Source: http://vircamp.net/development-and-publications/publications-and-presentations/
Timestamp: 2019-04-19 14:43:54+00:00

Document:
Anne Karin Larsen, Vishanthie Sewpaul & Grete Oline Hole (eds) (2014) Participation in Community Work. International Perspectives. London, New York: Routledge.
Larsen, A.K. & Hole, G.O. (2015) ‘Study abroad from home, VIRCLASS and SW-VirCamp Promoting International (Ex)change in Social Work in Europe’ in E.Kruse (ed.) Internationaler Austausch in der Sozialen Arbeit, SpringerVS.
Larsen, A.K., Sewpaul, V. & Hole, G.O. (2014) ‘Introduction’, in A.K. Larsen, V. Sewpaul & G.O. Hole (eds) Participation in community work, international perspectives, London: Routledge, pp. 1-15.
Larsen, A.K & Hole, G.O. (2014) ‘Participatory learning of community work in an e-learning course’, in A.K. Larsen, V. Sewpaul, and G.O. Hole (eds) Participation in community work, international perspectives, London: Routledge, pp. 88-103.
Hole, G.O., Harris, J. & Larsen, A.K. (2014) ‘The co-construction of knowledge: Reflection on experiences of developing an online international community work course’, in A.K. Larsen, V. Sewpaul, and G.O. Hole (eds) Participation in community work, international perspectives, London: Routledge, pp. 41-53.
Sewpaul, V. & Larsen, A.K. (2014) ‘Community development: towards an integrated emancipatory framework’, in A.K. Larsen, V. Sewpaul, and G.O. Hole (eds) Participation in community work, international perspectives, London: Routledge, pp. 230-246.
Hole, G.O. & Larsen, A.K (2013) ‘Kvalitetsutfordringer i samarbeid mellom institusjoner om nettstudier’ [Quality challenges in inter-institutional collaboration about online international education] in Y. Nordkvelle, T. Fossland & G. Netteland (eds) Kvalitet i fleksibel høyere utdanning – nordiske perspektiver [Quality in flexible higher education – Nordic perspectives], Oslo og Trondheim: Akademika forlag.
Abstract: This article presents a case study of an online course in Community Work and the learning outcomes for an international group of students participating in the course. Examples from the process of, and results from the development of virtual-learning material are presented. Finally, the students’ learning experience and competences achieved by the use of innovative learning material and ICT communication tools are presented.
Larsen, A K, Hole, G O, Henriksboe, K & Olsson, K-G (2011) E-Læring med globalt focus (eng.: E-learning with a global focus): Fontene 11(4), s. 54-60. Oslo: Fellesorganisasjonen.
Abstract: The article gives an overview of how the development of a blended e-pedagogy course for Higher Education teachers have used the experiences from many years of international online courses for European BA students. Influenced by the situated-learning perspective, this course employs student-centred teaching and learning methods. Moreover, inspired by the Community of Inquiry, this programme emphasizes the importance of Cognitive, Teaching and Social presence in the Virtual Learning Environment. The students plan their own courses in accordance with the stages of becoming an e-learner. One uses the ecological “Model of Relations between Didactical Categories” as a framework, and the e-pedagogy course is customized to be “hands-on” learning experiences, which promotes the desired e-teacher competences. During the course the students are engaged in discussions and co-operation by using different ICT-collaborations tools. At this time, the course has been held twice, and is available for everyone as an online learning resource under the Creative Commons license (http://www.virclass.net/eped). Evaluations by students have demonstrated that this hands-on training course can help students attain the necessary competences needed to be skilled e-teachers.
Larsen, AK (2010) Voces asignadas: practica antiopresiva, teoria critica y practica del trabajo social (Anti-oppressive practice, Critical reflection in social work). In Fernando De Lucas y Murillo De La Cueva & Andres Arias Astray (directores): Diccionario internacional de Trabajo Social y Servicios Sociales. Buenos Aires, Argentina: Mino y Davila.
This paper focuses on how technology used by the Virtual Classroom for Social Work in Europe (VIRCLASS) enables the development of multimedia learning material, creates a supportive learning environment for students and teachers, and promotes communication across national borders. One significant outcome of this programme has been that the process of developing a common curriculum plan and the learning material has triggered the development of digital competence on the part of the teachers. The paper discusses the impact on the teachers’ role of using a Virtual Book with screen lectures, audio-visual triggers and a video-case.
Two cohorts completed the programme between 2005 and 2007. The discussion of the development of a new teacher role, where teachers can be seen as a Community of Learners, is undertaken from a socio-cultural perspective where data from the first cohort are important as a backdrop for the discussion.
Outlined from the teachers’ experiences, four important e-teacher competences emerge—facilitator competences, ICT competences, supervision/coaching competences, and collaboration competences. From this, knowledge, skills and attitudes are explored.
This is an interactive article with a short video introduction and with short flash demonstrations in the paper, giving the reader some glimpse into the Virtual Book.
Abstract This article describes the process of, and considerations taken when Virtual Learning Materials were developed for an international study in Comparative Social Work arranged by the VIRCLASS project. The steps taken and the elements included in the Virtual Book – A Guide to Social Work in Europe are presented in details to inform others who are planning to make virtual learning materials. Students from 11 countries in Europe participated, and their reception of this material and learning outcomes from using it are analysed and presented. Furthermore; the article discuss how the learning material contributes to students’ learning, how a common understanding of practice enhances knowledge-building and in what way audio-visual learning material can contribute to good learning in e-learning courses. The results are discussed in relation to theories about composite texts and community of inquiry, and outlines some challenges for e-teachers’ competences.
