**Abstract**

Social Work placement can be the stimulating experience hoped for or the dreaded experience gained. Professional training values, whether these are influenced by globalization and/or indigenization are principled on the sharing of ideas and debates based on a multi-disciplinary integrated narrative approach. By presenting actual 'lived experiences' in the form of aural and video podcasts and linking these with research and theory, in our eBook Project, students, field supervisors and tutors were helped to explore for example, the use of language, supervision, reflective practice. This made the learning experience more modern, interesting and easily accessible for reviewing anytime anywhere. In practice placement, the understanding is not only what is learned but how it is learned. This Irish wraparound innovation regarding the inclusion of live recordings for teaching and learning brought together a shared focused and a thoughtful and inventive approach to the fundamental work related experience.

**Keywords:** E-learning, podcasts, social work, fieldwork practicum, practice teachers, tutors, social work students, fieldwork practice, fieldwork educators.

### **1. Introduction**

A trainee sailor gets into a boat and the instructing Captain says "Away you go now. Take the boat out beyond the harbor and watch out for the rocks". The trainee gathers up all the knowledge they have acquired from their course and steers the boat out. There is so much to think about, there is too much to remember. This is not a simulation or a role play, this is real. Beyond the water-break it looks like a storm is moving in, what next, what is the best course of action, who can I ask for help?

Moving into fluid placement from the shore of academic knowledge is like the first time the trainee sailor sets sail in a boat. It is real, it is immediate and it can be exhilarating or scary.

The area of Fieldwork placement as an integral part of social work training has been well documented in research literature over the past 10 years (see [1–6]). All agree it is an essential and worthwhile experience in addition to a learning platform for students. It is where theory to practice is most relevant and the contextualization of academic knowledge is progressed.

In the history of social work education, there has always been a practical as well as a theoretical component to education and training. In reality the lines around the ambitious principles of placement can become blurred due to inattention by universities, inadequate pre-placement training for students and practice teachers, as well as unrealistic expectations. Furthermore limited availability of placements and the 'mis-fit' of understanding on why placement sites and placement supervisors need to work in tandem with educational establishments disrupt securing the best professionally trained social workers of tomorrow.

#### **1.1 Globalization and indigenization**

One of the greatest challenges within the concept of a global framework for social work is the inter-country, inter-cultural debate, involving interchanges and influences. The word indigenization in this context looks at taking research and empirical practice wisdom, re-positioning it and using it to form a scaffold for a developing profession. Growing professional identity in the context of economic policies, socio-cultural backgrounds and political regimes as in the studies of China [7–9] the Asian-Pacific [10] and Africa [11], fuels the debate on what is possible or impossible in changing environments.

In the developing world of social work education, much is written about modules, patterns and focus [12–14]. Indeed, we strive to have a better understanding of the social, cultural and environmental costs of a hyper-connected and layered world. This brings with it the need to offer academically robust social work education that encompasses important paradigms for practice. This is a framework rather than a constitution. Paradigms can 'ask questions, pose challenges and be adapted and developed for specific times, spaces and places' [15]. McGregor argues that for social work in the twenty-first century these paradigms need to challenge the dominant position of English/European-based texts and approaches. The aspiration is to develop more informed all-encompassing practices in addition to the best established texts while including specific and cultural knowledge [16, 17]. The aim is to look for a modern paradigm framework taking into consideration balance between a general frame of reference and one that is adaptable to the context of time, space and place [18].

It is interesting that much of the debate around indigenization comes from a West into East position and may or may not have to do with the perceived economic wealth of either region. However, in these changing times of limited resources all countries both rich and poor may have something to offer each other in the debate on establishing and using limited resources and the building of professionalism and education within the realm of social work.

