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Le centre de documentation de la HELHa Cardijn LLN met à disposition de ses lecteurs un fonds documentaire spécialisé dans les domaines pouvant intéresser – de près ou de loin - les (futur·e·s) travailleur·euse·s sociaux·ales : travail social, sociologie, psychologie, droit, santé, économie, pédagogie, immigration, vieillissement, famille, précarité, délinquance, emploi, communication, etc.
: Students' Perceptions of Learning
[article]
| Titre : |
Using Facebook to Explore Boundary Issues for Social Workers in a Networked Society : Students' Perceptions of Learning |
| Type de document : |
texte imprimé |
| Auteurs : |
Tarsem Singh Cooner, Auteur |
| Année de publication : |
2014 |
| Article en page(s) : |
pp. 1063-1080 |
| Langues : |
Anglais (eng) |
| Catégories : |
TS
Apprentissage # Étudiants # Réseaux sociaux (Internet)
|
| Résumé : |
"This paper examines final-year MA and BA social work students' experiences of using Facebook as part of an enquiry-based blended learning design. A Think Family and Whole Systems module was redesigned using constructivist principles of emergent learning. This redesign enabled students to engage in life-like situations to help them reflect on the implications of using social networking sites as social work practitioners. It is suggested that student confidence in being able to outline the ethical issues, personal privacy concerns for professionals and service users, and the potential positive and negative aspects of using social networking sites for future professional development increased as a result of engaging with the learning design. To cater for the increasing use of social networks in society, a rationale for the learning design is outlined from the perspective of social work education. The paper then outlines the lessons learnt from students' engagement with Facebook as a site for learning." |
| Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=19426 |
in The british journal of social work > 4, vol. 44 (June 2014) . - pp. 1063-1080
[article] Using Facebook to Explore Boundary Issues for Social Workers in a Networked Society : Students' Perceptions of Learning [texte imprimé] / Tarsem Singh Cooner, Auteur . - 2014 . - pp. 1063-1080. Langues : Anglais ( eng) in The british journal of social work > 4, vol. 44 (June 2014) . - pp. 1063-1080
| Catégories : |
TS
Apprentissage # Étudiants # Réseaux sociaux (Internet)
|
| Résumé : |
"This paper examines final-year MA and BA social work students' experiences of using Facebook as part of an enquiry-based blended learning design. A Think Family and Whole Systems module was redesigned using constructivist principles of emergent learning. This redesign enabled students to engage in life-like situations to help them reflect on the implications of using social networking sites as social work practitioners. It is suggested that student confidence in being able to outline the ethical issues, personal privacy concerns for professionals and service users, and the potential positive and negative aspects of using social networking sites for future professional development increased as a result of engaging with the learning design. To cater for the increasing use of social networks in society, a rationale for the learning design is outlined from the perspective of social work education. The paper then outlines the lessons learnt from students' engagement with Facebook as a site for learning." |
| Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=19426 |
|
Exemplaires (1)
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| PER BJS 44/4 (2014) | Périodique | Centre de documentation HELHa Cardijn LLN | Réserve Périodiques | Disponible |
