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Online Peer-to-Peer Counseling

as a New Collaborative Format

in Studying Social Work

Patricia Arnold,

University of Applied Sciences Munich, Germany

With acknowledgements to Wolfgang Schindler,

Institut für kollegiale Beratung

Online Educa 2011, Berlin


Agenda

1. Context: Online Degree Program BASA-Online

2. Design Challenge: Leveraging Work Experience

3. Design: Peer-to-Peer Counselling as a New Collaborative Format

4. Evaluation Results

5. Conclusions

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 2

December, 2, 2011


Agenda

1. Context: Online Degree Program BASA-Online

2. Design Challenge: Leveraging Work Experience

3. Design: Peer-to-Peer Counselling as a New Collaborative Format

4. Evaluation Results

5. Conclusions

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 3

December, 2, 2011


Context:

Online Degree Program BASA-Online

Online Degree program BA „Social Work“

Offered jointly by a consortium of 7 German universities

Blended learning set-up:

75% student workload in online modules (using a learning management system)

25 % in face-to-face tuition (10 weekend seminars per year)

Prerequisite: relevant work experience in the field of social work (full-time

equivalent of 1,5 years)

Studying alongside with a job in the field of social work

->work experience is integral part of study program

Online Educa 2011

Patricia Arnold, arnold@hm.edu

More http://www.basa-online.de/

Slide 4

December, 2, 2011


Agenda

1. Context: Online Degree Program BASA-Online

2. Design Challenge: Leveraging Work Experience

3. Design: Peer-to-Peer Conselling as a New Collaborative Format

4. Evaluation Results

5. Conclusions

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 5

December, 2, 2011


Design Challenge:

Leveraging Work Experience I

BASA-online is set up as an opportunity for lifelong learning within the

Bologna process in European higher education

However: Flexibility in time and location is not enough!

Real challenge is interweaving academic studies and work experience:

How to provide students with opportunities for reflecting critically on their day-today

practice?

How to foster links between academic and professional discourse?

How to establish links between the academic community and the professional

community?

Theoretical framework :

Reflective practitioner (Schön 1983)

Communities of practice (Lave & Wenger, Wenger 1998)

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 6

December, 2, 2011


Design Challenge:

