ENHANCING ELEMENTARY SCHOOL PREVENTION PROGRAM IMPLEMENTATION THROUGH INFLUENTIAL CONTEXTUAL FACTORS

A current gap in the literature exists with regard to formulating a holistic view of contextual factors involved in school-based prevention programming implementation. The purpose of this grounded theory study is to further explore how multilevel ecological and cross-system factors influence prevention program implementation. This study builds on development of a theory to guide the practices for preventive program implementation with fidelity. The Integrated Program (IP) conceptual framework, initiated in an earlier paper (Schmidt Hanbidge, 2009) identified key program contextual and motivational factors that critically influence prevention program implementation. Taken from an ecological perspective, the IP framework incorporates multi-levels of systems from the individual, to organization, to the community contexts. Twenty-four interviews were conducted in two stages with school program facilitators, school principals, and program administrators delivering a prevention program, STEAM (Skills & Tools for Emotion Awareness and Management) in elementary schools in southern Ontario, Canada. Theoretical sampling was utilized and data was analyzed and coded, aided by the program, QSR Nvivo. Grounded theory was the research methodology used in this study to refine the IP conceptual framework for implementation of school-based emotion regulation programs. The study determined several contextual and motivational factors that facilitated program implementation, such as: open communication/support from key stakeholders, adequate program resources (including time and space), knowledgeable, experienced training and skilled supervision for program facilitators. The study identified how several contextual factors were considered to be barriers to the implementation process and could threaten the fidelity of the program. The study adds to the prevention literature by identifying how the program facilitators progress through an evolutionary process as they become more experienced. They typically start out as program facilitators, thereafter becoming role models, then mentors, then finally experts. This study identifies ways to integrate the specific contextual and motivational factors in the implementation process of the school-based prevention programs. The IP framework was refined, based on the study data, to recognize the effect of differentiated program delivery. During implementation, study participants identified and adapted the prevention program to fit the specific school environment which aided in the sustainability of their program

Mobile Learning Innovation in Information Literacy Skills Training

The Mobile Information Literacy (MIL) tool is a user-friendly literacy app to help university students hone their information literacy skills through mobile technology

Information literacy skills on the go

Students’ understanding and integration of information literacy (IL) skills are fundamental to higher education and lifelong learning.  Development and implementation of thirteen mobile lessons application (http://renmil.ca/ ) in the Mobile Information Literacy Tool (MIL) was the result of a unique collaboration between faculty and the library. Lessons demonstrated how to locate, evaluate, and use information effectively. Mixed methods pilot study findings (Hanbidge, Sanderson, & Tin, 2015) informed the Canadian project’s second stage analysis to determine fluency in digital literacy skills and testing of the MIL tool. One hundred and twenty-eight undergraduate Arts students from eight different classes majoring in psychology, social work, English or social development studies participated in the study to determine the effectiveness of using mobile technology to enhance their IL skills.  Preliminary successes and experiences with overcoming the barriers to support anytime, anywhere student mobile information literacy training are discussed and future directions are recommended.&nbsp

