Learning

An article in two parts exploring the possible uses of web 2.0 technologies to support the informal learning of social work and social care workers.

This discussion document on continuing professional development (CPD), commissioned by the Scottish Social Services Council (SSSC), marks an important step in workforce development for the social services sector in Scotland.

This report discusses the results of commissioned research into the type of learning materials required to support the transition for students moving from the HNC in Social Care to the social work degree. The key questions to be addressed were: what issues do these students face; and what learning materials might help?

This evaluation examines the processes involved in establishing the provision of a range of innovative opportunities for interprofessional learning. The report also evaluates the experience of students who have completed interprofessional practice placements on two demonstration projects. The pilot projects operated from October 2004 until March 2005 and the demonstration projects operated from February to June 2005.

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.

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

Evaluation of a novel method of supporting the integration of learning for practice in Social Work settings: the Academic Advisor role. This evaluation examines the process and workings of a new approach to the integration of learning and practice, namely the introduction of Academic Advisors to practice learning settings in Edinburgh, Midlothian and Glasgow.

Prior to the implementation of the Project's Demonstration Model, the key themes highlighted by the Practice Audit and Literature Review were used to design two pilot projects, which were run in Local Authority Social Work settings between February and May 2004 (Bruce, 2004). One pilot project was based in Aberdeen City Council's Criminal Justice Service, and another pilot project in Children's Services, Aberdeenshire Council.

A Practice Audit of current assessment methods in social work education was commissioned by the Scottish Institute for Excellence in Social Work Education (SIESWE) to provide a resource to assist the development of the new social work degree in Scotland. The aim of the audit was to provide a cross-sectional account of current and recent arrangements for the assessment of social work learning in the UK, analysing educational approaches, resources, models and methods employed.

Opportunities for interprofessional learning and agency-based practice learning opportunities. This practice audit was carried out as part of the Learning for Effective and Ethical Practice project, funded by the Scottish Institute for Excellence in Social Work Education. The audit examined three different but related areas: integration of learning for practice, opportunities for inter-professional learning and agency-based learning opportunities.