Working in partnership to deliver a skills course to social work apprentices: avoiding technological determinism

Authors

  • Chad McDonald Manchester Metropolitan University
  • Rebecca Parry University of Chester

DOI:

https://doi.org/10.47408/jldhe.vi22.772

Keywords:

apprentices, collaboration, discussion-led, technology, Covid-19

References

Alexander, R. (2020) A dialogic teaching companion. London: Routledge.

Boyle, J., Ramsay, S. and Struan, A. (2019) ‘The academic writing skills programme: a model for technology-enhanced, blended delivery of an academic writing programme’, Journal of University Teaching and Learning Practice, 16(4), pp.1-12. Available at: https://ro.uow.edu.au/jutlp (Accessed: 11 June 2021).

Cairns, J., Hervey, T. and Johnson, O. (2018) ‘Neither “bolt-on” nor “built-in”: benefits and challenges of developing an integrated skills curriculum through a partnership model’, Journal of Learning Development in Higher Education, 0(13), pp.1-22. Available at: https://doi.org/10.47408/jldhe.v0i13.435 (Accessed: 7 October 2021).

Dippold, D. (2019) ‘Developing the global graduate: how first year university students narrate their experiences of culture’, Language and Intercultural Communication, 19(4), pp.313-327. Available at: https://doi.org/10.1080/14708477.2018.1526939 (Accessed: 7 October 2021).

Freire, P. (2005) Pedagogy of the oppressed. Translated by M. B. Ramos. New York: Continuum.

Kirkwood, A. (2014) ‘Teaching and learning with technology in higher education: blended and distance education needs “joined-up thinking” rather than technological determinism’, Open Learning, 29(3), pp.206-221. Available at: https://doi.org/10.1080/02680513.2015.1009884 (Accessed: 7 October 2021).

Minogue, L., Murphy, C. and Salmons, K. (2018) ‘Embedding learning development; a model for collaborative practice’, Journal of Learning Development in Higher Education, (0)13, pp.1-11. Available at: https://doi.org/10.47408/jldhe.v0i13.443 (Accessed: 7 October 2021).

Richards, K. and Pilcher, N. (2020) ‘Study skills: neoliberalism’s perfect Tinkerbell’, Teaching in Higher Education. Available at: https://doi.org/10.1080/13562517.2020.1839745 (Accessed: 7 October 2021).

Sperlinger, T., McLellan, J. and Pettigrew, R. (2018) Who are universities for? Re-making higher education. Bristol: Bristol University Press.

Wingate, U. (2006) ‘Doing away with “study skills”’, Teaching in Higher Education, 11(4), pp.457-469. Available at: https://doi.org/10.1080/13562510600874268 (Accessed: 7 October 2021).

Wingate, U. (2015) Academic literacy and student diversity: the case for inclusive practice. Bristol: Multilingual Matters.

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Published

2021-10-13

How to Cite

McDonald, C. and Parry, R. (2021) “Working in partnership to deliver a skills course to social work apprentices: avoiding technological determinism”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.772.

Issue

Section

Adapting core features of learning development: skills and writing support