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This film and article (link below) outlines and explores the lessons learnt whilst designing a three‐day blended learning approach in child protection processes for second‐year postgraduate social work students. This story uses the following video and article to describe the rationale and processes behind the development of a teaching and learning design that utilised web‐based activities with face‐to‐face teaching and role‐play sessions.
Child Protection Teaching: Students' Experiences of a Blended Learning Design
The purpose underlying the enquiry-based blended learning design is to prepare students with the appropriate knowledge of legislation and policies, as well as providing learning opportunities to gain the skills required to operate as critically reflective practitioners in the complex world of child protection.
The social constructivist theoretical perspective governing the teaching design is outlined with student evaluations of their learning experiences. This story seeks to outline that enquiry-based blended learning approaches can complement traditional modes of learning rather than replace them.
Child Protection Teaching: Students' Experiences of a Blended Learning Design
The purpose underlying the enquiry-based blended learning design is to prepare students with the appropriate knowledge of legislation and policies, as well as providing learning opportunities to gain the skills required to operate as critically reflective practitioners in the complex world of child protection.
The social constructivist theoretical perspective governing the teaching design is outlined with student evaluations of their learning experiences. This story seeks to outline that enquiry-based blended learning approaches can complement traditional modes of learning rather than replace them.
Child Protection Teaching: Students' Experiences of a Blended Learning Design
Abstract
This paper explores lessons learnt whilst designing a three‐day blended learning approach in child protection processes for second‐year postgraduate social work students. This article describes the rationale and processes behind the development of a teaching and learning design that utilised web‐based activities with face‐to‐face teaching and role‐play sessions. The purpose underlying the design is to prepare students with the appropriate knowledge of legislation and policies as well as providing learning opportunities to gain the skills required to operate as critically reflective practitioners in the complex world of child protection. A social constructivist theoretical perspective governing the teaching design is outlined with the student evaluation of their learning experiences. This paper concludes that e‐learning is something that can complement traditional modes of learning rather than replace them.
Cooner, T & Hickman, G 2008, 'Child Protection Teaching: students' experiences of a blended learning design', Social Work Education, vol. 27, no. 6, pp. 647-657. https://doi.org/10.1080/02615470802201721
