scholarly journals Virtual Worlds and Social Work Education: Potentials for “Second Life”

10.18060/236 ◽  
2009 ◽  
Vol 10 (2) ◽  
pp. 176-192 ◽  
Author(s):  
Robert Vernon ◽  
Lisa Lewis ◽  
Darlene Lynch
Keyword(s):  
Social Work ◽  
Social Relationships ◽  
Virtual Worlds ◽  
Second Life ◽  
Social Work Education ◽  
Role Playing ◽  
Learning Opportunities ◽  
Laboratory Instruction ◽  
Technical Mastery ◽  
Work Education

Virtual worlds such as “Second Life” hold promise for social work education. They may be especially useful for distance/distributed education. Social relationships, groups, organizations and entire communities can be modeled and explored for role playing and laboratory instruction. This article provides an overview of “Second Life,” an example of a well developed virtual world. The CSWE Educational Policies and Accreditation Standards are used to examine possible applications. Benefits such as experiential learning opportunities and problems such as technical mastery are discussed. Virtual worlds can support and may even supplant current approaches for distance education.

Strengthening Competency in Policy Practice: An Experiential Model for Student Learning

2018 ◽  
Vol 23 (1) ◽  
pp. 145-158
Author(s):  
Dawn Apgar ◽  
Mackaully Parada
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Learning Opportunities ◽  
Helping Professionals ◽  
Social Work Educators ◽  
Policy Practice ◽  
New Methods ◽  
Macro Practice ◽  
Work Education ◽  
Policy Engagement

Competence in micro and macro practice is required by the Council on Social Work Education because it is essential for skilled practice by helping professionals. Social work educators have historically struggled to identify learning opportunities for students in policy practice that are interesting and help reinforce its relevance to direct helping. It is imperative that new methods of policy engagement be implemented in social work curricula. This article describes an innovative model, based on an experiential statewide collaborative of all undergraduate social work education programs, to develop and assess student competency in policy practice. Evaluation results indicate that students found this model more effective in teaching about the importance of policy practice than traditional policy courses and in conveying the importance of policy to their work in the field.

scholarly journals What influences practice educators in determining appropriate learning opportunities for social work students on their final practice learning placement?

2018 ◽  
Vol 15 (1) ◽  
pp. 39-62
Author(s):  
Claire Bates
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Learning Opportunities ◽  
Structured Interviews ◽  
Education Practice ◽  
The Uk ◽  
Work Education ◽  
The Voice ◽  
Practice Education

Abstract: Within social work education in the UK practice education has been subject to regular and substantive change and continues to have the potential to be fragmented as a result of practice learning taking place in a variety of organisations and settings as well as students having on site and off site practice educators. In this pilot research study individual semi structured interviews were used to gather data from 6 experienced practice educators who supervised students across both the statutory and voluntary sector, including those practicing independently as ‘off site’, to establish what influences practice educators when determining appropriate learning opportunities for social work students on their final placement. Findings indicated that practice educators draw on a variety of influences to determine appropriate learning opportunities for final year social work students, not relying on a single tool or mechanism. The research was undertaken in order to hear the voice of Practice educators and develop a better understanding of the process of supervising students on placement and to work towards enhancing future practice.Keywords: practice education; practice educator; social work education; placements; pcf; learning opportunities

Practice makes perfect: Designing Integrated Learning Experiences in Social Work Education using Laurillard’s ‘Conversational Framework’ for Learning

2018 ◽  
Vol 15 (2) ◽  
pp. 56-65
Author(s):  
Alison Domakin
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Opportunities ◽  
Realist Evaluation ◽  
Complex Task ◽  
E Learning ◽  
Knowledge And Practice ◽  
Work Education

Providing an integrated curriculum in social work education is a complex task and the profession has long struggled with how best to link knowledge and practice in qualifying studies.  This prompted the author to design a unit of study inspired by Laurillard’s seminal ‘Conversational Framework’ for learning, which suggests that opportunities for questioning and dialogue with an expert provide a pivotal mechanism for integrating learning.  In this model discussions need to be hard wired into experiential learning opportunities; both of which must occur simultaneously.    Bespoke e-learning curriculum materials were, therefore, developed to be studied alongside an experience of social work and dialogue with practitioners.   The unit was located on a Step up to Social Work (child and family) qualifying programme, delivered jointly with partner local authorities, which meant that greater access to practitioners was possible. Realist evaluation analysis of student feedback suggests that being able to synchronously draw on learning from experiencing practice and bespoke academic input, in dialogue with practitioners, can help students to develop more integrated understandings of the skills and knowledge required for social work practice.   

