Stories

Curious Conversations

When looking at trying something new, be it a new restaurant, going on a trip, or a new haircut, you name it, we as humans look to reviews. That could be word of mouth, reading testimonials online, or asking our friends and family. Personal experiences, reflections and curious conversations help us better understand. When it comes to utilizing websites in your course, that impacts faculty and students both with varying experiences or narratives. For first-hand experience from both perspectives check out the narratives below.

When I began this adventure, I had no idea what a WordPress site was. I knew nothing of web design, creating a website, H5P, editing software, sound, podcasts, or what my apple pencil really did.

Dr. Kathie McKinnon

Faculty Perspective

Curious Conversations with Kathie

When I began this adventure, I had no idea what a WordPress site was. I knew nothing of web design, creating a website, H5P, editing software, sound, podcasts, or what my apple pencil really did.

Dr. Kathie McKinnon

The Life Cycle of This Adventure…

Becoming comfortable with uncertainty while we all respectfully and responsibly separated ourselves from each other because of the planet’s intrusive relationship with COVID-19 was a challenge for us all. In the years 2020 and 2021, this brought much academic disappointment and unknowing for social work students at Thompson Rivers University (TRU) and created a lack of ability to place social work field education students in organizations and agencies during the Winter 2021 and Summer 2021 terms.

My curiosity in navigating new, creative, and innovative ways of doing social work field education remotely/virtually started in the Winter 2021 term with a very brave group of 8 third year Bachelor of Social Work (BSW) field students in the Social Work Field Practice (SOCW 3040) co-taught with Dr. Bala Nikku (this was his first-time teaching field practice in Canada, he had a group of four students and I had a group of four students); I continued this journey in the Summer 2021 term with another very brave cohort of 6 third year BSW students (SOCW 3040).

Projects as Learning Activities for Practicum
The SOCW 3040 image illustrates the Winter 21 term outcome and the co-creation for the Summer 21 term.

Prior to this, in the Spring of 2020, Michael Crawford shared some innovative practicum models with me that were developed by Dr. Julie Drolet at the University of Calgary; she is the Project Director for the Transforming the Field Education Landscape (TFEL) project. A model (SOCW 315 Field Experience) developed by Dr. Natalie Clark for UBC for third-year social work students in community-based agency settings that moved away from traditional practicum work in the agencies to experiences of macro-social work practice – project-based social work learning in the agencies focused on community-based social issues was provided by Micheal Crawford to use for SOCW 3040 in the Winter 2021 term; however, this framework was significantly altered as there were no placements. Resultantly, a remote/virtual emergent way of doing social work field education for SOCW 3040 unfolded for these two terms. I coined this new terrain for third-year social work field education as Projects as Learning Activities for Practicum (see above).

Midway through the Winter 2021 term I contacted the amazing Sukh Matonovich at the TRU Research Department: Office of Research and Graduate Studies to pick her wise and wonderful brain. She shared much about the Canadian Undergraduate Research Network (CURN) project and the many parallels to my emergent ideas for SOCW 3040. With much gratitude, I credit the Winter 2021 students who navigated new terrain in social work field education, but I also credit Sukh with how this incredible adventure unfolded, as she introduced me and the Summer 2021 students to my incredible colleagues today who bravely joined with me on the Summer 2021 term journey and continue to believe and be involved with further adventures, Jamie Drozda, TRU Coordinator, Educational Technologies and Marie Bartlett, TRU Instructional Designer, and Brii Brennan, an Undergraduate Student Ambassador from the TRU Office of Research and Graduate Studies who witnessed the outcomes of the SOCW 3040 Winter 2021 term and all collaborated with me in the development of the SOCW 3040 Summer 2021 term. 

In the Winter 2021 term, we did not use WordPress, as I did not know about WordPress; therefore, we used other website platforms that the students found. The students formed collective weekly meetings to deconstruct, process, construct, and re-construct their ideas and work. Even though the students had minimal technical support, the co-created projects produced in the Winter 2021 term were beyond my wildest dreams. The work emulated collaborative, creative, and curious re-search and practice; there was a spirit to their co-created projects. It was evident that their work really mattered to them all as well as to those who saw their work. While anxiety provoking and vulnerable at times, this was some of the most inspiring work I had seen in a long time.

