From Pedagogy to Technagogy in Social Work Education: A Constructivist Approach to Instructional Design in an Online, Competency-Based Child Welfare Practice Course

Abstract

This article documents the design and pilot delivery of a computermediated, competency-based child welfare practice course founded on constructivist instructional principles. It was created in 2003 as part of the University of Northern British Columbia (UNBC) Social Work program's child welfare specialization stream. Offered to learners via the internet using web-based tools and resources, the course expanded access to the child welfare specialization option for social work students studying at UNBC's three rural regional campuses. The article examines emerging teaching and learning options across four components of online course development and delivery. The background of the specialization stream in the social work program is reviewed, constructivist instructional design theory is summarized, and a rationale for adopting this approach is discussed. This is followed by a brief report on the findings of the formative evaluation of the pilot delivery. Finally, the evolving underpinnings of online instruction are considered, including shifts in the roles of learners and instructors and the role of pedagogy in an evolving educational paradigm.

The Implications of Adverse Childhood Experiences for the Professional Requirements of Social Work

“…This need is captured by the social constructivist view of learning. In this approach knowledge is made as a result of the myriad social experiences we have (Bellefeuille, Martin & Buck, 2005;Blunt, 2008;Collins & Van Breda, 2010;Van Harmelen, 1999). Ramsden (1992) had advocated that the prior learning experiences of our students were an important starting point, because they provided insight into their font of knowledge and their potential.…”

Academic Support for First-Year Social Work Students in South Africa

“…Blended learning approaches (blending traditional classroom teaching with other approaches to learning, including TAL) have been used successfully to develop, for example, practice competencies in child welfare (Bellefeuille, Martin & Buck, 2005), micro-practice skills (Regan & Youn, 2008), research competence (Banks & Faul, 2007), critical reflection in large classes (Auslander, 2002) and academic competencies in social work students (Van Breda & Nefdt, 2009). These studies suggest that TAL approaches are as effective as face-to-face approaches to teaching.…”

15. A Transformative Experience: Expanding My Teaching and Learning Horizon

“…This conceptual model links design and delivery of online education with various instructional strategies, and acknowledges differences in student learning preferences (auditory and verbal learners, reflective and observational learners, visual learners, and tactile learners). I developed a deliberate and organized approach to teaching, using a combination of new approaches, some of which included, cooperative learning techniques (Perkins & Saris, 2001), problem-based learning scenarios (Wong & Lam, 2007), interactive virtual tours (Bellefeuille, Martin, & Buck, 2005), and active learning techniques (Meyers & Jones, 1993). Accommodating different learning preferences and diversifying the types of online instructional strategies was of significant benefit to students.…”