Social Shaping of Technologies for Community Development

Using electronic-Bario (e-Bario) project in the Kelabit Highlands of Sarawak in East Malaysia, this chapter explores how the introduction of information communication technologies (ICT) as developmental tools have been mediated and reconfigured by webs of social relations and the intricate interplay of social, political and cultural conditions specific to different social and technical settings. One crucial factor conditioning the effects of the project has been the Kelabit’s own desire for, and expectations of, “development” and “progress.” This is a quest which ties in closely with two fundamental Kelabit concepts: doo-ness and iyuk. As a result, the social and economic effects of ICT have unfolded through countless open-ended strategic and everyday decisions made by the Kelabit themselves, who actively consume, apply and make use of objects, ideas and services in the Highlands.

The Role of Information and Communications Technologies in Human Rights Monitoring and Advocacy

This chapter analyses tools and techniques used to document human rights abuse. It outlines the opportunities and pitfalls associated with the use of information and communication technologies by human rights organizations, and it examines the importance of rigorous documentation to underpin human rights work. Tools developed to help grassroots organizations record usable and actionable information are contrasted with an initiative that actively involves citizens in the reporting of xenophobic attacks. The analysis shows that the tools and systems used to monitor human rights violations are essential to the effective implementation of human rights standards. It also shows that new technologies can empower ordinary citizens to become directly involved in awareness building and debate about human rights abuse.

Practical Applications of Case Management Software for Practitioners in Health and Human Services

This chapter aims to demonstrate the capabilities and practical applications of a case management software system for not-for-profit organizations. Whilst a variety of software systems are available, for the purposes of this chapter the authors will use/refer to “Penelope,” a system designed by Athena, a Kitchener, Ontario software company. Penelope is a sophisticated piece of technology that can collect and analyze information on clients, services, human resources and outcomes. Although a wide range of data can be collected using this software, it cannot make decisions about what to record or how to scrutinize the data. The “what to record” and the “how to analyze and interpret” are management and clinical decisions. Effective use of case management software requires technical, management and analytical skills combined with leadership and imagination. Case management software systems and the information they provide are only as good as the planning and organizational systems in which they are used. The best starting point for practitioners and managers seeking answers to questions about their clients, services, community and policy, and to maximize the capabilities of case management software systems is the development and application of a program logic model unique to the agency in question. A program logic model focuses on the services and programs provided by the agency describing its’ inputs, activities, outputs and outcomes. Understanding how to develop and apply their model allows practitioners and managers to perform tasks such as performance monitoring, experimental and quasi experimental approaches program evaluations, and client satisfaction and outcome studies to demonstrate the effectiveness of their services to funding bodies, consumer groups, and their boards of directors whilst also providing a tool that can be used to enhance agency performance.

Knowledge Sharing Online

This chapter examines the contribution of information communication technology (ICT) to the operation of social and public policy. The governmentality analytic is introduced as a way in which to highlight how ICT is used by the state in governing populations. The chapter identifies four ways ICTs relate to social and public policy. First, social policy can be a response to ICT innovation and use. Second, ICT is used to implement and administer social policy. Third, ICT is used to develop and evaluate social policy. Fourth, the use of ICT can shape the very nature and substance of social policy. The chapter illustrates these theoretical and conceptual approaches by examining the extensive and innovative use of ICT in Australia’s national income security agency, Centrelink.The aim of this chapter is to explore the utility of online knowledge sharing for the health and human services. Experiences in marketing are used as a basis for the development of three broad and interrelated theoretical concepts—the diffusion of innovations, viral marketing, and online word of mouth advertising—as well as several other influential factors to explain online knowledge sharing. Three major elements that stimulate online knowledge sharing are distilled from these theoretical perspectives including internal factors such as altruism, online social network size, and topic salience. This chapter uses these elements to propose a model of e-Mavenism which explains the cognitive processes that lead to online knowledge sharing behavior. Based on the e-Mavenism model, several strategies are suggested for online health promotion and community education.

Asynchronous Online Role-Plays Using a Blended Learning Design

The use of online role-plays has grown in university education as an increasing number of teachers in a variety of discipline areas utilise role-play simulations in the online environment. The focus of this chapter is on design options for asynchronous online role-plays that may assist students to integrate theory and practice and develop skills in reflexive practice. The design options discussed in this chapter adopt a “blended” learning approach where online learning is used to complement face-to-face learning. Five models of online role-plays are discussed and various learning and teaching strategies canvassed to assist those teaching in the human services area to adopt and adapt these design options to meet their curriculum objectives.

Educating a Multidisciplinary Human Services Workforce

This chapter explores technological developments in the human services and the educational requirements of a skilled labor force. It is argued that learner experiences can be enhanced by adopting a blended approach that includes face- to- face and online activities. Careful planning is required that matches desired learning experiences and learner characteristics with appropriate educational design and architectures. The main views of learning discussed are absorption, behavioral and cognitive with consideration of the most appropriate learning architectures to support these. A case study highlights the complexity of applying these in practice, as well as the importance of community building in the online environment.

Collaborative Learning

This chapter examines the concept of collaborative learning and its theoretical and practical foundations. Collaborative learning takes place in a structured social situation where a group of students work as a team to assist each other with learning tasks. The instructional strategies encourage student to student interactions. Drawing on group work skills, collaborative learning has been demonstrated to be effective in a variety of learning situations. Development of a variety of Internet technologies such as communication tools, emails, discussion forums, video and audio tools together with webcasting allow collaborative teaching strategies to be used creatively in online learning. The authors have trialed the use of various technologies in the human services and several case examples of online collaborative learning are provided. These case studies cover activities such as supervision and controversial issues in social work ethics. The chapter concludes with a discussion of the future directions and the challenges this poses for traditional classroom teaching.

Creating and Sustaining Community in a Virtual World

We are currently living in an electronic age where it is easier to travel the world, stay in touch with people who live away from our face-to-face environment without the need to leave home or to meet in a real life situation than ever before. The Web is becoming a place where we encounter others in ways to get our personal, social, and professional needs met. As a result of this growing phenomenon individuals are seeking to be a part of online communities of individuals who interact and associate with one another through the Web and the use of modern technology. This chapter will provide an insight into the use of information communication technology to create and sustain community.

Virtual Situated Learning Environments

This chapter explores how ICT can be used to create environments in which students engage in workrelated learning opportunities through virtual situated learning environments. These VSLEs are created digitally as real-life learning opportunities. Situating students of human services in these environments presents the opportunity for learning opportunities that are authentic, apply adult learning principles and are learner centred. They enable participants to develop inter-professional skills by presenting scenarios that require inter-professional engagement in a safe and secure environment in which participants can experiment with different approaches to problem-solutions. They provide a safe-fail environment in which students can experiment with different approaches and see the consequences of not working appropriately without negatively affecting real clients. The chapter presents an example of a VSLE used to engage students in a related field of employment relations and outlines an example of how a virtual community centre may be used to develop employability skills for students in human services.