefits? Student quotes:
‘putting partnership skills into practice – clarifying roles, challenging each other, developing shared responsibility..’
‘working with difference i.e. colleagues’ perspectives, attitudes & ways of working .. helped me to accept these and share my ideas..’
‘Learning to manage group dynamics and the complexities involved’..
Louise O'Connor LSBU Mar. 2008
20
Qualitative data Main drawbacks? Student quotes:
‘personalities & levels of participation … although this exists in the workplace managers and supervisors are there to support the group’..’
‘not being able to complete tasks to my own
agenda, timeframe..’
‘it does not always show the difficulties that occurred and the learning that took place’
Group conflict …. it got nasty and personal..
Louise O'Connor LSBU Mar. 2008
21
Focus Group Themes:Tension, safety, control …
‘It was very difficult .. Lots of tensions, lots of ‘storming’ all the way through..
‘Two cohorts .. power dynamics going on..’
‘There was a feeling … “them and us”…’
Maybe they felt it was a safe environment .. the university .. a lot of stuff came out.. they would not have been said in workplace ..’
Louise O'Connor LSBU Mar. 2008
22
Focus Group Themes: professional boundaries / identities
'they would be disciplined for some of the things that were said…
‘work is safe because you know there is some sort of redress…’
‘in work … always difficult professionals .. [but] always someone higher managing that…’
Louise O'Connor LSBU Mar. 2008
23
Correspondence to Louise O’Connor [email protected]
Senior Lecturer in Social WorkFaculty of Health & Social Care, London South Bank
University
Louise O'Connor LSBU Mar. 2008
24
ReferencesBarr, H. Interprofessional education, Today, yesterday and tomorrow. A Review. Learning &
Teaching Support Network for Health Sciences & Practice, CAIPE.
Jackson, c. (2007) Motivating learning through innovative assessment http://www.bournemouth.ac.uk/eds/presentations/conference_2007/caroline_jackson.ppt Accessed
online 20 Jan 2008
McDowell, L. (2001) Students and innovative assessment. York: LTSN Generic Centre [available online] www.heacademy.ac.uk
Preston-Shoot, M. (2004) Responding by Degrees: Surveying the Education and Practice Landscape. Social Work Education Vol. 23, No. 6, December 2004, pp. 667–692
Race,P, Brown, S, Smith, S. (2005) 2nd Ed. 500 Tips on assessment. London: Routledge.
Taylor, I, Sharland, E, Sebba, J, Leriche, P, with Keep, A & Orr, D. (2006) The learning , teaching and assessment of partnership work in social work education. Knowledge Review 10. Social Care Institute for Excellence