ENHANCING ELEMENTARY SCHOOL PREVENTION PROGRAM IMPLEMENTATION THROUGH INFLUENTIAL CONTEXTUAL FACTORS

A current gap in the literature exists with regard to formulating a holistic view of contextual factors involved in school-based prevention programming implementation. The purpose of this grounded theory study is to further explore how multilevel ecological and cross-system factors influence prevention program implementation. This study builds on development of a theory to guide the practices for preventive program implementation with fidelity. The Integrated Program (IP) conceptual framework, initiated in an earlier paper (Schmidt Hanbidge, 2009) identified key program contextual and motivational factors that critically influence prevention program implementation. Taken from an ecological perspective, the IP framework incorporates multi-levels of systems from the individual, to organization, to the community contexts. Twenty-four interviews were conducted in two stages with school program facilitators, school principals, and program administrators delivering a prevention program, STEAM (Skills & Tools for Emotion Awareness and Management) in elementary schools in southern Ontario, Canada. Theoretical sampling was utilized and data was analyzed and coded, aided by the program, QSR Nvivo. Grounded theory was the research methodology used in this study to refine the IP conceptual framework for implementation of school-based emotion regulation programs. The study determined several contextual and motivational factors that facilitated program implementation, such as: open communication/support from key stakeholders, adequate program resources (including time and space), knowledgeable, experienced training and skilled supervision for program facilitators. The study identified how several contextual factors were considered to be barriers to the implementation process and could threaten the fidelity of the program. The study adds to the prevention literature by identifying how the program facilitators progress through an evolutionary process as they become more experienced. They typically start out as program facilitators, thereafter becoming role models, then mentors, then finally experts. This study identifies ways to integrate the specific contextual and motivational factors in the implementation process of the school-based prevention programs. The IP framework was refined, based on the study data, to recognize the effect of differentiated program delivery. During implementation, study participants identified and adapted the prevention program to fit the specific school environment which aided in the sustainability of their program

Engaging with ePortfolios: Teaching Social Work Competencies through a Program-wide Curriculum

The potential of ePortfolios is derived from a learner’s ability to synthesize learning experiences to better understand how seemingly disparate modalities are connected (Alvarez & Moxley, 2004; Chen, 2009). This is best accomplished through a program-wide implementation of ePortfolios, including providing time for self-directed learning opportunities to become accustomed to the self-reflective practice and online technology. Nonetheless, it remains challenging for program-wide ePortfolios to exist effectively due to the commitment and resources required (Posey, Plack, Synder, Dinneen, Feuer, & Wiss, 2015; Sidell, 2003). Our study examines one approach to alleviate logistical and pedagogical issues that emerge when considering program-wide implementations of an ePortfolio, namely, thorough integration of the ePortfolio within the program. We examine the efficacy of an ePortfolio assignment situated within the online Master of Social Work program at Renison University College that was informed by Bernstein’s learning theory. As part of the program capstone, the ePortfolio is intended to be a synthesizing and culminating learning experience, wherein learners develop their professional self. It is a scholarly and creative collection of diverse artefacts accumulated through course work, a field practicum, and practical experiences. We distill the features and processes that make this ePortfolio assignment unique. Core professional social work competencies are embedded within the ePortfolio and learners are expected to continually reflect on their learning experiences and explicitly connect them to the competencies. Such evidence of learning helps students demonstrate their competence to future employers, and allows for program evaluation to assess student proficiency. Learner-reported survey data collected through focus groups and reviewer surveys are analyzed using a thematic analysis on the effectiveness of the ePortfolio for future careers, as well as the ePortfolio’s ability to encourage the intended outcome of synthesizing all aspects of the capstone experience. Multiple pedagogical benefits exist for incorporating an ePortfolio into a professional program. Le potentiel des ePortfolios dérive de l’aptitude d’un apprenant à synthétiser ses expériences d’apprentissage afin de mieux comprendre comment des modalités qui semblent disparates sont connectées (Alvarez & Moxley, 2004; Chen, 2009). Le meilleur moyen d’y parvenir est de faire appel à la mise en oeuvre d’un ePortfolio à l’échelle des programmes, y compris le fait de consacrer du temps pour des occasions d’apprentissage auto-dirigées afin de s’habituer à la pratique d’auto-réflexion et à la technologie en ligne. Toutefois, l’existence efficace des ePortfolios à l’échelle des programmes reste difficile à cause des obligations et des ressources qui sont nécessaires (Posey, Plack, Synder, Dinneen, Feuer & Wiss, 2015; Sidell, 2003). Notre étude examine une approche qui permet de réduire les problèmes logistiques et pédagogiques qui surviennent lorsqu’on examine la mise en oeuvre des ePortoflio à l’échelle des programmes, plus précisément lors de l’intégration des ePortfolios au sein des programmes. Nous examinons l’efficacité d’un ePortfolio qui existe au sein du programme de maîtrise en travail social offert en ligne à l’Université Collège Renison, basé sur la théorie d’apprentissage de Bernstein. En tant qu’élément fondamental du programme, le ePortfolio est censé constituer une expérience d’apprentissage culminante de synthèse qui permet aux étudiants de développer leur moi professionnel. Il s’agit d’un recueil de travaux savants et créatifs divers accumulés par le biais du travail de cours, des stages effectués sur le terrain et des expériences pratiques. Nous distillons les caractéristiques et les processus qui rendent unique cette tâche de préparation d’un ePortfolio. Les compétences professionnelles de base en travail social sont incorporées au sein du ePortfolio et les apprenants sont censés réfléchir continuellement à leurs expériences d’apprentissage et connecter explicitement celles-ci à leurs compétences. Une telle preuve d’apprentissage aide les étudiants à démontrer leurs compétences à de futurs employeurs et fait en sorte que leur réussite peut être évaluée grâce à l’évaluation du programme. Les données recueillies par le biais d’un sondage auto-rapporté par les étudiants et par le biais de groupes de discussion, ainsi que les sondages effectués par des examinateurs, ont été examinés grâce à une analyse thématique traitant de l’efficacité du ePortfolio sur les carrières futures. L’aptitude du ePortfolio à encourager les résultats escomptés, c’est-à-dire à synthétiser tous les aspects de l’expérience fondamentale, a été examinée. Il existe de nombreux avantages pédagogiques pour incorporer un ePortfolio dans un programme professionnel

