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TLC Webinar 12-2013

Segment 1: Webinar Introduction

Description: This segment introduces the presenters and goals for the webinar.

Run time: 6 minutes 28 seconds

Segment 2: Key Terminology

Description: Segment 2 provides a brief overview of terms that will be used during the webinar.

Run time: 2 minutes 27 seconds

Segment 3: Key Concepts

Description: Segment 3 reviews two theories key to conceptualizing distance education paradigms.

Run time: 9 minutes 14 seconds

Segment 4: History of Distance Education

Description: Segment 4 sketches a history of distance education highlighting the impact of the evolution of information and communications technologies.

Run time: 9 minutes 28 seconds

Segment 5: Pedagogic Evolution in Distance Education

Description: Segment 5 discusses how pedagogy, and more broadly, thinking about teaching and learning evolved alongside technology to result in current practice that is weighted towards constructivist approaches.

Run time: 9 minutes 55 seconds

Segment 6: Defining "Modality"

Description: Segment 6 forwards a broad definition of the term "modality", or delivery method of distance education content, and discusses why it is so difficult to define modality concisely.

Run time: 7 minutes 23 seconds

Segment 7: Defining Modality at the Macro Level

Description: Segment 7 suggests a generalist approach to defining modalities at a macro level, where modalities can be distinguished by more programmatic considerations.

Run time: 2 minutes 12 seconds

Segment 8: Instructor-Led, Self-guided, Snychronous and Asynchronous Courses

Description: Segment 8 explains how the presence of an instructor or requirements for real-time collaboration in a distance education course can help define course modality.

Run time: 4 minutes 1 seconds

Segment 9: Hybrid / Blended Modalities

Description: Segment 9 defines what "hybrid" or "blended" courses are and explores the array of considerations which can impact the degree to which a course modality is blended.

Run time: 8 minutes 13 seconds

Segment 10: Flipped or "Inverted" Classrooms

Description: Segment 10 explains the term "Flipped Classroom" as a blended modality similar to an inverted classroom and discusses ideas for how technology may be used to restructure teaching and learning in this model.

Run time: 6 minutes 43 seconds

Segment 11: Web-enhanced Modalities

Description: Segment 11 distinguishes web-enhanced modalities from other modalities incorporating technology to a greater degree, providing examples of how technology may be used in a more limited fashion to complement a traditional classroom.

Run time: 4 minutes 7 seconds

Segment 12: Defining "Modality" at the Mezzo and Micro Levels and Beyond

Description: Segment 12 explores more localized and contextualized definitions of modality, ending with consideration for more recent assertions that we are living in a 'post-modality era'.

Run time: 5 minutes 57 seconds

About Us

VISION OF THE NETWORK (Research and Training Network (RTN) Charter)

A community of researchers and practitioners who work together to improve outcomes for families, where researchers understand the practice environment and respond to the knowledge needs of the practice community, and practitioners understand and use relevant research and evaluation evidence.

MISSION OF THE NETWORK

About

The academic community and the public social services joined forces in 1990 to create the California Social Work Education Center (CalSWEC)—considered the most ambitious such collaboration in the country at the time. 

Partners

Organizations representing the Human Services Practice and University communities are encouraged to join the the RTN and individuals from those organizations are welcome to join the RTN Steering Committee (see below).  Organizations interested in joining the Network should contact Stuart Oppenheim:  stuart.oppenheim@cfpic.org  or Sandyha Rao Hermon:  sandhya.rao.hermon@berkeley.edu.

Programs & Initiatives

The impetus for CalSWEC’s creation was to increase the numbers and improve the preparation of social workers to work with vulnerable and disadvantaged children and families in the public sector. As the need for professional social work staff in other settings has grown.

Partners

Challenges facing both society and the social work profession in the late 1980s precipitated the collaboration of California’s schools of social work, professional organizations, and public agencies that led to the creation of CalSWEC.

Today CalSWEC partners with a wide array of entities and organizations, and continues to be a national leader in university/agency partnerships. The CalSWEC Board of Directors is a partnership among:

Program Areas

Each program area contains literature reviews about specific topic areas, research and evaluation reports about specific topic areas, research-based curricula, and faculty and research staff information organized and categorized by program and topic areas. 

Click on one of the program areas below to find a list of topics in your area of interest.

Curricula & Competencies

CalSWEC has led a concerted effort to develop competencies, standards, values and curricula to ensure an effective public workforce in the human services.

Evaluation, Research & Implementation

Bridging Research and Practice

Evaluation and research have been integral to CalSWEC since its inception, particularly as they relate to improving California's child welfare social work practice. CalSWEC's ongoing evaluation efforts, aligned with its Mission and Goals, were developed to assess the impact of its training on California's child welfare workforce.

Events

CalSWEC and its partners sponsor statewide symposia and trainings on important social work issues, such as evidence-based practice, fairness and equity issues in child welfare, and training evaluation. They offer in-person and online training opportunities for social workers, supervisors, and trainers.  For educators and practitioners alike, their faculty development institutes address statewide topics of interest.

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