Online Peer-to-Peer Counseling as a New ... - Wikispaces

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