It was evident that their work really mattered to them all as well as to those who saw their work. While anxiety provoking and vulnerable at times, this was some of the most inspiring work I had seen in a long time.

Dr. Kathie McKinnon

In my continued dialogues with Sukh, she also dispelled my anxiety about ethical concerns and considerations and explained how I might consider doing a Research Ethics Application for Classroom Projects which I successfully obtained for the Summer 2021 term. This opened all sorts of alternatives and possibilities in the Summer 2021 term for relational re-search, social work practice, and co-created projects. Re-search became a new utility in relational practice; it was an invitation to participate in dialogical discourse, a relational process of continual movement with others despite Covid and the barriers of not being face-to-face in an organization. Conjointly students experienced new ways of seeing, hearing, reading, re-searching, talking, and being with each other and others in the community – this was relationally engaged in social work learning, social work re-search, and social work practice. Their collaborative curiosity and creativity about their co-created projects built strong agency and confidence about learning through relational engagement, they discovered learning, sharing and co-creating awareness, meaning-making, knowledge translation, action, and future possibilities for their social work practices and for community members’ practices. They enthusiastically developed care, detail, and genuine excitement for their co-created projects. We were all in awe of the meaningful and creative projects. The co-created projects in both terms demonstrated curious and creative learning and active participation in innovative technology-enabled open practices. This was different from an essay assignment because they curiously and creatively co-created meaning for their peers, their communities, and beyond.

When I began this adventure, I had no idea what a WordPress site was. I knew nothing of web design, creating a website, H5P, editing software, sound, podcasts, or what my apple pencil really did. Without working collegially, collaboratively, and working across different TRU teams there would not have been much to share with you all today. However, because of the collective and generous sharing of knowledge, skills, and creativity by those who collaborated, we co-created the means for these students to accomplish innovative and creative possibilities and academic achievements beyond what they had envisioned and thought imaginable.

This co-creation was a means for me to develop new assignments in the Fall 2021 term for the SOCW 3550 Human Development class. This was achieved in collaboration with Jamie Drozda and Jason Toal, Coordinators, Educational Technologies in the Learning Design & Innovations department at TRU. The first group-based assignment was completed in pods of three and involved the development and production of a comprehensive online text-based game on a Human Development theory (and theorist/s) called Gamification: Human Development Theory. Students were tasked with co-creating new knowledge, learning, and awareness of a Human Development theory and its respective theorists for other social work students and their future social work practice. The second assignment, The Human Development Podcast was done in pairs. Students were asked to engage together in dialogical discourse about a chosen life stage of human development and the respective developmental perspectives to create a 20-minute podcast. Students were to engage in curious conversations together to invite new learning and meaning-making in our practice and lives. Students creatively shared their curious spoken words about a life stage and the implications of social work practice in their podcasts. Jamie and Jason came to the classroom two times to create technological context and meaning-making for both assignments as well as Jamie set up weekly virtual technical support drop-in sessions that students had the option to attend as well as written and video tutorials and suggestions that we loaded on Moodle for students to access. Guests beyond our classroom were invited to witness the students’ video presentations. The classroom buzzed with energy as students showcased their work, fielding questions from their peers and invited guests alike. The depth of knowledge displayed in their responses was nothing short of remarkable, demonstrating a level of expertise that left a lasting impression on all in attendance.

The outcomes of these alternative assessments have been truly extraordinary, revealing depths of understanding and creativity that might have remained hidden within the confines of traditional essay formats. By providing comprehensive support – both in academic content and technical execution – we created an environment where students can truly excel. This approach unlocked new potentials, allowing learners to express their knowledge in ways that are not only academically rigorous but also deeply engaging and relevant to real-world applications.

This was different to an essay assignment, they curiously and creatively co-created meaning for their peers, their communities, and beyond.

Dr. Kathie McKinnon

Student Perspective

Mia D:

The website is still in my Instagram bio, which I find is helpful for getting the word out/show casing the website… I never thought I was capable of something like this. I knew of course that I was creative, but I never thought of myself as a website builder or even a podcast creator.

Mia D. co-creator of Mirror Mirror website mirrormirror.trubox.ca

The website is still in my Instagram bio, which I find is helpful for getting the word out/show casing the website. A lot of people have personally messaged me on my Instagram and thanked us for creating that website, saying that Marie and I are very inspiring. I’ve shared this website with my cousin from Prince George and she showed her class, because they’re doing a website building type thing. Her class loved it. 

