Reports, articles and other documents published by IRISS.
Between November 2003 and July 2005, the Scottish Institute for Excellence in Social Work Education commissioned The Universities of Edinburgh, Dundee and The Robert Gordon University to undertake a study of Learning for Effective and Ethical Practice (LEEP), the main purpose of which was as follows: To improve radically the quality, quantity, range, relevance, inter-professionality and management of practice learning opportunities for the new social work honours degree. Each project examined a related, but different, topic:
The overall aim of the Integrated Assessment Project was to develop innovative flexible and aligned assessment methods to promote deep learning for ethical and effective practice. It comprised of three discrete projects with the following key objectives:
- Project 3.1 New Methods of Assessment
- Project 3.2 Shared Assessment
- Project 3.3. Involvement of Users and Carers
Social work and social welfare services in the developed world have a rich, if relatively recent, history with origins in the social upheavals associated with rapid industrialization and urbanization during the eighteenth and nineteenth centuries. There is a regular flow of scholarly work analysing historical trends in the policies and practices of social welfare agencies.
This paper summarizes the results of a survey evaluating students' views of case-based learning comparing learning from traditional text-based case material with learning using a web-based multimedia case scenario. The survey included two cohorts of social work students from two different English speaking countries: Scotland (N= 39) and Canada (N= 57). Based on the principles of problem based, constructivist and collaborative learning, students participated in learning activities built into their respective courses.
Case-studies illustrating how vocational qualifications have made a positive difference to individuals, the organisation and service delivery.
Learning objects are bite-sized digital learning resources designed to tackle the e-learning adoption problem by virtue of their scale, adaptability, and interoperability. The learning object approach advocates the creation of small e-learning resources rather than whole courses: resources that can be mixed and matched; used in a traditional or online learning environment; and adapted for reuse in other discipline areas and in other countries.
The document provides guidance for those involved in higher education to promote the involvement of service users and carers in the education of social work students.
Preliminary findings of a study of practice-related research activity within social work agencies.