The globalization of social work is seen as the process of International integration influenced by an interchange of world views. Social workers and social work courses around the world continually see local and wider world links within their training/educational courses, own work profiles and more specifically within their own practice case work. Economic situations, tribal and religious wars, health scares, and political regimes, can all contribute to unhealthy, unstable communities. The aim for a healthier society is to achieve sustainable, collaborative outcomes which, influenced by the skills of social work professionalism, creates a variety of multi-faceted, pragmatic solutions to highly complex problems, both individual and social [19, 20]. Further studies on global agendas and international social work are covered in Jones and Truell [21], Doel et al. [22] and Russell et al. [23]. British social work academic Lisa Dominelli also turns her attention to globalization and professional practices (see [24]) informing the more recent publication of 'Global social work in a Political context: Radical Perspectives' by Ferguson et al. [25]. For further

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identity respected by all.

*Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks...*

reading, Gray and Webb [26] critique world norms in social work suggesting that certain adopted approaches can undermine traditional expertise and working behaviors, these in turn then work against the proficiency of professional judgment. Here we have our boat analogy again. We can move from narrow inlets to expansive seas. We can take the knowledge, values and skills we learn in one area and see how they transpose and develop in another area. Social work practice can begin as one entity and develop as another. It can be heavily influenced by specific influences, be that country or culture. In an Irish context this can be seen by the previously mentioned research work of Skehill [27, 28] and the more recent publication of 'Social Work in Ireland: Changes and Continuities' edited by Christy et al*.* [29]. This brings about a continuous debate on professional social work, oscillating between past, present and future desirable positions. These discourses on social work professional identity in a world context are at times framed as a West informing the East debate. It is suggested that the end point needs to be an open exchange of views taking in traditions, cultures, the role of policy makers, coupled with the desire for an efficient and effective professionally-run service for the vulnerable in society. This should be regardless of where that society is geographically located. The International Federation of Social Work [30] began a process in 2004 to develop a clearer professional leadership in response to the evidence of worldwide low morale and loss of confidence felt by some social work practitioners. In particular the areas of education, social work practice and sustainable social development were investigated. This culminated in a policy statement titled 'Globalization and the Environment'. The statement makes practical suggestions about how social workers, in partnership with local people and communities, can work to promote the positives of global interaction and minimize harm [30]. The optimum vehicle for a social work service is a proficient individual and family social work delivery system, one that is sustainable and where workers are respected and recognized. Foucault [31] called this a 'power to govern' where in order for social work to exist there has to be a heightened knowledge where attributes are accorded to the social worker in having space and authority to arbitrate and manage within their domain. There is an obvious challenge here within the debate of globalization and social work where the make-up, functions and designation of the term 'social worker' and the duties performed - vary throughout the world. Researchers Bain and Evans [32] and Frost [33] pose the question 'Is there a European social work identity?' If we uphold and teach the values of self-realization and social determination then why would we want professional identity to be homogenized? The possible solution is to recognize the good parts, the best constituent elements of a model for identity and in addition recognize best local practice and couple this with agency support and endorsement. Indeed the research of Gray [9, 13] encapsulates the sensible approach of recognizing in social work education the elements of 'culture, economics, politics and social realities.' Interlacing these with the essential elements of fieldwork placement; professionally trained placement supervisors, a variety of placement sites, essential University support and a consideration of time, place and culture, may anticipate a more integrated outcome. This expects a Governmental policy and educational delivery partnership, together with professional organizations across borders and across countries to establish a profession and professional

In the 2019 study by Rasell et al. of a two-year multiethnic social work program,

with an approximate intake of 17 students per cohort, interconnected with five International Universities [23], the most interesting aspect of this research suggested that '*The 'international' acts as a frame of reference for studies rather than a particular body of knowledge and skills to be transmitted to students*' (p.14). In all, this seems a fair goal but its delivery may prove more challenging. The debate around

*DOI: http://dx.doi.org/10.5772/intechopen.89391*

#### *Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks... DOI: http://dx.doi.org/10.5772/intechopen.89391*

reading, Gray and Webb [26] critique world norms in social work suggesting that certain adopted approaches can undermine traditional expertise and working behaviors, these in turn then work against the proficiency of professional judgment.