It’s been a little bit harder getting a hold of agencies and Ashcroft, due to Covid everyone is still swamped; however, within my practicum there might be an opportunity for me to showcase the website. I still have plans about promoting and still talking about the importance of body perspective. Also, some of my peers from last summer’s practicum have asked permission to use my website as recommendations for other people and their projects. Which of course I gave them. 

Honestly, I find that word of mouth is very important. 

I think the whole experience and working with you Kathie was not only phenomenal for me professionally but personally as well. I think I reflected in the final exam (or final meet up I should say), that I never thought I was capable of something like this. I knew of course that I was creative, but I never thought of myself as a website builder or even a podcast creator. Our group meetings as well as our one-on-one meetings really helped build my confidence up. I find myself more outspoken in class and my practicum as well. I’ve learned to trust my instincts. But I’m also open to collaborative work and to learning new things. I never want to be the expert on anything. Calling myself the expert would close myself to new opportunities to learn, I never want to stop learning. You (Kathie) taught me that.

I really thought I had a solidified picture in my head of where I wanted to end up after graduation, but I find after creating Mirror Mirror and being placed in my 4th year practicum;  I have allowed myself not to limit my aspirations or my career.

Marie K:

I remember the overall experience working with you being very empowering.

Marie K. co-creator of Mirror Mirror website mirrormirror.trubox.ca

I also give my full consent to share our website. So far, as Mia was saying, word of mouth has been a really effective way of sharing the website. A few people I have been able to share the website with includes a social worker at Interior Health in Kamloops, as well as a kinesiologist in Victoria (although I cannot for the life of me remember the company she works for), and numerous classmates. All the feedback from word of mouth has been positive. I do remember also receiving a message through the website comment form a few months back and it was all very positive feedback. I’m hoping to continue to share the website with future employers since it is a pretty impressive project that Mia and I made.

I remember the overall experience working with you being very empowering. You showed us what it means to be creative and show off that creativity, trusted us to manage our time (which showed me how to balance time for completing tasks and reaching goals), provided us with interesting readings which furthered our website, and also taught us what it means to research and RE-search to ensure we were always learning. You continuously showed passion and confidence in our website and podcast even when we were unsure of our own abilities. I remember you being there to cheer us on and calm our nerves before the presentation to community members which was very helpful. As Mia mentioned, the one-on-one meetings and group meetings were confidence boosters and really bonded us with our other classmates — some of who I still talk to on campus whenever I see them. 

Jasmine K:

I look back on the development of this website as a foundation of my education journey for the Social work program with TRU.

Jasmine K. co-creator of Caregiver Fatigue website caregiverfatigue.trubox.ca

As I am completing the final hours of my degree, I look back on the development of this website as a foundation of my education journey for the Social work program with TRU. As a result, I have a strong foundation in website design, developing and presenting presentations, and, most importantly, my ability to research literature and resources.

I have had the opportunity to share this website with other Social Worker who use it as a resource and space for information. I have gotten good feedback on the information and resources included on the website. Other social workers have also shared the website throughout the social work/senior support community. Through my current practicum, I support families experiencing Caregiver Fatigue and offer information and resources. This website provided me with a strong foundation. I remember having all these loose ends and working with you through collaboration and motivational conversation, supporting our ability to put everything together on our own with guidance and not direction. I was always proud to showcase our findings and growth with you, knowing we were the experts on this topic and allowed the opportunity to Inform. The opportunity to inform you grew my confidence enormously and gave me confidence in my research abilities. 

The skills I developed and strengthened through my third-year practicum included: 

  • 1) Time management
  • 2) Research skills
  • 3) presentation development and presentation
  • 4) Collaboration skills
  • 5) Organization
  • 6) self-reflection and self-evaluations

Thank you again Kathie for everything you’ve done for me during my education with TRU.

Christine L:

I can see how the Caregiver Fatigue website and the curious conversations surrounding it helped me articulate my perceptions of my values and ethics.

