Into the Great Wide Open—From Classroom to Virtual Learning
Abstract
:1. Introduction
Limitations of This Project Report
2. Background Context to Child Safeguarding Supports in Ireland
2.1. Child Safeguarding in Ireland
2.2. Service Provision by CFIAS
2.2.1. Train-the-Trainer Programmes and Strategies
2.2.2. Training Standards/Learning Outcomes
2.2.3. Training and Learning Programme Development
- All people who work in organisations that have access to or contact with children or provide services to children and families2;
- Those who work directly with children and families, or staff working with adults who for a range of reasons may have difficulties meeting their children’s need for adequate care and protection;
- Designated Liaison Persons (DLPs) and Deputy DLPs in organisations that work with children and families, or working in organisations that work with adults who for a range of reasons may have difficulties meeting their children’s basic needs for safety and security.
3. COVID-19 Pandemic and Public Health Measures’ Impacts on CFIAS Service Provision
3.1. Start of COVID-19 Pandemic
3.2. Impact on CFIAS Service Provision
3.3. Strategies Considered to Overcome Challenges Posed by COVID-19 Restrictions
4. Exploration and Establishment of Solutions to Overcome the Challenges to CFIAS Service Provision Posed by the COVID-19 Pandemic
4.1. Review of PowerPoint and Training Resources
4.2. Mapping Possible Options to Overcome the Challenges to CFIAS Service Provision and Team Consultation
4.3. Establishing Support Partnerships and Networks
4.4. Review of Possible Tools and Packages to Address the Identified Challenges to CFIAS Service Provision
5. Software Licence Acquisition and Training and Learning Product Development
5.1. The Journey Begins—Animation Software and Explainer Videos
5.2. Heading in a New Direction—Creating Self-Directed eLearning
5.3. Walking the Path—Designated Liaison Person eLearning Development
5.4. Further on Down the Road—Development and Review of the DLP Blended Training Programme
Pilots and Evaluation of the Blended DLP Training Programme
6. On-Going Use of CFIAS Training and Learning Products
- The aforementioned revised PowerPoint presentations for delivery in a virtual learning environment (which are also suitable for face-to-face delivery). These resources support remote delivery to teams located in disparate geographic locations or where training venues are not readily available;
- A number of explainer videos and micro-learnings. These are used as standalone products, hosted on the Tusla website and YouTube channel, which are universally accessible. Some are also embedded in self-directed eLearning and/or facilitated training programmes supporting multimedia presentation, variety of content, and a guarantee of consistent information delivery;
- Self-directed eLearning modules which allow particular cohorts of professionals who have specific child safeguarding responsibilities to access information at a time and place of their own choosing. The self-directed eLearning modules have knowledge checks embedded and generate certificates of completion (Mandated Person eLearning), which support the continuing professional development needs of many Irish professionals affected by child safeguarding legislation and policy;
- Blended learning which utilises both self-directed eLearning and facilitated workshops. The self-directed learning component is used primarily for information delivery and to introduce concepts and terminology. This supports better use of the facilitated time to explore values, understanding, and implementation of learning concepts (i.e., the higher domains of Bloom’s taxonomy (McGrae 2019)).
7. Effect of Training and Learning Tools and Products and Next Steps: Into the Great Wide Open
7.1. Quantitative Data—Reach of the Explainer Videos and eLearning Programmes
7.2. Qualitative Data—The Views of Product Users
7.3. Learning and Reccomendations
- The availability of freely available tutorials and information supports novice designers to build skills and techniques. Formal training in instructional design should be offset with self-directed learning and self-guided practice and design development;
- Use it or lose it—our licence holders have all reported that if they are not using the software regularly, there is often a delay when they re-engage, caused by having to re-orient and re-learn techniques;
- Resistance to change is normal, as is the sense of threat that new work processes can bring. Dialogue, consideration, and testing solutions before wholesale adoption mitigate resistance and alleviate the sense of threat;
- Capacity building within a service builds autonomy and long-term benefits. In accessing software licences and support to build capacity, the CFIAS has developed skills which allow us to more quickly and efficiently build products which reach a far wider audience than previously possible. This brings a net savings to Tusla as in-house design and build replaces the need for expensive contracted instructional design consultants. This also allows in-house licence holders freedom to make changes and updates to materials;
- The value of widely accessible information and training provision, which can be individually matched to learners’ needs, was reflected in participants’ feedback. This includes self-directed and facilitated learnings, as appropriate to different individuals’ and organisations’ specific needs;
- Developing products which can be utilised in multiple settings increases cost effectiveness and supports consistent messaging. In developing revised PowerPoint decks and new explainer videos, we built greater efficiencies by ensuring products were suitable for stand-alone use, as well as capable of being integrated into other learning or information programmes.
7.4. Conclusions
Author Contributions
Funding
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Electronic Resources Developed by the CFIAS
- Tusla ‘Children First Mandated Person Roles and Responsibilities eLearning’: https://www.tusla.ie/children-first/mandated-persons/ (accessed on 11 September 2023);
- Tusla ‘Designated Liaison Person eLearning’: https://www.tusla.ie/children-first/organisations/appointing-a-designated-liaison-person/ (accessed on 11 September 2023).
- Child Safeguarding Definition: https://www.tusla.ie/children-first/organisations/ (accessed on 11 September 2023);
- National Framework for Children and Young People’s Participation: https://www.tusla.ie/services/family-community-support/tusla-child-and-youth-participation/national-framework-for-children-and-young-peoples-participation/ (accessed on 11 September 2023);
- Understanding the Post-Referral Process: https://www.tusla.ie/children-first/parents-and-guardians/what-happens-after-i-make-a-report-to-tusla/ (accessed on 11 September 2023);
- Understanding the Role of Mandated Persons: https://www.tusla.ie/children-first/mandated-persons/#:~:text=Mandated%20persons%20are%20people%20who,help%20protect%20children%20from%20harm (accessed on 11 September 2023).
1 | Report of the Kilkenny Incest Investigation (McGuinness 1993), Report on the Inquiry into the Operation of Madonna House (Department of Health 1996); Kelly—A Child is Dead, Interim Report of the Joint Committee on the Family (Western Health Board 1996); Report of the Independent Inquiry into Matters Relating to Child Sexual Abuse in Swimming (Murphy 1998); West of Ireland Farmer Case: Report of the Review Panel (North Western Health Board 1998). |
2 | The learning outcomes for level 1 are outlined in the Tusla Best Practice Principles for Organisations in Developing Children First Training (Tusla—Child and Family Agency 2017). The Tusla ‘An Introduction to Children First’ eLearning programme meets the requirements for Level 1. |
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Weitzman, C.; Perrin, J. Into the Great Wide Open—From Classroom to Virtual Learning. Soc. Sci. 2023, 12, 604. https://doi.org/10.3390/socsci12110604
Weitzman C, Perrin J. Into the Great Wide Open—From Classroom to Virtual Learning. Social Sciences. 2023; 12(11):604. https://doi.org/10.3390/socsci12110604
Chicago/Turabian StyleWeitzman, Charney, and Jan Perrin. 2023. "Into the Great Wide Open—From Classroom to Virtual Learning" Social Sciences 12, no. 11: 604. https://doi.org/10.3390/socsci12110604
APA StyleWeitzman, C., & Perrin, J. (2023). Into the Great Wide Open—From Classroom to Virtual Learning. Social Sciences, 12(11), 604. https://doi.org/10.3390/socsci12110604