Dealing with the learning needs of child welfare social and health care workers: an interdisciplinary approach to blended learning with part time students. Issue 6 (18th August 2018)

• Record Type: Journal Article
• Authors: Campbell, Jim; Davis, Michaela; Phelan, Amanda; Hanley, Diane
• Is Part Of: Social work education. Volume 37:Issue 6(2018)
• Page Start: 746
• Page End: 760
• Publication Date: 2018-08-18
• Subjects: Blended learning -- continuous professional development -- children and families -- social work education -- social work; Social work education -- Great Britain -- Periodicals; Social workers -- Great Britain -- Periodicals; 361.0071141
• DOI: 10.1080/02615479.2018.1479384
• Languages: English
• ISSNs: 0261-5479

Abstract

ABSTRACT: This paper describes and critically evaluates a new interdisciplinary MSc in Child Welfare and Protection designed in Ireland for national and international post-qualified practitioners. It begins with a review of literature and policy and practice contexts where considerable changes to the delivery of child care services, as well as processes of monitoring need and risk, have occurred in the last decade. The next section of the paper discusses a range of perspectives on the strengths and limitations of blended learning approaches and how they can be used in interdisciplinary professional education. The second half of the paper focuses on the design and delivery of the program that was managed by academics from social work, radiography and nursing. Included in the paper are details of curriculum content, pedagogic methodologies, assessment and program management. The authors discuss opportunities and obstacles in delivering the program, including the careful use of resources and technological support, interdisciplinary debates and institutional commitments. The paper appeals to a form of blended learning that supports student learning, not just through new forms of technology, but by demonstrating that these can be mixed with traditional types of learning and teaching. In doing so it is argued that professionals can develop important, appropriate skills, knowledge and values.