Using mobile technology to enhance undergraduate student digital information literacy skills: A Canadian case study

Learning essential information literacy skills through the use of mobile phones is an innovative m-learning pilot project that was collaboratively undertaken in a Canadian university college over the course of two academic terms by faculty and the library staff. The research pilot project involved ninety one undergraduate students in five different classes majoring in psychology, social work, education or social development studies in an attempt to determine the effectiveness of using mobile technology to enhance students’ information literacy skills and learning experiences. Pre and post-test measures, and survey questionnaires generated quantitative and qualitative data that was analyzed to determine the degree of changes in frequency of mobile device information literacy access and fluency in digital literacy skills. The article highlights the Mobile Information Literacy innovation and includes the development and design of the mobile lessons, interactive exercises, and its applications. The study’s main results and conclusions are also discussed. Additionally, the successes and challenges of the pilot to support anytime, anywhere student mobile information literacy eLearning training that engages mobile learners and enhances their learning experience are identified and critically reflected upon to improve the innovation for stage two of the project

Leading Up in the Scholarship of Teaching and Learning

Scholarship of teaching and learning (SoTL) scholars, including those who are not in formal positions of leadership, are uniquely positioned to engage in leadership activities that can grow the field, influence their colleagues, and effect change in their local contexts as well as in institutional, disciplinary, and the broader Canadian contexts. Drawing upon the existing SoTL literature and our own diverse experiences, we propose a framework that describes institutional contexts in terms of local SoTL activity (microcultures) and administrative support (macro-level) and use it to describe the many ways that SoTL scholars can and do “lead up” to effect change depending on their own context. We conclude by inviting scholars to consider, reflect upon, and experiment with their leadership activities, not only for their own professional growth but also to contribute to the literature in this area. Les professeurs qui font des recherches dans le domaine de l’avancement des connaissances en enseignement et en apprentissage (ACEA), y compris ceux qui n’occupent pas un poste de leadership formel, occupent une position unique pour s’engager dans des activités de leadership qui peuvent faire avancer le domaine, influencer leurs collègues et effectuer des changements dans leurs contextes locaux ainsi que dans les contextes plus vastes de leur établissement, de leur discipline et du contexte canadien en général. En nous appuyant sur la documentation déjà publiée en ACEA et sur nos diverses expériences personnelles, nous proposons un cadre qui décrit les contextes institutionnels en termes d’activités d’ACEA locales (micro-cultures) et de soutien administratif (niveau macro) que nous utilisons pour décrire les diverses manières dont les chercheurs en ACEA peuvent en arriver à effectuer des changements selon leur propre contexte. En conclusion, nous invitons les chercheurs à prendre en considération leurs activités de leadership, à y réfléchir et à faire des expériences, non seulement pour leur propre croissance professionnelle mais également pour contribuer à la documentation dans ce domaine