Here we have our boat analogy again. We can move from narrow inlets to expansive seas. We can take the knowledge, values and skills we learn in one area and see how they transpose and develop in another area. Social work practice can begin as one entity and develop as another. It can be heavily influenced by specific influences, be that country or culture. In an Irish context this can be seen by the previously mentioned research work of Skehill [27, 28] and the more recent publication of 'Social Work in Ireland: Changes and Continuities' edited by Christy et al*.* [29]. This brings about a continuous debate on professional social work, oscillating between past, present and future desirable positions. These discourses on social work professional identity in a world context are at times framed as a West informing the East debate. It is suggested that the end point needs to be an open exchange of views taking in traditions, cultures, the role of policy makers, coupled with the desire for an efficient and effective professionally-run service for the vulnerable in society. This should be regardless of where that society is geographically located.

The International Federation of Social Work [30] began a process in 2004 to develop a clearer professional leadership in response to the evidence of worldwide low morale and loss of confidence felt by some social work practitioners. In particular the areas of education, social work practice and sustainable social development were investigated. This culminated in a policy statement titled 'Globalization and the Environment'. The statement makes practical suggestions about how social workers, in partnership with local people and communities, can work to promote the positives of global interaction and minimize harm [30]. The optimum vehicle for a social work service is a proficient individual and family social work delivery system, one that is sustainable and where workers are respected and recognized. Foucault [31] called this a 'power to govern' where in order for social work to exist there has to be a heightened knowledge where attributes are accorded to the social worker in having space and authority to arbitrate and manage within their domain.

There is an obvious challenge here within the debate of globalization and social work where the make-up, functions and designation of the term 'social worker' and the duties performed - vary throughout the world. Researchers Bain and Evans [32] and Frost [33] pose the question 'Is there a European social work identity?' If we uphold and teach the values of self-realization and social determination then why would we want professional identity to be homogenized? The possible solution is to recognize the good parts, the best constituent elements of a model for identity and in addition recognize best local practice and couple this with agency support and endorsement. Indeed the research of Gray [9, 13] encapsulates the sensible approach of recognizing in social work education the elements of 'culture, economics, politics and social realities.' Interlacing these with the essential elements of fieldwork placement; professionally trained placement supervisors, a variety of placement sites, essential University support and a consideration of time, place and culture, may anticipate a more integrated outcome. This expects a Governmental policy and educational delivery partnership, together with professional organizations across borders and across countries to establish a profession and professional identity respected by all.

In the 2019 study by Rasell et al. of a two-year multiethnic social work program, with an approximate intake of 17 students per cohort, interconnected with five International Universities [23], the most interesting aspect of this research suggested that '*The 'international' acts as a frame of reference for studies rather than a particular body of knowledge and skills to be transmitted to students*' (p.14). In all, this seems a fair goal but its delivery may prove more challenging. The debate around

*Global Social Work - Cutting Edge Issues and Critical Reflections*

best professionally trained social workers of tomorrow.

**1.1 Globalization and indigenization**

impossible in changing environments.

time, space and place [18].

education within the realm of social work.

In the history of social work education, there has always been a practical as well as a theoretical component to education and training. In reality the lines around the ambitious principles of placement can become blurred due to inattention by universities, inadequate pre-placement training for students and practice teachers, as well as unrealistic expectations. Furthermore limited availability of placements and the 'mis-fit' of understanding on why placement sites and placement supervisors need to work in tandem with educational establishments disrupt securing the

One of the greatest challenges within the concept of a global framework for social work is the inter-country, inter-cultural debate, involving interchanges and influences. The word indigenization in this context looks at taking research and empirical practice wisdom, re-positioning it and using it to form a scaffold for a developing profession. Growing professional identity in the context of economic policies, socio-cultural backgrounds and political regimes as in the studies of China [7–9] the Asian-Pacific [10] and Africa [11], fuels the debate on what is possible or

