Anne Llewellyn and Tracey Race15.4.15

The value of e-learning opportunities to prepare social work students for child safeguarding practice

Aims of the sessionTo explore the challenge of providing realistic

learning opportunities for social work students to develop skills and knowledge in a safe environment

To discuss the use of virtual learning tools to replicate social work practice

Continuing challenges of safeguarding vulnerable

children

Munro identified the role of education in preparing graduate social workers who have the skills and knowledge to “make the best judgments they can to protect a vulnerable child” (Munro Report, 2011: 6).

The challengeProviding an authentic learning environment for

child safeguarding

Integrating theory and practice

Providing opportunities for real time decision making and judgements

The pedagogy

Kolb’s experienti

al learning

cycle

1. Experiencing – immersing

yourself in the task

2. Reflection – what did you

notice?

3. Conceptualisation – what does it

mean?

4. Planning – what will

happen next? What will you

change?

A solution Photo-realistic immersive learning experience

(Learnscape), using actors for learner to engage with

Assessments built into Learnscape

Feedback and remediation loops built in

Key documents embedded so learner can read them in the context of the practice

Development of skills for child and family social work (Department for Education, 2014)

Development of skills for child and family social

workBuild purposeful, effective relationships with

children and families

Be able to communicate clearly, sensitively and effectively using best evidence methods with children of different ages and abilities, their families and the professional system

Be able to recognise the risk indicators of different forms of harm to children

(Department for Education, 2014)

AdvantagesLearner can work through at own pace

Learner can learn from mistakes in a safe environment

Can use the learnscape on any computer at any time – flexible

Engages learner in construction of their own knowledge

Subjective and Objective knowledge integration

Engages with emotional context of practice environment

Allows emotions to be felt in a safe environment

Models good practice for managing self

Promotes self-awareness

Develops learning from experience

Student Evaluation

So overall, I really like it as a learning tool. It feels 'real' and I think it is a gentle and safe way of preparing us to go into peoples homes and work meaningfully with them.

This has changed the way that I

think about doing an assessment. It

helped me to think more holistically