Using recorded sounds in the clinical skills lab.

Clinical simulation is embedded in undergraduate nursing education, but does not always reflect real-life situations. As clinical environments are rarely silent, a team of lecturers decided to find out whether background clinical noise could increase authenticity. This article describes how audio recordings were obtained from a variety of settings. Feedback was gathered on the benefits and barriers to widespread implementation.N/

Advanced Generalist Field Education: Providing Elements for an Evolving Social Work Profession

Social work practitioners require competence in advanced generalist practice skills to provide appropriatesocial services to clients with various problems in a complex society. Competent advanced generalist practitioners utilize a variety of skills and knowledge to provide appropriate micro, mezzo, and macro interventions. The authors suggest that it is through the field practicum experience that students develop, practice, and determine their passions in social work. Social work field practicum is the foundation of social work education. It is through field practicum that students learn the skills to practice

The NCRM quick start guide: Teaching social research methods asynchronously online – guiding principles

The COVID-19 outbreak has prompted a major shift from face-to-face to online teaching, including of research methods. Much of this is asynchronous. Asynchronous elements can include pre-recorded content, discussion boards, assessment activities and collaborative spaces, which can be combined in different ways, and with synchronous sessions. Teaching social science research methods online presents pedagogic opportunities and challenges that involve teachers adapting and transforming their teaching. The community of inquiry model provides a helpful tool to thinking about adapting and transforming the teaching of research methods to an asynchronous online learning space. This guide considers the three elements of the model and shares examples of how methods teachers adapt and transform their teaching to students in asynchronous online contexts. It supports the view that ‘There are many ways to get it right online’. The guide is based on NCRM research with online methods teachers and learners, involving interviews, observations and analysis of course documents

In search of a social science research methods pedagogy for the digital era: the story so far

Presentation given at the 2016 British Educational Research Association (BERA) conferenc

The NCRM quick start guide: Planning to teach social research methods online - guiding principles

This guide considers aspects of planning to teach social research methods that involve transformation and adaption to the online context, including examples of how online research methods teachers do this. The guide is based on NCRM research with online methods teachers and learners, involving interviews, observations and analysis of course documents

The NCRM quick start guide: Teaching social research methods online

Teaching social science research methods presents a number of pedagogic challenges – diverse learner groups, structuring and sequencing content, and the practicalities of handling data. When research methods courses are taught online these challenges take on additional dimensions. This guidance speaks to these challenges and is based on findings from NCRM research involving interviewing and observing online teachers, learning technologists and online learners of social science research methods. This guide is designed to help teachers navigate pedagogic decisions by sharing insights from teachers who teach research methods online. It is intended to stimulate debate and the development of good practice

Career Advancement Academies: Insights into Contextualized Teaching and Learning

This brief explores our work with the Career Ladders Project (CLP) to improve educational outcomes for underserved Californians.Launched in 2007, the Career Advancement Academies are designed to enable underserved Californians – typically first in their families to attend college, low-income, or from communities of color – to enroll in higher education and adjust to emerging and evolving workforce and industry needs. Specifically, CAAs aim to increase the supply of middle skill workers by targeting under-prepared young adults (ages 18-30) whose low basic skills in reading, writing, and mathematics shut them out of post-secondary education and high-wage jobs. CAAs support students through a holistic set of interventions to build the foundational skills needed to complete postsecondary education and enter careers

In the classroom, in the field: expert perspectives on the challenge of experiential learning in advance methods teaching

There is a considerable consensus that developing the pedagogic culture around social research methods is necessary to the development of that pedagogy (Wagner et al 2011; Earley 2014; Kilburn et al 2014). Dialogue between teachers of research methods is critical to this pedagogic culture, as is the generation of evidence about teachers’ pedagogic practices. This is particularly pertinent as the balance of methods education is shifting from students learning through practising as researchers, to more systematic tuition; a shift in part attributable to concerns about global competiveness demanding a critical mass of highly skilled social researchers (Nind et al, 2015). The research discussed in this paper is an attempt to build pedagogic culture by involving teachers and learners of research methods in sharing and generating pedagogic knowledge through a multi-component study of the pedagogy of methodological learning . In this paper we focus on one aspect of this work: the pedagogic challenge associated with methods learning that, rather than meeting specific and immediate goals as a researcher, involves learning that is intentional but unsituated. This is the learning that takes place out of context, for which the purpose and utility will be known at another time in a remote situation (Crook & Lewthwaite, 2010). Methods teachers are grappling with formal curricula, short courses, international summer schools and the expectation of online courses in which research methods must be taught out of situ while still incorporating the mix of theoretical understanding, skills and procedural knowledge that is particular to methods teaching (Kilburn et al., 2014). In the paper we examine (i) the reflections of social research methods teachers on the particular pedagogic challenges of conveying the implicit and tacit knowledge that are frequently evoked only in the doing of research; and (ii) what we know about the role that digital technology plays in tackling these challenges. We draw on data generated from a UK and international expert panel of methods teachers who might be considered pedagogic leaders, focus groups with methods teachers, ongoing diary reflections of methods learners, and an in-depth thematic analysis of the recent literature. We report findings pertaining to the useful ways in which methods teachers convey and manage the implicit and tacit knowledge that is frequently evoked only in the doing of research. This includes the ways in which methods teachers connect learners to the world of social research; how they provide for direct and immersive experiences of research practice; how they value and promote reflexivity; and how they use digital technology in relation to the above