Christine L. co-creator of Caregiver Fatigue website caregiverfatigue.trubox.ca

Looking back at my third-year practicum, I can see how the Caregiver Fatigue website and the curious conversations surrounding it helped me articulate my perceptions of my values and ethics. My knowledge base grew about what it was like to work with other students and faculty. I also realized the need to be aware of my strengths and weaknesses in coping with stress and interacting with others. I became more comfortable in communication and understood how my language could affect others. The impact of an online practicum prompted my awareness of self-awareness and communications. I learned how vital the social work ethical standards and values are, maintaining confidentiality, establishing professional boundaries, and operationalizing the social work values of dignity and worth of the person. The third-year practicum facilitated insight and knowledge into my future practice.

Through my current practicum with the MCFD Guardianship team, this website is helpful in my practice of self-care. The skills I learned in my 3rd year practicum helped me apply what I learned with my research and become more confident, competent, ethical, and professional. I have had the opportunity to share this website with many students, staff, and other social workers on the field to use it as a referencing tool for community support. Many people have commented on using it for their future practice and wanted to pass it along to their friends, family and co-workers.

Kathie’s multiple and evolving roles in our learning experience played a fundamental role in the guidance and training. She was very approachable, encouraging, ethical, and she had an open-door policy, making herself available to us, assisting us whenever we needed. Kathie was never too busy to answer any questions and encouraged me to use my voice. Watching my instructor was the most beneficial learning experience I’ve had in any environment. She’s a very centered, balanced person who encouraged, supported, and assisted us with my inner growth and knowledge for my future social work practice. She inspired me to work beyond my preconceptions through censorship. My practicum with Kathie provided me with an opportunity to transform my knowledge and understanding into my future practice. Our collaborative conversations helped us discover how essential it was to keep communication lines open through curious conversations as future social workers and enhanced my ability to research and develop presentations. This practicum will remain an integral part of my social work education for my education at Thompson Rivers University. 

MacKenzie D:

The project was something that in the beginning I was not looking forward to because when I thought of research I thought of long papers and days filled with reading. This was not at all what this project was.

MacKenzie D. co-creator of Just Ask website justask.trubox.ca

We ended up sending the website to multiple high school administrators. We did not get any responses so I am not sure how the website was perceived and we did not follow up. I assumed the school boards have been busy with Covid-19 still on the rise. 

The project was something that in the beginning I was not looking forward to because when I thought of research I thought of long papers and days filled with reading. This was not at all what this project was. We were given freedom to explore and create and that is what I loved most about this project. Kathy, you were amazing because you were supportive, but also helped us along the way if you thought there was room for improvement. I really appreciated the support and all around it was a great experience and I do not strongly dislike research anymore. 🙂 

Ricardo F. and Emma V.

When I heard about the assignment I was very nervous because I am not the best while using technology I am unfamiliar with but somehow we figured it out.

Emma V. co-creators of Assistance for Single Families website singlefamilieshelp.trubox.ca

When I heard about the assignment I was very nervous because I am not the best while using technology I am unfamiliar with but somehow we figured it out. We started on the assignment right away. This meant that we were finished a couple weeks early. However, in the end we did a lot of review and played around with graphics, colours, and the little details. I am not sure if my partners shared our project with others but I did. I showed my mother and sister in order to practice and receive any feedback they might have had, just to get an outsiders view to consider. I can say with confidence that it helped me. During our project we had a huge communication issue and I won’t lie it was not pretty. We resolved it and we are all on the same page and I still respect each of them. The has taught me a very valuable lesson and will definitely help me in the future.

Rebecca M.

As far as any thoughts about my experiences, I would say it definitely it requires flexibility not only from students but also from professors.

Rebecca M. co-creator of Social Cognitive Theory Gamification socialcognitivetheory.trubox.ca

As far as any thoughts about my experiences, I would say it definitely it requires flexibility not only from students but also from professors. It can be daunting to do a new assignment that is so different from the standard paper/slideshow presentation that we are used to and was a bit of a learning curve. For me I really enjoyed getting to try something new and be more creative, but it definitely challenged me in different ways than a typical assignment would have.

I think that “alternative” assignments like these ones succeed when the professor is understanding, flexible, and gracious with students, which you have always been. For me that’s the difference between a fun new challenge and a stressful/anxiety-inducing experience. Overall I would say these were some of my favourite assignments I had in university and I hope these creative ideas will be implemented into more classes!