In the developing world of social work education, much is written about modules, patterns and focus [12–14]. Indeed, we strive to have a better understanding of the social, cultural and environmental costs of a hyper-connected and layered world. This brings with it the need to offer academically robust social work education that encompasses important paradigms for practice. This is a framework rather than a constitution. Paradigms can 'ask questions, pose challenges and be adapted and developed for specific times, spaces and places' [15]. McGregor argues that for social work in the twenty-first century these paradigms need to challenge the dominant position of English/European-based texts and approaches. The aspiration is to develop more informed all-encompassing practices in addition to the best established texts while including specific and cultural knowledge [16, 17]. The aim is to look for a modern paradigm framework taking into consideration balance between a general frame of reference and one that is adaptable to the context of

It is interesting that much of the debate around indigenization comes from a West into East position and may or may not have to do with the perceived economic wealth of either region. However, in these changing times of limited resources all countries both rich and poor may have something to offer each other in the debate on establishing and using limited resources and the building of professionalism and

The globalization of social work is seen as the process of International integration influenced by an interchange of world views. Social workers and social work courses around the world continually see local and wider world links within their training/educational courses, own work profiles and more specifically within their own practice case work. Economic situations, tribal and religious wars, health scares, and political regimes, can all contribute to unhealthy, unstable communities. The aim for a healthier society is to achieve sustainable, collaborative outcomes which, influenced by the skills of social work professionalism, creates a variety of multi-faceted, pragmatic solutions to highly complex problems, both individual and social [19, 20]. Further studies on global agendas and international social work are covered in Jones and Truell [21], Doel et al. [22] and Russell et al. [23]. British social work academic Lisa Dominelli also turns her attention to globalization and professional practices (see [24]) informing the more recent publication of 'Global social work in a Political context: Radical Perspectives' by Ferguson et al. [25]. For further

**96**

globalization and indigenization of social work courses transferred and transported across borders and countries will continue. The most important question is 'Will the social work course be Fit for Purpose?' Regardless of location, the answer to this question will determine and challenge the success of both the academic and practical elements of any further education.

#### **1.2 The absolute central position of placement within social work training**

How many newly-designed social work courses start with deciding the academic subjects and modules necessary for the course and not a scoping exercise to see the variety and quality of possible statutory and voluntary placements? How many courses are led by academic insistence and not practice relevance? Within the current literature on placement education there appears to be a growing concern regarding placement learning opportunities [4], staff capacity and actual desk space [34]. The time may be coming for a rethink. Think of social work training as a doughnut (a circular bun with a hole in the middle) in order to acquire the specific skills required for interaction with individuals and families, courses may need to readjust their designs. Put the academic modules in the middle of the doughnut and the placement around the outside. Currently it would appear that most social work course designs are the other way round with the emphasis and importance on the bigger circumference given over to academic modules and the practice placement filling up the middle. This does not take away from the importance of all the integral subjects such as theory, vulnerable populations, social justice etc. but it will shift the thinking into a space that might be valued more, that is, the absolute role of teaching and learning on placement. It might also offer a catalyst for critically thinking about, for example, the subject of law as it is found in the practice learning setting. Further comments on this topic will be discussed in the concluding section of this chapter.