Leveraging Work Experience II

Zeitliche Überschneidungsfreiheit von Lehrveranstaltungen, die nach

dem Studienplan belegt werden müssen

**Verlass auf Lehrveranstaltungstermine

Inhaltliche Abstimmung zwischen den Lehrveranstaltungen

Breite und inhaltliche Qualität des Lehrangebots

Praxisbezug des Studiengangs

Vermittlung von überfachlichen Schlüsselqualifikationen

Veranstaltungen zur Studieneinführung

Vermittlung der Fachkultur durch die Lehrenden

Mitwirkung bei der Planung und Durchführung des Lehrangebots

Internationale Ausrichtung des Studiengangs

Beziehungen zwischen Studierenden und Lehrenden

Atmosphäre unter den Studierenden

Räumliche und sächliche Ausstattung im Studiengang

Ausstattung mit studentischen Arbeitsplätzen

Zugänglichkeit des Internets an der Hochschule

17,7

15,7

23,5

41,2

47,1

45,1

51,0

47,1

60,8

64,7

29,4

72,5

68,7

85,7

49,0

86,3

92,2

49,0

31,4

33,3

31,4

29,4

37,3

37,3

Online Educa 2011

Patricia Arnold, arnold@hm.edu

29,4

23,6

11,8

15,7

15,7

21,6

7,8

29,4

15,7

19,6

11,7

16,0

7,8 2,0

2,0

3,9

Änderungen in der Studien- und Prüfungsordnung 9,8

35,3

47,1

7,8

Ausrichtung aller Lehrveranstaltungen an den Zielen des Studiengangs

39,2

35,3

19,6 5,9

Einrichtung von "Brückenkursen" zur Aufarbeitung schulischer

27,5

29,4

37,2 5,9

Wissenslücken in den Anfangssemestern

Verringerung der Prüfungsanforderungen 17,6

31,4

39,2

11,8

Erleichterungen für den Wechsel eines Studienfaches 7,8 25,5

56,9

9,8

Bessere Koordinationsmöglichkeiten für Erwerbsarbeit und Studium

62,0 19,0 27,5 2,0

Mehr Freiräume für die individuelle Auswahl von Studieninhalten

43,1

27,5

25,5 3,9

Mehr Zeit zur freien Gestaltung 29,4

23,5

41,2

5,9

Gelegenheiten, um über den Tellerrand des Fachstudiums blicken zu

49,0

29,4 15,7 5,9

können

Verknüpfung von Theorie und Praxis im Studiengang

47,0

31,4

15,7 5,9

Mehr Beteiligungsmöglichkeiten an Forschungsprojekten 27,5

29,4

29,4 13,0

Intensivere Betreuung durch Lehrende 29,4

37,3

29,4 3,9

Kleinere Lehrveranstaltungen 15,7

41,2

31,4 11,7

Feste studentische Lern- und Arbeitsgruppen/Tutorien 17,7 23,5

34,0

9,8

Stärkere Beteiligungsmöglichkeiten an Diskussionen in

9,8 27,4

56,9

5,9

Lehrveranstaltungen

Mehr Möglichkeiten zum Erwerb von Fremdsprachen 31,4

27,5

33,3 7,8

Mehr Beratung und Schulung in EDV- und Computernutzung

47,0

19,6

30,0 2,0

Mehr Kontaktmöglichkeiten zu Kommiliton(inn)en 25,5

35,3

35,3

3,9

0% 20% 40% 60% 80% 100%

Angaben in Prozent

7,8

11,8

17,6

11,8 1,9

3,9

3,9

9,8 5,8

15,7

9,8 5,8

0% 20% 40% 60% 80% 100%

Angaben in Prozent

Sehr gut oder eher gut Teils gut, teils schlecht Eher schlecht oder sehr schlecht Keine Angabe

Sehr stark oder eher stark gewünscht Teils stark, teils wenig gewünscht Eher wenig oder überhaupt nicht gewünscht Keine Angabe

2,9

3,9

3,9

3,9

3,9

Research project on students‘

perception and evaluation of the

program (2008-2012)

More participation/co-construction

in online modules

More possibilities to focus on

topics of special interest

Stringer lin age between theories

of social work and actual practice

Slide 7

December, 2, 2011


Agenda

1. Context: Online Degree Program BASA-Online

2. Design Challenge: Leveraging Work Experience

3. Design: Peer-to-Peer Counselling as a New Collaborative Format

4. Evaluation Results

5. Conclusions

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 8

December, 2, 2011


Design: Peer-to-Peer Counselling as a New

Collaborative Format

Online-Module „Scientific Theory-Practice Transfer“ (4 terms, 25 ECTS)

Method of peer-to-peer counselling employed

Special Online platform used with counselling process logic in-built

Students work on authentic cases from their own practice field in

autonomous self-selected teams

Assessment is via an individual e-portfolio with documentation and

reflection on processes

Online Educa 2011

Patricia Arnold, arnold@hm.edu

->How does it work in detail? More…

Slide 9

December, 2, 2011


Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 10

December, 2, 2011


http://www.kollegiale-beratung.net enables P2P counselling online

Developped by the „Institut für kollegiale Beratung e.V.“, a team with

professional expertise in counselling

Implements the „Heilsbronn Model“ of P2P counselling

Students use a method and a tool that is also used in the professional

community

It is free service that they can use beyond their study time

They can invite colleagues who are non-students

They can work on cases of the professional community or consult with

members from the professional community

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 11

December, 2, 2011


„Heilsbronn Model of P2P Counselling …

works

Without a professional, external advisor

In a guided process with 10 steps

Clearly structured time wise

With the competencies of all participants

With 3 roles: Case Presenter, Facilitator, Advisors

With cases from the work experience of

participants

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Spangler 2005

Slide 12

December, 2, 2011


In conference rooms …

a conversation It is indicated takes how place many people

have seen a posting

Organizational details can be

discussed

Whoever started the room

Online Educa 2011

Patricia Arnold, arnold@hm.edu

„owns the keys“.