Use of Second Life in Social Work Education: Virtual World Experiences and Their Effect on Students

2015 ◽  
Vol 51 (1) ◽  
pp. 90-108 ◽  
Author(s):  
Kelley Reinsmith-Jones ◽  
Sharon Kibbe ◽  
Traci Crayton ◽  
Elana Campbell
Keyword(s):  
Social Work ◽  
Second Life ◽  
Social Work Education ◽  
Virtual World ◽  
Work Education

scholarly journals Virtual Reality and Social Work

2022 ◽  
Keyword(s):  
Virtual Reality ◽  
Social Work ◽  
Support Groups ◽  
Virtual Worlds ◽  
Social Work Education ◽  
Symptom Relief ◽  
Rapid Evolution ◽  
Service Evaluation ◽  
Research Issues ◽  
Work Education

Virtual reality in social work education and practice is relatively new. There is not a large literature on it—note that several of the resources below are authored by the same colleagues. Given the rapid evolution of the technologies, there are limited resources in terms of works within the last fifteen years. Juried resources published by recognized experts are provided. There are basically two distinct forms. First, we have virtual worlds such as Second Life where controlled avatars explore simulated environments. Virtual worlds can be quite varied and rich in visual content. Complete creation of hospitals, service agencies, schools, and places of worship are possible. Support groups for a variety of problems and ability challenges can regularly meet “in world.” Participation is usually synchronous. Most virtual worlds are accessible via personal computers. Participation costs are generally absent. Virtual worlds are not “games” but instead are platforms in which games may be played, role plays may be staged, classes and seminars held. The second virtual reality technology is generally found in laboratory settings. Participants don 3D helmets or goggles and explore environments that are computer-based. Purposes for creating and establishing these environments vary. For example, people suffering from PTSD can explore and relive traumatic events with therapeutic guidance towards symptom relief. As in the case of virtual worlds, lab-based simulations are usually synchronous. Just as avatars may interact with each other, lab-based experiences can include multiple participants. Each of these technologies offers promise for social work education and practice. Students in distance education can work together even when separated by oceans. Students can engage in service evaluation in virtual worlds. Students can learn about addiction triggers through creating the 3D environments that have modeled them. Both formats may be termed multi-user virtual environments (MUVEs) though terms vary. Of interest, if one looks at this bibliography as a data sample, educational uses tend to be through virtual worlds while practice uses may tend to be more in laboratory settings. The opening section discusses critical professional issues that may apply to using virtual reality innovations in social work. The next sections take up educational and practice applications. Articles that predominantly address research issues follow. Finally, resources for developing virtual world experiences are provided.

Creating Learning Opportunities for the Enhancement of Critical Thinking Skills in BSW Education

2013 ◽  
Vol 18 (1) ◽  
pp. 123-140
Author(s):  
Noell Rowan ◽  
Lynetta Mathis ◽  
Fran Ellers ◽  
Jaime Thompson
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Work Education ◽  
Thinking Skills ◽  
Learning Opportunities ◽  
Critical Thinking Skills ◽  
Clear Explanation ◽  
Vital Component ◽  
Work Education ◽  
Specific Project

The Council on Social Work Education has identified the enhancement of critical thinking skills as a vital component in social work education. Educators are challenged to create learning opportunities for knowledge and skill development as it relates to critical thinking. This article offers a description of a specific project to emphasize improvement in critical thinking skills through a newly created Writing Skills for Social Workers course and increased rigor in a BSW capstone project. The process of obtaining funding for the project and the methods in place to sustain it are also provided. Results indicate 88% of the students involved in the overall project demonstrated the ability to use social work critical thinking skills necessary to examine evidence, provide a clear explanation of reasonable alternatives, and evaluate possible consequences. Recommendations to continue providing learning opportunities to enhance critical thinking skills in BSW education are discussed.

Virtual Reality in Social Work Education

2021 ◽  
pp. 232-256
Author(s):  
Debra L. Olson-Morrison
Keyword(s):  
Virtual Reality ◽  
Social Work ◽  
Virtual Worlds ◽  
Social Work Education ◽  
Learning Experience ◽  
Learning Tool ◽  
Affective Processes ◽  
Practical Guidelines ◽  
Competency Based ◽  
Work Education

The use of virtual reality (VR) as a learning tool occupies a whole new and exciting domain for social work education. Engaging in virtual worlds expands the potential for students to connect with the learning experience on multiple levels, pedagogically aligns with stimulating affective processes to enhance cognitive engagement, and aligns with the domains of knowledge acquisition in competency-based social work education. In this chapter the author outlines the affordances necessary for student engagement in a virtual learning experience (VLE). The author explores applications for virtual reality in social work education and outlines several distinct opportunities for virtually-enhanced classroom learning. Practical guidelines to assist instructors in facilitating a VR learning experience are proposed, and the chapter concludes with commentary on the future of VR in social work education.

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