Abstract: This article will focus on how to arrange a virtual classroom that will enhance collaboration and learning among the participants from all over Europe. It is based on a single case study The VIRCLASS project – The Virtual Classroom for Social Work in Europe, which is a project that has developed e-learning courses for social work students with an international group of teachers. The research data are descriptive and based on both quantitative and qualitative data collected over a two years period and within a pragmatic approach. The article highlights factors that influence the learning environment and the “special” challenges when arranging a collaborative learning environment within an international community of e-learning. On the background of a social-cultural learning perspective and theories about good learning, the experience and practice in the VIRCLASS project is analysed and discussed.
Abstract: This chapter focuses upon the reflections of students regarding their participation in the e-learning courses organized through the VIRCLASS project. By examining further the students’ own reflections, our desire is to make improvements to any future courses we offer. How can e-learning courses in social work contributes to the development of professional competences? The concepts of learning which underlie the e-learning courses in VIRCLASS are presented, and then a brief overview of the research process follows. The presentation of data will relate directly to the central themes which emerged through the examination of students’ reflections upon e-learning. The chapter ends with us deliberating on both the students’ reflections on learning and the actual significance of reflecting upon learning in social work.
Abstract: Through a student-centred virtual learning environment students and teachers in Europe cooperate, exchange information of social work in their own country, and increase their digital literacy. In VIRCLASS students from 15 countries collaborated in their learning process by sharing knowledge with peer-students. Teachers from eight European countries were involved in the course. With a common curriculum, a study-program rewarded with 15 ECTS credits and using A-F marks many of the elements from the Bologna-process are met.
Larsen, A.K. (2016) Place prosjektet (1). International Week, Bergen University College,26.10.2016.
Veenkamp, R., Larsen, AK. & Astray, A.A. (2012): The Social Work Virtual Campus’ impact on internationalization of the curriculum. Joint World Conference on Social Work and Social Development: Action and impact. 2012. Stockholm, Sweden 8-12 July 2012.
Henriksbø, K. & Larsen, AK (2011) Students’ understanding of Community Work in an International Perspective. Results from the SW-VirCamp e-learning module in Community Work. Island abstrakt to the Joint Nordic Conference in Social Work, Reykjavik, Island 11-13 August 2011.
Larsen, AK., Visser-Rotgans, R. & Hole, GO (2011) Competence Building for Social Change. Abstract ENSACT conference 10-13 April 2011, Brussels. ENSACT_abstract 409.
Larsen, AK. & Hole, GO. (2010) Social Work-Virtual Campus. Kvalitet og Bærekraft. Invitert presentasjon på Norgesuniversitetets høstseminar 16. september 2010, Tromsø 16. september 2010, Tromsø.
Larsen, AK (2010) Arranging Digital studies in an International Learning Community. The VIRCLASS and the SW-VirCamp projects. How e-learning courses in social work can contribute to the development of professional competences? Presentation at the SW-VirCamp konferanse 17 juni 2010, Lusofona Universitet, Lisboa Portugal.
Larsen, AK; Marques, E.; Astray, A. A. & Hole, GO. (2010): Developing a virtual campus for international social work. Poster presentation EDEN konferansen i Valencia, Spania 10-12 Juni 2010.
Astray, A. A., Larsen, AK., Veenkamp, R., Sanders, R., (2010): We have the vision & the know-how. What can be the problem? A provisional catalogue of challenges for e-learning in European bachelor courses derived from the experience of the SW-VirCamp project. Paper presentation at EDEN conference i Valencia, Spania 10-12 Juni 2010.
Larsen, AK. og Visser-Rotgans, R. (2010): Teaching and Learning Community Work online: Development of an International Virtual Campus. Paper presentation The Joint World Conference on Social Work and Social Development. IASSW Juni 2010, Hong Kong, China.
Larsen, AK. (2010): Social Work – Virtual Campus. Utvikling av en nettbasert modul i Community Work. Presentasjon på Nordisk nettverkskonferanse i samfunnsarbeid, 18-20 mars 2010, Aarhus, Danmark.
Arias Astray, A. (2008) “VIRCLASS, Trabajo Social en Europa: nuevas tecnologías para el Trabajo Social”. Seminario Interuniversitario: Intervención Social en Inmigración, Violencia y Género. Especial referencia a las TIC’S. Salamanca University. 7-8 March. Salamanca. Spain English translation: “VIRCLASS, Social Work in Europe: new technologies for Social Work”. Inter-university seminar: social intervention in immigration, violence and gender. Special reference to ICT.
Veenkamp, R (2007) VIRCLASS presentation at HBO-raad – national teachers conference, Haarlem.
Sanders, R./Larsen, AK (2007) VIRCLASS – Social Work Education – sans Frontieres. Presentation at 9th UK Joint Social Work Education Conference, 1st UK Social Work Research Conference, July 2007, Swansea, UK.
Larsen, AK (2006) Kunnskapsutvikling i sosialt arbeid ved bruk av IKT i internasjonale studier. Presentasjon på Jubileumskonferanse i Bergen FORSA-Norge 10 år: Sosialt arbeid ved et veiskille. 30 nov – 1 des. 2006 In English: Development of the knowledgebase in Social Work by the use of ICT in international studies. Presentation at the Jubileumconference in Bergen, FORSA (Research in Social Work)- Norway 10 year.
Larsen,AK/Olsson,K-G (2006) The Virtual Classroom for Social Work in Europe. Presentation at 6 th Nordic Conference of FORSA. Socialt arbete i informationseran – polariseringar och nya paradigm i kunskapsproduktionen Helsinki, Finland 9-11 February 2006.

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