Our vision is a socially just Scotland with excellent social services delivered byĀ a skilled and valued workforce which works with others to empower, support andĀ protect people, with a focus on prevention, early intervention and enablement.
It is, therefore, crucial that we hear from this workforce in order to understand their experiences. Over 2015/16, Iriss carried out workĀ to gain a richer perspective of these experiences. Ā It resulted in The View from Here, a project whichĀ brought togetherĀ quantitative and qualitative (including illustrated stories) research on the experiences of the social services workforce in Scotland. The findings were launched in October 2015.
Early 2016, Scottish Care launched its findings from theĀ Frontline Voices project, which heard the views of frontline care staff which were publishedĀ in a report.Ā In it, men and women gave an insight into what inspires them to enter and remain in the profession and also offers their views on areas that give them cause for concern.
Iriss worked with Scottish Care to produce an animated video presentation for the launch.Ā A creativeĀ script was put together by Katharine Ross from Scottish Care, weĀ audio recorded the ‘voices’ of social care practitionersĀ and Paul Hart, Iriss’ interactive developer produced a creative, visual way to communicate these voices. This involved dropping the audio into a software package called Adobe After Affects and and adding a few filters and effects on the audio to bring them to life as simple animated waveforms.Ā The final pieces were assembled in Adobe Premiere.
Here’s the finished video animation:
Katharine Ross, National Workforce Development Lead at Scottish Care commented,
Scottish Care worked in partnership with Iriss to create a presentation for the launch of the āVoices from the Front Lineā report in February 2016. Their support was simply invaluable. Iriss ā in particular Michelle Drumm and Paul Hart ā were so generous with their time. Their expert knowledge and creative input (from supporting the recording of the voices, editing material to developing a 7 minute video) ensured that a quality, multi purpose resource was developed.Ā We look forward to working with Iriss throughout 2016!ā
Over 2016/17, Ā we’ll be building onĀ The View from Here, aiming toĀ showcase the existing stories and curate new stories through aĀ touringĀ a multimedia exhibition. Frontline Voices will be incorporated into this exhibition. The plan is to launch the exhibition at the Social Work Scotland conference on 15 and 16 June 2016.
Throughout the year we’ll work with partners to promote public understanding about caring professions and the contribution of people who work in care, in line with the Promoting Public Understanding strand of the vision and strategy.
Knowledge Media has the longest history of all the Iriss programmes and has set the foundations for the other two:Ā Evidence-informed Practice and Innovation and Improvement.
Knowledge Media wasĀ set up over ten years agoĀ as the Learning Technology Team, which became the Scottish Institute for Excellence in Social Work Education (SIESWE), a collaboration of Neil Ballantyne, then social work lecturer at the University of Strathclyde,Ā and a group at Dundee University.
SIESWE set out to improve knowledge exchange in social work practice and to improve Ā the quality of social work education more generally. This was in response to Changing Lives: Report of the 21st Century Social Work Review.
In 2008, SIESWE evolved into Iriss and grew its Evidence-informed Practice and Innovation and Improvement arms. Ā Ian Watson (who was Head of Knowledge Media)Ā from 2008 until 2016 recently retired from Iriss.Ā Before he departed we gatheredĀ the Knowledge Media team together for a chat about the programme’s work over the last ten years years. We hear from Ian Watson (Head of Knowledge Media), Ian Phillip (Interactive Designer), Lesley Duff (Integration Developer) and Ellen Daly (Project Manager). Enjoy listening.
Reflections on the Personal Learning Networks online workshop by Michelle Drumm, Communications and Content Manager at Iriss.
The story starts at Jane Hart and her Guided Social Learning online workshop. I would like to claim that the idea for a Personal Learning Networks online workshop was all my own, but no, itās more remix and remodel or a blending of ideas if Iām truly honest. In the summer of 2014, I completed an online workshop on social or personal learning in the workplace and it made me think that we could try something similar for social services.
As part of its Knowledge Media programme, Iriss had already developed the Personal Learning Network video animation in partnership with NHS Education for Scotland. I thought we could capitalise on this and make it the conversation starter for an online workshop around promoting the concept of Personal Learning Networks and the effective use of social media and the web to the social services workforce. The workshop would encourage and support the development of social media skills and build people’s confidence in using them.
I spoke to Paul Hart, one of our developers about it who suggested CoursePress Pro for WordPress. We had an installation of WordPress so it would be easy to add the plugin and at no extra cost. So we added theĀ plugin and I started exploring how it would work. It was pretty intuitive. I could immediately see the potential of using it to pilot an online workshop. And it wouldnāt require a huge investment of resources (time, money, people and content design).
