Using personal professional networks for learning in social work: Need for insight into the real-world context

Kamakshi Rajagopal, Desirée Joosten-ten Brinke, Peter Sloep

    Research output: Chapter in Book/Report/Conference proceedingConference Article in proceedingAcademicpeer-review

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    Abstract

    Professionals in social work practice depend on a high level of skills, intellectual ability and a wide knowledge base to find innovative solutions for the complex problems they encounter. They learn by expe- rience and through social interaction using dialogue and discussion with relevant others to create new knowledge. To support their learning, they search for the most suitable and most relevant dialogue partner available in their extensive personal professional network. This is a difficult, high- skilled task, for which little technological support is available. This paper presents a literature review on the learning needs of these professionals and considers the use of technology as a means of supporting this type of learning. It argues for the need for more insight into the strategies used by professionals in building, maintaining and activating connections in their personal professional network for learning purposes.
    Original languageEnglish
    Title of host publicationSustaining TEL: From Innovation to Learning and Practice
    Subtitle of host publication5th European Conference on Technology Enhanced Learning, EC-TEL 2010, Barcelona, Spain, September 28 - October 1, 2010. Proceedings
    EditorsMartin Wolpers, Paul A. Kirschner, Maren Scheffel, Stefanie Lindstaedt, Vania Dimitrova
    Place of PublicationBerlin
    PublisherSpringer-Verlag Berlin Heidelberg
    Pages572-577
    Number of pages6
    Edition1
    ISBN (Electronic)9783642160202
    ISBN (Print)9783642160196
    DOIs
    Publication statusPublished - 2010

    Publication series

    SeriesLecture Notes in Computer Science (LNCS) series
    Volume6383
    ISSN0302-9743

    Keywords

    • Personal Learning Network
    • social networks
    • dialogue and discussion as means of learning
    • expertise identification
    • usability

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