1. E-learning: new possibilities for service users to speak to students Alison Higgs

2. E-learning: context and policy http://www.hefce.ac.uk/learning/elearning http://www.dfes.gov.uk/publications/e-strategy/ http://www.scie.org.uk/elearning/files/consultation-response.pdf http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedago gy/elp_outcomes.aspx http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedago gy/elp_outcomes.aspx

3. Why e-learning? Opportunities and technology New skills requirements Access and participation Resource implications New approaches needed to involve service users

4. Service user involvement More than tokenism? Creative approaches needed Which users of our services are involved? Enhancing student learning

5. Integrating e-learning E-project ran alongside lecture programme Students divided into random groups of 7-8 Rooms available weekly for face-to face meetings to be used as required Ground rules suggested and implemented group by group Alignment between assessment task and e- learning made explicit

6. Project tasks Choose a practice dilemma Through group discussion choose 2 social work methods to apply to the dilemma Final report including self-assessment and analysis of group process posted on unit VLE site 2 mock leaflets to be produced ‘advertising’ 2 chosen methods. Service users give electronic written evaluation of leaflets Verbal presentation (focusing on learning process) to whole group

7. E-learning project Pilot Not formally assessed Application of theory to practice: social work methods Blended learning: face to face lectures and ad hoc group meetings Service User involvement

8. Leaflets Service users were inpatients at forensic psychiatric unit Payment for service user readers Applying theory to practice Creative skills and critical thinking Range of knowledge and understanding Preparation for summative assessment (exam)

9. Final report 1. the extent to which you believe each approach might make a long-term difference (and why). 2. the extent to which your chosen approaches address issues of anti-discriminatory practice (and how). 3. an evaluation of both approaches taken, i.e. the pros and cons of both for the particular scenario. 4. what has this project taught you about online communication? 5. a short paragraph by each member of the group (with your names beside it) detailing your individual contribution to the project

10. Verbal presentation Group presentation of final reports Verbal feedback to whole group and discussion

11. Themes from final reports/student feedback Difference between contributing and discussing online (Kear 2004) Lack of immediate feedback Informal learning vs. perceived formality of e-learning Participation: voice for different students (Madoc-Jones & Parrott 2005) Open discussion re. reality of face-to-face groups (Johns 2003) Acknowledgement of direct links with real need to communicate, research, collaborate and record online Netiquette isn’t the only aspect of online communication Timing of service user feedback

12. Themes from final reports/student feedback Collaboration and responsibility Ground rules, agreements about commitment IT skills and writing skills Non-assessed nature of task Access issues Risks with computer use Flexibility: pros and cons

13. Feedback from Service User ‘editors’ Style and content Language Process of involvement Critical thinking Powerful, direct voice Payment

14. Enhancing learning… Informal learning Group development Self and peer assessment Application of theory to practice with service users Student creativity Student responsibility for learning

15. Enhancing learning… Collaboration and negotiation - online and face to face Experience of working with people with different views, abilities, educational and other backgrounds Preparing to collaborate with professionals who have different trainings Informal learning A direct and powerful voice from users of our services

16. Learning from the pilot project More moderation, more structure helpful (Thomas 2002, Guzdial & Turns 2000) Timing of feedback and assessment task (Gibbs and Simpson 2004) Reconsideration of assessment task E-learning and its place in Social Work and Social Work education

17. References GIBBS, G AND SIMPSON, C., 2004. Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, (1),. GOODISON, T., 2001. The Implementation of e-learning in Higher Education in the United Kingdom: The Road Ahead. Higher Education in Europe, 26(2), pp. 247-262. GUZDIAL, M. AND TURNS, J., 2000. Effective Discussion Through a Computer-Mediated Anchored Forum. The Journal of the Learning Sciences, 9(4), pp. 437-469. JOHNS, R., 2003. Application of Web-based learning in teaching social work law. Social Work Education, 22(5), pp. 429-443. JOHNS, R., 2003. Application of Web-based learning in teaching social work law. Social Work Education, 22(5), pp. 429-443 KEAR, K., 2004. Peer learning using asynchronous discussion systems in distance education. Open Learning, 19(2), pp. 151-164. MADOC-JONES, I. and PARROTT, L., 2005. Virtual Social Work Education— Theory and Experience. Social Work Education, 24(7), pp. 755-768. THOMAS, M.J.W., 2002. Learning within incoherent structures: the space of online discussion forums. Journal of Computer Assisted Learning, 18, pp. 351- 366.