How do Social Workers use Evidence in Practice?

Aims of the research: Scotland's 21st Century Review of Social Work, 'Changing Lives', told us that, 'If we are serious about developing social work as a profession and having practitioners able to practise safely and innovatively, then we need to both develop and use evidence to inform practice' (Scottish Executive, 2006: 55). This research investigates how social work practitioners make use of research, inquiry, and other forms of knowledge evidence to inform their practice. The study uses a 'critical best practice' approach (Ferguson, 2003) to learn from the analysis of detailed examples of how social workers use knowledge in their day to day practice with service users and carers. A best practice approach offers an opportunity to move away from the 'climate of negativity' experienced by social work in the UK (Jones et al., 2008:1), and to celebrate some of the achievements of skilled social work practitioners. At the same time taking a critical lens to practice offers potential to gain a better understanding what such practice actually 'looks like' as it happens, promoting positive learning about social work and, ultimately, better outcomes for service users and carers (Jones et al., 2008: 15). This research has been conducted under the umbrella of the Critical Best Practice social work research group at the Open University, and has benefited from the discussions and contributions of other members of this group. Its findings are intended to complement a small but growing literature about critical best practice in the UK. The study also aims to contribute to current debates about how social work practitioners understand and use knowledge evidence, an area of research in which the perspectives of social worker practitioners themselves have received remarkably little attention (Trevethick, 2008). The subject is highly topical, both in Scotland, which is currently consulting on both its Research and Development and Knowledge Management Strategies (IRISS, 2008; IRISS/NES, 2009), as well as in the health and social care sector in the UK as a whole. It is also hoped that findings of the research will be able to make a helpful contribution to social work and other practicebased education through more tangible outputs, such as learning materials for students and practitioners. </br

Understanding the impact of the Cheshire Children’s Fund: Findings from 11 family case studies

The Children’s Fund was created in 2000 as part of the Government’s commitment to tackle disadvantage amongst children and young people. The aim of the Fund was to facilitate the development of more extensive and better co-ordinated early intervention services for children and young people aged 5 to 13 years who were at risk of social exclusion. Cheshire Children’s Fund, the local response to this national initiative, is guided by the Children’s Fund Partnership which is made up of representatives from local voluntary and statutory organisations. The aim of this research was to explore the impact of a number of projects which had received funding from the Cheshire Children’s Fund, specifically to learn how these projects had worked with children and families where there had been a positive outcome. The objectives of the research were to identify, for each child or family, the reasons for the provision of a service, the type of service that had been provided, and the impact that it had had on their lives. The research explored the factors that enabled a positive outcome for each family: the similarities and differences between the cases were also examined to determine whether any contributing factors were present across the services. The 11 projects were selected to cover a range of themes to reflect the breadth of the Children’s Fund work in Cheshire. They provided a range of services under the headings of crime prevention, promoting inclusion, success in schools and family support.Cheshire Children’s Fun

What children on the autism spectrum have to ‘say’ about using high-tech voice output communication aids (VOCAs) in an educational setting

This paper focuses on accessing the experiences of three boys who are on the autism spectrum to identify what using a voice output communication aid (VOCA), within a classroom setting, means to them. The methods used to identify the boys' perspectives are described and evaluated. Establishing these through direct methods of engagement proved problematic but working with parents and school staff as ‘expert guides’ provided a rich insight into what using a VOCA appeared to mean to the boys. The findings suggest that using a computer-based VOCA can be viewed by children with autism as a pleasurable and motivating activity. This technology also seems to offer the potential for a much broader developmental impact for these children than that currently recognised within the research literature

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

Student as producer and open educational resources: enhancing learning through digital scholarship

At the University of Lincoln, the student as producer agenda is seeking to disrupt consumer-based learning relationships by reinventing the undergraduate curriculum along the lines of research-engaged teaching. The open education movement, with its emphasis on creative commons and collaborative working practices, also disrupts traditional and formal campus-based education. This paper looks at the linkages between the Student as Producer project and the processes of embedding open educational practice at Lincoln. Both reinforce the need for digital scholarship and the prerequisite digital literacies that are essential for learning in a digital age

UbiComp in Opportunity Spaces: Challenges for Participatory Design

The rise of ubiquitous computing (UbiComp), where pervasive, wireless and disappearing technologies offer hitherto unavailable means of supporting activity, increasingly opens up ‘opportunity spaces’. These are spaces where there is no urgent problem to be solved, but much potential to augment and enhance practice in new ways. Based on our experience of co-designing novel user experiences for visitors to an English country estate, we discuss challenges for PD in such an opportunity space. Key amongst these are how to build a working relationship of value when there are no urgent requirements; how to understand and scope the space of opportunities; and how to leave users with new resources of value to them

