JSWEC workshop experiences of developing the IPIAC e-learning resource

•Contexts and reflections

Colin Whittington

Judith Thomas

Anne Quinney

•Accessing the resources

AQ, JT, CW with Dominic King

•Discussion

JSWEC July 2009

Interprofessional and inter-agency collaboration (IPIAC)

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JSWEC workshopexperiences of developing the IPIAC e-learning resource

JSWEC July 2009Interprofessional and inter-agency collaboration (IPIAC)

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IPIAC: contexts

Dr Colin Whittington

[email protected]


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Contexts

• the ‘subject’: why focus on IPIAC?

• the IPIAC ‘knowledge’ base

• our resulting stance and types of learning objects (LOs)


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The ‘subject’: why IPIAC?• initial SCIE brief: LOs on “interprofessional

working” for social work/social care• i.e. focus on practitioner collaboration• practitioners are mostly agency-based• agreed our focus on

– interprofessional and inter-agency collaboration (IPIAC)

• agreed dual purpose of LOs to assist in – exploring the nature of IPIAC – improving IPIAC practice


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The “knowledge” base 1

• ‘focus’ + ‘purpose’ determined the knowledge base: policy and practice of collaboration

• challenge: no single paradigm or unified knowledge base

• different ‘bodies of evidence’ or perhaps ‘bodies of discourse’ (Nutley, 2004)


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The “knowledge” base 2• knowledge/discourses not on a single dimension• knowledge relevant to our task included:

– know-about – know-what (works) – know-how – know-who– know-why (Ekblom in Nutley 2004)

• also into the mix: knowledge bases of project colleagues at SCIE and EPIC


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Resulting stance and types of LO

• liberal but not radical

• assumes professionalised public services…

• but emphasis that IPIAC– is a means not end– must be service

user/carer-centred– has ‘their’ qualified

support

• negotiated, topics-based

• LOs vary– in IPIAC emphasis– from introductory to

more advanced – service user scenarios– service policies

• common message/values: “collaboration is necessary and desirable”


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IPIAC: Reflections 1

Judith ThomasPrincipal Lecturer

University of the West of England, Bristol

Faculty of Health and Life Sciences

[email protected]


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The development process• Authors generating initial ideas• Initial scoping of each LO to cover

– Learning outcomes– Why important– Possible coverage/approach

• Structure/plan for LO – crucial stage but….• Writing text – how much?• Power point – text and treatments e.g. audio,

video, quiz, learner activities• Ongoing consultations with each other SCIE and

EPIC


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Moving Glyn’s team forward

Group and Team Development

Glyn’s team doesn’t function well. What do you think he could suggest to help his team move forward?

Select as many options as you think apply then click confirm

0 Have an ‘away day’ with an outside consultant0 Develop a team mission statement0 Include an agenda item on team development0 Set up a regular timeslot in team meetings for each member to talk about an aspect of their work

Confirm

All these strategies could help move Glyn’s team forward.

The support of the team manager would be important but team members can also instigate change. Glyn mentions that he is developing a good working relationship with the OT and the psychologist was responsive when Glyn discussed a meeting where he felt she was taking over. So Glyn could share his concerns with these colleagues and ask for their support to bring concerns to a team meeting.

Next time Glyn is chairing the team meeting he could include an agenda item on team working and use some time for the team to reflect on how they work together and to identify some ways forward. However, if Glyn’s team manager does not support the team in moving forward this is likely to create significant difficulties.(See Garrett and Lodge 2008 for more ideas and click the read more button for more information on leadership)

Read moreExample of ‘treatment’


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The development process (continues..)

•Peer reviewed (external and internal)

•Revisions and re-writing – often quite substantial

•Building the LO – EPIC with SCIE with us– Creating interactive aspects– Matching text and images– Required some reworking/ reorganisation of text

•Aplha review, revisions and editing

•Beta review, revisions and more editing

80% of work done in 20% of time


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Different types of team

Listen to Glyn talk about his experience of working in a CRT

Click each point below to find out more.

•Who is his team made up of?

•Why was this type of team created?

er

Team room 1 – shared by social worker, OT, psychologist, learning disability nurses and administrator. ‘Hot desk’ for linked psychiatrist

Team room 2 – shared by social workers, OT assistant, learning disabilities nurse and administrator

Large room

Small meeting room

Consulting room – this could have a bed in it

This illustration would not be appropriate but image needs to convey that people accessing this team would be able to see many different professionals rather than needing to visit different buildings or departments.

Team managers room

Collective Responsibility Teams – (CRT)


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Difficulties of Image not being Displayed with Explanatory text


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Reflections• Much more challenging than writing a

lecture, article or book!• Be very clear about structure• Make clear distinctions between key ideas

or concepts and interesting background information so that developers know what to prioritise

• Be prepared to engage in iterative learning W7R or 8Rs - write, rewrite, rework, revise, revisit, relapse, revive and RELEASE!


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IPIAC: Reflections 2

Anne QuinneySenior Lecturer Social Work

Bournemouth University

School of Health and Social Care

[email protected]


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Creative possibilities v practical realities

There was a tension between these two dimensions. Whist excited to be working face to face in collaboration with artistic designers and developers, the reality was somewhat different – and we met the developers twice.

Based on a desire to enhance and transform learning I had what proved to be rather adventurous ideas based on detailed visual treatments that proved too ambitious, but were often able to be scaled down.


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For example…

In the learning resource that explores Working together to assess needs, strengths and risks a scenario involving persisting to reach another professional (a teacher) by phone was suggested but proved too complex to develop.

It was conceded that learners would be ‘put off’ by hearing an answer-phone message asking them to try again later, and to finally make contact on the third attempt.


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Creative possibilities v practical realities

• The idea of a the strong visual impact of a town map with people and places located in it proved to be possible, though in a less ambitious way than imagined, and representing a family member who lived in another country also proved challenging. (see Working together to assess needs, strengths and risks to find out what the solution was).


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Some learning points for designing for e-learning

• Whilst creative and artistic ideas might seem to be a vehicle to achieving enhancement of learning (providing something different) and transformation of learning (doing something that would not otherwise be possible) this has to be balanced with the cost and time implications of translating these ideas into learning activities or on-screen visuals.


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In summary

• This was an exciting and illuminating and at times frustrating process, in which the team members (the subject experts, the developers and the commissioners) learnt to work collaboratively whilst being located in different places and in different organisations – a strong parallel with the subject matter of the learning objects.

• We hope the learning resources will prove useful in teaching about collaboration in social work – you now have the opportunity to access the learning resources in advance of their official launch at this conference .


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IPIAC e-learning resourceshttp://www.scie.org.uk/publications/elearning/ipiac/index.asp

• Introduction to IPIAC• Professional identity and

collaboration• Building relationships,

establishing trust and negotiating with other workers

• Working together to assess needs, strengths and risks

• A model of practice and collaboration

• Working collaboratively in different types of teams

• The practitioner, the agency and inter-agency collaboration

• Key policy and legislation…an IPIAC timeline 1968-2008

http://www.scie.org.uk/publications/elearning/ipiac/index.asp

http://www.scie.org.uk/publications/elearning/ipiac/index.asp

Documents

JSWEC workshop experiences of developing the IPIAC e-learning resource