Slide 13

December, 2, 2011

13


in counselling rooms

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Guides the platform

through Privacy the is ensured

10 P2P

counselling steps

Slide 14

December, 2, 2011

14


Agenda

1. Context: Online Degree Program BASA-Online

2. Design Challenge: Leveraging Work Experience

3. Design: Peer-to-Peer Conselling as a New Collaborative Format

4. Evaluation Results

5. Conclusions

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 15

December, 2, 2011


Evaluation: Student feedback

Generally very positive feedback, high level of acceptance

„ I am not only satisfied with the instrument of P2P counselling, I am actually

thrilled by it! And I am about to recommend it to my colleagues at work.

Especially in a time where everybody is busy and has little time it is

wonderful to have the opportunity to get in touch, support each other and

still be independent time wise.“

Students highlighted


Guided process in 10 steps

Being able to use the platform outside the study program, invite others

To test a method and tool applied in the professional community

Gained autonomy as regards cases, group composition, time frame etc.

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 16

December, 2, 2011


Evaluation: Critical points

One more tool phenomenon

P2P counselling platform is yet another platform, Mahara for e-portfolios is the

third platform students have to deal with

Shift of control

With the shift of control also transparency and orientation for students are

reduced

Assessment paradox

Shift of control not taken up in e-portfolio rubrics for assessment (danger of

‘defensive reflection’ (Häcker 2005)

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 17

December, 2, 2011


Agenda

1. Context: Online Degree Program BASA-Online

2. Design Challenge: Leveraging Work Experience

3. Design: Peer-to-Peer Counselling as a New Collaborative Format

4. Evaluation Results

5. Conclusions

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 18

December, 2, 2011


Conclusions

P2P counselling proved to be a valuable means of interweaving academic theory and

work experience of this special student body

The educational design transgressed traditional boundaries between academic and

professional communities

Very well accepted by students

Further refinement

Introduce some new tools (e.g.. e-portfolio software mahara) at an earlier stage in the

study program

Enhance transparency and orientation with group postings in the „plenary conference

room“

Involve students in setting up assessment criteria for the e-portfolios

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 19

December, 2, 2011


References

Arnold, P. / Kilian, L. / Thillosen, A. / Zimmer, G. (2011) Handbuch E-Learning. Lehren und Lernen mit

digitalen Medien (2nd completely revised and updates edition.) Bielefeld: W. Bertelsmann

Arnold, P. / Smith, J. / Trayner, B. (2011) Networked Learning: the challenge of introducing one more tool

into learning communities. In Dirckinck-Holmfeld, L. & Jones, C.(Eds.). Exploring the Theory, Pedagogy

and Practice of Networked Learning, Spinger.

Bäcker, E.-M. / Cendon, E. / Mörth, A. (2011) Das E-Portfolio für Professionals. Zwischen Lerntagebuch

und Kompetenzfeststellung. Zeitschrift für E-Learning, 2011 (3), 37-50.

Häcker, T. (2005). Das Portfolio als Instrument der Kompetenzdarstellung und reflexiven

Lernprozesssteuerung. In: bwp@ Berufs- und Wirtschaftspädagogik – online, Ausgabe 8, edited by

Tramm, T. / Brand, W.; http://www.bwpat.de/ausgabe8/txt/haecker_bwpat8-txt.htm (03.11.2011).

Lave, J. / Wenger, E. (1991). Situated learning : legitimate peripheral participation. Cambridge:Cambridge

University Press. (Learning in doing).

Linderkamp, R. (2011) Kollegiale Beratungsformen: Genese, Konzepte und Entwicklung. Bielefeld:

Bertelsmann.

Schön, D. (1983) The reflective practitioner. How professionals think in action. New York: Basic Books

Spangler, G. (2005) Kollegiale Beratung. Nürnberg: mabase

Wenger, E. (1998) Communities of practice; Learning, Meaning and Identity. New York: Cambridge

University Press.

Wenger, E., / White, N, / Smith, J.D. (2009) Digital Habitats: stewarding technology for communities.

Portland, OR: CPsquare Publishing.


Online Educa 2011

Patricia Arnold, arnold@hm.edu

Slide 20

December, 2, 2011


Thank you very much…

… for your attention!

Online Educa 2011

Patricia Arnold, arnold@hm.edu

Contact:

Prof. Dr. Patricia Arnold

Faculty of Applied Social Sciences

University of Applied Sciences Munich, Germany

arnold@hm.edu

Slides available at patriciaarnold.wikispaces.com under Downloads

Slide 21

December, 2, 2011

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