Pacific leaders in open, online and distance learning

The Pacific is a vast region, with a diverse range of cultures and stretched geographical lands, which covers large territories and long distances. Open, online and distance learning (ODL) has always played a key role in providing access to education to remote and rural students and disadvantaged groups. In fact, it could be argued that without ODL, the levels of educational attainment in these regions would be much lower. However, there is work to be done, as some countries in the region still have infrastructure problems, such as Internet connectivity and availability, which directly impact access to online and distance learning. In this piece about Pacific leaders in ODL, I noticed that despite the fact that many leaders have or have had a formal professional base at their institutions, many have worked across different nations and in collaboration with several national and international organisations. Also, initially, ODL leaders were predominantly male, but it did not take long for their female counterparts to join in and be recognised. Encouraged by this journal's editorial board, I made sure that the ODL female leaders are well represented in this piece. This manuscript is divided in three sections; Australia, New Zealand and some small islands of the Pacific region. This is by no means an exhaustive list of ODL leaders in the region, but one that recognises the contributions of earlier theorists and some more current researchers and practitioners. Finally, it is also important to highlight that the large majority of the leaders recognised here are renowned academics, researchers, practitioners and leaders due to their success, leadership and contributions to ODL. Therefore, most of them have published extensively, been invited to present at conferences and other national and international events, and have worked as consultants for key ODL organisations and their partners, some during the course of their employment and/or after retiring. Their career and academic successes are very important, but here I would like to focus on some of their key contributions to ODL in the Pacific region.</p

Playing at the crossroads

Objectives; The Design Research Group (DRG) at The University of Northampton has been engaged in a number of Knowledge Transfer Partnerships (KTP). Three of these KTP's have involved designing toys, games and playthings. The first exhibition's aim was to act as a research tool to contextualize, analyse and draw conclusions from the KTP experience and collaborations with local enterprises. Then use the knowledge to further research the creative value of play and toy design to all in the community. The curating process for ALL PLAY informed the second exhibition. The data collected will be analysed and any findings will add to the overall outcomes of ALL PLAY. The objective of this research is to establish greater insight into the impact in the form of benefits of design initiatives in the production and use of toys and the role of play in society. Prior Work; This research is informed by a series of Knowledge Transfers partnerships undertaken by the DRG for Sue Ryder, John Crane Ltd and BCE (Distribution) Ltd. The group has gone on to research the design management implications of these projects for designers and social enterprises. Approach; Two exhibitions and a symposium were planned for 2013 (June-July and October-November) to showcase, review and extend the collaboration with the KTP partners. The first was held at the Collective Collaboration Gallery in the Northampton Town Centre. It enabled the DRG to examine and disseminate the experience and demonstrate the benefits of the KTP projects. It enabled further research about the value and impact of the local toy industry in the Northamptonshire, past and present and to forge links with local community and business organizations. The symposium and second exhibition held at the University provides an opportunity to explore current global trends in design for play in the publishing, health, leisure, gaming and interior design industries in more depth. The process of curating the exhibition involved networking and bringing a wide range of experience, theory and case studies together. Creating a ludic play space in the galleries provides for another level for theoretical exploration, research and design. Results; Primary research in the form of interviews undertaken into the local toy and play, complements work being undertaken by the Museum of Childhood, indicating that a specific study needs to be undertaken into the regional history of the toy industry. There is scope for DRG to support and investigate further into the international role of toy design and distribution organizations that are based in the East Midlands. The exhibitions highlighted the impact of the DRG’s KTP research on different communities and industry sectors. The event emphasized the diverse and shared perceptions of the creative benefits of play. Knowledge was transferred back to the University feeding into teaching and learning and particularly in further collaborative research work. Implications; Oral History on the British Toy-Making Industry has yet to be published and its focus is recording the past manufacturing experience and not the dynamic role of creativity and design management in this sector today. The curatorial process has brought together past and present, the local and the global, the practitioner and the academic. The initial research indicates the increasing international importance of creativity and design in the play sector with a focus of enterprises based in the UK. There is an expectation that second set of events will explore and extend the debate further. Value; ALL PLAY is the umbrella title for the events and the paper showcases the benefits of the curating process, allowing the DRG to share their Knowledge Transfer research and account for the impact of it and at the same time continue to build collaborations and information about the value of play locally, to the creative industries, social well being across all groups and enterprise internationally