A Multimedia Installation for Encouraging Learners' Self-Reflexivity (2009)
A central objective of social work education is to engender critical forms of self-reflexivity in the social work practitioner. One recent social work text goes so far as to say: “...critical reflection on the use of self is the link that mediates theory and practice in social work” (Mandell, 2007, x). A broad body of literature has explored various pedagogical approaches for facilitating self-reflexivity (Fook, 2002; Sakamoto & Pitner, 2005), some of which has focused on the potential limitations of text-based learning processes (Kumsa, 2007). Little attention, however, has been given to the role of multimedia technologies might play in encouraging more reflexive uses of self. In response to this gap in social work education, we developed a multimedia learning environment to enhance the teaching and learning of self-reflexivity. The installation focuses on the core concept of 'self-determination' and is comprised of audio-visual and text-based technologies, and installation objects. Our aim was to create a pedagogical process that exceeded the limits of text-based approaches to promoting the critical use of self.
The installation has been piloted with the MSW students at the University of Western Ontario, and at the University of Toronto's 2008 “Social Work Theory Conference” as part of its graduate student orientation. Most recently, we provided a learning/training session to field educators at the Faculty. Extending our educational research outside academia, we have been invited to conduct professional development workshops in a range of organizations, including The Hospital for Sick Kids, Baycrest Geriatric Services, Integra and Catholic Family Services. Arrangements are also being made to offer the multimedia workshop to psychiatric-survivors at the YWCA. The interactive installation format has been adapted to its various audiences and settings, and is evolving as we more closely consider the potential of multimedia technologies to foster learning that includes embodied, affective and analytic dimensions. Our research, funded through a SSHR grant awarded to Adrienne Chambon, queries how this technologically infused pedagogy can contribute to the profession's efforts to bridge the divide between theory and practice in diverse cultural contexts. We propose a special, one-hour, interactive session for the upcoming conference. This would entail three components. First, participants would experience the multimedia learning installation.
Second, we would present our research on the unique learning outcomes potentiated by this technologically enhanced workshop. Finally, we would facilitate discussion on the implications of and possible directions for future developments in the area of multimedia teaching and learning.
Rory Crath, Chris Trevelyan, and Adrienne Chambon are all at the department of social work at the University of Toronto.