Social work education in a global pandemic: strategies, reflections, and challenges
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
During the first week of March 2020, the Editorial Board of this journal met in Manchester, England where members from across England, Scotland, Spain, and the United States joined for the annual Board meeting.Back then, handshakes were a 'normal' formality in greeting one another (in this part of the Western world) before taking a seat tightly around a Board room table where water glasses were filled from communal bottles handed across and down the tables to each other; coughs and sneezes were relatively ignored.These practices were accompanied by some slight rumblings and mumblings about this novel coronavirus, COVID-19, that seemed to be affecting 'other parts' of the world, but had not reached 'these' shores; at least to a level that caused concern, pause, or action.Literally one week later, on March 11, 2020, the World Health Organization (WHO) declared COVID-19 a pandemic and the terms 'social distancing,' 'lockdown,' and 'quarantine' had global meaning.Over seven months on, the world continues to fight the COVID-19 pandemic and grapples with the drastic changes that have been endured across the personal, relational, social, employment, and educational aspects of our lives.We have watched the number of positive COVID-19 cases reach over 33.5 million worldwide and, at the time of writing this editorial, the total number of deaths have surpassed one million (WHO, 2020).COVID-19 has disproportionally affected older adults, individuals with preexisting conditions, people with less financial resources, and individuals from marginalized groups, thus, highlighting the inequalities and disparities rooted in classism, capitalism, and systemic racism and oppression that can no longer be ignored.We wonder if it is possible, or accurate, to talk about acclimatization to changes under COVID-19 as the 'new normal'?Rather, should we brace ourselves for numerous 'normals' as we continue to experience ebbs and flows in changes to our 'normal' ways of working, socializing, and experiencing the world, and begin to prepare for 'second waves' and potentially third waves?As Archer-Kuhn, Ayala, Hewson, and Letkemann discussed in their reflective article on the experience in Canada, COVID-19 hit social work education like a tsunami and catapulted social work programs into remote working and practice learning, and online delivery and virtual platforms.This situation left educators being reactive and providing educational and support services to students in a short turnaround, which was often deemed less than adequate.Yet, equally the tsunami sparked opportunities for innovation, creativity, and humanistic endeavors in meetings the needs of the students and moving forward in delivering social work education remotely and virtually.These innovative efforts will survive the COVID-19 pandemic and will serve as the basis for new ways of working, thus, the change
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.004 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it