#### **2. The e-Book project**

To understand the fundamental importance of student placement within professional social work training, in 2015–2017 this author [35] decided to work with MSW students, practice teachers and tutors to design a 'wrap around' set of eBooks encompassing the most important aspects of teaching and learning on placement. This was to be a new multi-touch downloadable eBook experience, viewed as a series of seven eBooks which would present short videos and aural podcasts made by social work students, practice teachers, tutors, subject experts and pre-placement trainers. It would also suggest current academic subject references. Placement topics such as language, professional identity and placement expectations and beginnings were to be covered in the first eBook with assessment, supervision, feedback, home visiting, reflective practice, the failing student and placement endings all covered in subsequent eBooks. MSW students, practice teachers, tutors and pre-placement trainers were to have their say in a thoughtful, inventive approach to the fundamental fieldwork experience. It is suggested that at present, access to social work knowledge is juggled between text books, lecture-based teaching and limited digital resources. These new eBooks where to show a collective learning experience made by and for practice teachers, students and all stakeholders in fieldwork training. They would be used in conjunction with pre-placement training for the students and the in-service training for the practice teachers and Tutors. The resource would also be available online to all students throughout their 2 years MSW course for reference across both first and second year placement. It was hoped the

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*Irish Field Education/Social Work Placement: The Making of Multi-Touch eBooks...*

eBooks could shape and help the thinking process for fieldwork practice by making knowledge and discussion through video and aural podcasts, academic text and suggested references more accessible, mobile and downloadable anytime, anywhere.

The pedagogical basis for the eBooks encompassed not only that of creative teaching [36–38] but also the pedagogical importance of narrative enquiry [39, 40]. The uniqueness of the eBooks contributed to by the NUI Galway staff, students, practice teachers and tutors included in particular, the use of podcasting to produce content on specific topics such as language awareness, professional identity, cultural competence, feedback, reflective practice, the experience of failing and groupwork. The immediacy of the spoken word in sharing personal and professional opinions demonstrated the openness, validity and strength of the experiences by the contributors. The making of the eBooks at NUI Galway, gave a sense of Irish indigenous practice that now can be offered as a globally transferable resource. Dale [41] promotes this view of the benefits in education of podcasting and notes increased motivation among students in writing, improved fluency and enhanced listening skills. This is in addition to the students acquiring technical competencies and an increased awareness of the use of new media in social and professional settings, leading to reinforced learning. Indeed using podcasting as an adjunct to teaching and assessment methods in higher education has had some further exposure in the

It is an important point that using this innovative curriculum design and engaging with virtual learning technologies, this may necessitate individual and group upskilling for both educators and students. This new and forward-thinking approach to academic knowledge delivery is further investigated in the studies of Cartney [49] and Waldman and Rafferty [50] who suggest that the relevance of podcasting (in particular lecture material) may have some benefit but that the broader context to forward social work education and personal contact with students must not be belittled or ignored. By using podcasting as a creative technology to forward student learning, the authors caution us not to hold the development of the personal contact with social work students to ransom against the rush to be technologically creative [50]. The application of technology to teaching is integrated with reliable and proven educational approaches [41, 51–53], these studies build on Laurillard's [54] book which suggests the approach of a 'Conversational Framework'. Here, teaching is seen as a fluid practice which *negotiates* knowledge as opposed to a static view of *imparting* knowledge. Didactic teaching is therefore moved and shifted into a modern integrated arena which values the sharing of ideas and issue debates. The argument here is not to see the debate as one thing or another i.e. podcasting versus didactic teaching, but to incorporate new technology methods into teaching therefore giving the recipients and the deliverer a more exciting and

Information was elicited from students, practice teachers, tutors and other social work educators as to what they defined as the most important topics in the area of fieldwork placement. This was achieved with discussion groups in class and outside meetings with agency social workers. The participants on the NUI Galway Postgraduate Diploma in Practice Teaching, Supervision and Management course were also vocal in what they saw as important in the fieldwork relationship and development of the student's professional identity. Pre 2016 across a period of 2 years

*DOI: http://dx.doi.org/10.5772/intechopen.89391*

following research [42–48].

worthwhile experience.

**2.2 How the e-Books were made**

**2.1 The pedagogical reasoning for eBook education**

eBooks could shape and help the thinking process for fieldwork practice by making knowledge and discussion through video and aural podcasts, academic text and suggested references more accessible, mobile and downloadable anytime, anywhere.