As we had never run an online workshop before, I was aware and a little anxious that it might not get sign-ups, have technical glitches etc., so I was keen to invest the right amount of time and energy – get the right balance of input (resources) and outcomes. I was supported to do this by Catherine-Rose, Head of Impact and Engagement at Iriss. We had a helpful conversation about the project and on the back of it she developed a logic model for me to use to measure inputs and outcomes.
PLN logic model
I spent three months developing the content and included a mix of media – videos, readings, practical tasks and discussion. I designed the course to run for six weeks and envisaged that it would be āfacilitation lightā on my part (at least I hoped so!). We partnered with SSSC on accreditation of the learning. An open badge was offered on sign-up and completion of the six weeks. Participants needed to evidence participation and learning in order to apply for an open badge.
The workshop was made live for sign-up early August and it kicked off on 7 September. Approx. 135 people signed up which was surprising and very exciting – and there were relatively few glitches. A number of people had issues signing up for the course on the WordPress blog. This was frustrating as we were at the mercy of WordPress and didnāt have control over sign-up functions. A small number of people had trouble logging in – forgot usernames and passwords – but that was to be expected. Lesley Duff, one of our developers, was on hand to troubleshoot any technical issues and having her support throughout was invaluable.
In the first week, about 30 people introduced themselves and there was a good amount of discussion on the first weekās activities. I encouraged people throughout. Some people came to it late on the second week. Feedback on the first week included:
āThis is a good model for learning as youāre constantly getting new up-to-date pieces of information. Others can add on to the discussion and give you more information and links for you to have a look at. You can build up your network of contacts who are relevant to your organisationā.
āThe really frustrating aspect of this for me is the continual āFirewallā prohibitions which wonāt allow access. I couldnāt watch the first video as my organisation as blocked this. I can contact IT and hopefully resolve this issue but this is something I have to continually do to access information which I need āthen and thereā and it can often take days to resolve/unblock content. I appreciate the need for organisational security but we need to move with the modern world and recognise the contribution technology can make to effective work practiceā.
āHaving read both articles, I agree that the move away from content-based information/knowledge to an interactive, people-based approach is creative, immediate and personally proactive. Using social media for learning, working and networking is a move away from the relative āpassivityā of my learning experiences in the past’.
The second and third week focused on getting started with Twitter. There was a small number of people who got involved, and some who set up new accounts. There was a Twitter chat at the end of the third week which generated discussion and was well received.
āStarting to explore Twitter this week has been useful, although I think I need the TIME Jane Hart is talking about to get real value from this media. I have started to follow a number of social work/ social care related organisations and I can see there will be a great deal of scope to increase knowledge and make connections.ā
āIāve now managed to get photos onto my twitter account. I had to get assistance from a colleague with the one for the profile as I was having difficultiesā¦ Iāve sent some tweet now as well and a direct message via twitter to my line manager. Still finding the process is making me quite nervous. I hope this will change once I get more involved.ā.
āTwitter chat on Friday was very useful. It really let me see the value of Twitter and gave me lots of ideas. Thanks so much for organising that ā really good use of timeā.
The fourth and fifth weeks focused on information management tools – Diigo social bookmarking and Scoop It! The idea behind this was that interesting information found on Twitter or anywhere else on the web could be easily saved for read later. The final week was dedicated to reflection on learning and getting feedback. This feedback will be used to inform the development of any further online workshops/courses.
Learning points
Overall, the WordPress blog functioned well. We lacked the control to customise interface, which wasĀ a little frustrating. Support from Iriss developers was very important.
The content was well received by participants. Only one person reported not being able to view videos. A couple of people mentioned that the discussions set-up didnāt encourage involvement.
There was a fairly large drop-off rate in participation. 135 people signed up, about 30-40 of those introduced themselves, but an average of about 10-15 participated throughout. Unless people posted to the discussions area it was difficult to know whether they had completed the activities (thereās a possibility that some people did!).
Feedback suggests that time, staffing issues and work/life commitments were the main barriers to participating in the workshop. Access to Internet and quality of connection were also cited as barriers.
The need to take responsibility and control for oneās own learning was a challenge. One person commented that if itās face-to-face you canāt prioritise other things like you can when itās online. Itās much easier to put off when thereās no immediate call for attention andĀ action.
Those who actively participated reported that they enjoyed it, learned a lot and would use their skills in the workplace.
In terms of meeting outcomes of the project, there is evidence to suggest that participants gained new awareness of tools that support personal learning, gained new confidence in using social media, and have started to build a network of peers with shared interests.
