Method of Course Delivery

The course was designed to provide a collaborative and interactive learning environment for students using PLA techniques, the Sakai LMS and face-to-face interaction. There were synergies created between the field instruction course and this course, through close collaboration and communication with the educator responsible for the field instruction (FI) course. Students’ experience and existing knowledge was acknowledged and utilised where possible. Teaching and learning took place through lectures, class discussions, synchronous and asynchronous discussions and presentations. The course incorporated TEL using the Sakai platform for discussion forums, YouTube videos and links to relevant sites. Students were requested to make use of the discussion forum and links to the internet. Discussion forum posts were expected to include insightful comments, personal views and references around issues that are relevant. It was recommended to the students that when posting and replying to comments on the discussion forum, they should reflect on and make reference to at least two other posts made by other class members.

The educator made explicit the expectations she had of the students in this course, such as compulsory attendance, since social work is a professional degree and requires students to participate in all learning activities. In addition, students were advised to take responsibility for their own learning, to read beyond the information presented in the course pack and to engage in the discussion forum and online activities. In addition to this, posts on social media platforms were required to conform to the principles and ethics of social work. Therefore content and language used by student social workers on social media platforms should be “professional and socially appropriate” (Kirst-Ashman, 2010, p. 36). As much of the course required students to work in groups, it was suggested that students develop their own contract amongst group members, as well as to allocate tasks and work in a cooperative and collaborative manner.

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In designing the course, I stressed to the students the importance of the application and integration of knowledge and skills acquired in meso practice. I also encouraged students to engage in reflection on the content and process of this course, and designed activities such as the completion of weekly reflection forms and journals. Methods used to encourage these outcomes included encouragement of active engagement in face-to-face and online discussion, short written exercises, extensive reading and role-play in classroom simulations. Assessment of student understanding was ongoing, and conducted at various points in the course. I had an open door policy, and encouraged students to consult with me either in person or electronically.

I also shared my teaching philosophy with the students. For me, learning is an ongoing process and the elements of authentic learning make it possible to consider how meso practice occurs in the real world. The plan was to facilitate the development of skills, knowledge and values required by the students to conduct their own group in the next block, at local public schools. I encouraged communication and foregrounded students’ input as critical to class group work sessions.

The course outline (Appendix 2) informed students that the intention was to make the learning environment open and transparent, horizontal rather than hierarchical. There was also an expressed sensitivity to diversity and dynamics in the classroom situation. The meso practice course had both theoretical and applied (field instruction/internship) components that students needed to explore beyond the classroom. The course was designed to assist students to develop skills required in the world of work, more particularly, three fundamental skills: critical thinking; lifelong learning abilities and problem-solving strategies. The course was designed to build on the platform of shared-knowledge, experience, skills and attitudes, which were encouraged through cooperation, analysis, synthesis and evaluation. To this end, I used the Sakai LMS as a tool for learning.

The group task involved students being informed that they needed to imagine they were in the world of work, and that they had been assigned the task of researching a topic which was related to group work, that they regarded as relevant within the South African context. They were then required to develop a small group experience around this social condition and relate it to meso practice.

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The following were the instructions given to the students regarding the group assignment: Imagine that you and the members of your group are based in a community-based organisation (CBO) and you have uncovered a specific social problem that you would like to investigate and plan a meso practice intervention. In conducting this intervention, show why you chose this social condition and how it relates to the community. Discuss aspects of relevance on the discussion forum (DF) and explain to the management of the CBO), why people with this social condition can benefit from a meso practice intervention. Develop a PowerPoint showing the relevance of this project. Conduct the meso practice sessions around this social condition in the classroom ensuring that, different class members assume the role of the group leader during the different weeks. Based on these sessions show your own reflection and the plans for the next sessions, explain the roles played by each of the members and the challenges that were encountered.

Allocate tasks to members; share resources on the LMS; conduct ice-breakers; look at developing a contract and rules of engagement.

Students were advised that they were required to jointly allocate tasks to group members and that individual members should have agreed with the tasks given. The task schedule of each of the members was to be included in the final submission, as well as weekly progress reports. Group member had to develop and sign a group contract. Furthermore, all group members should have been allocated at least one task that would contribute 50% towards the summative assessment of this course. When completing the assignment, a relevant social work theory should have been used as well as reflections on the “small group experience that occurred in face-to-face and online spaces”. Suggested sub-headings of the assignment could have been the following:

1. The social condition the group had been set up around. 2. The group dynamics and collaboration of members in class.

3. The behaviour of performing and non-performing members, making use of pseudonyms to protect the identity of group members.

4. The manner in which conflict was managed. 5. The use of activities and icebreakers.

6. The use of reflective diary entries.

151 7. The use of online group discussions. 8. The challenges and successes experienced.

9. The recommendations and learning for future students taking this course.

Students were required to include the following artefacts as annexures to the group assignment:

● Group attendance register with letters from members regarding absence so as to develop professional behaviour required in the world of work.

● The group contract, weekly evaluation reports and task schedule.

● Ten discussion forum posts that best represented the activity of the group. ● A group assessment rating of individual members based on criteria developed

by the group rating score, 5 = excellent; 1 = poor. ● PowerPoint slides of the group presentation.

● A photograph of the group poster that had been created. ● An activity log of the group sessions conducted.

● The contents of a bag of tools for meso practice (items that can help you conduct meso practice, such as art and craft supplies).

● Rivers of Life drawings.

● PhotoVoice picture/s developed.

In addition, the group assignment was to be written using an academic writing style including theory and real life examples to substantiate arguments. Based on the foregoing, the instructions on how to conduct the assignment was explicit but the methods to be used by the students to action these tasks were ill-defined, allowing students to create their own ways to complete the assignment.