Travelling virtually to Nepal: an innovative pedagogical approach to delivering social work education abroad amid the COVID-19 pandemic
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
This article shares findings from a research study that sought to evaluate the strengths and challenges of a virtually delivered, short-term international social work group study program (GSP) to Nepal that took place in Spring 2021 and 2022. This GSP entitled Community and Sustainable Development: Collaborative Field Study in Nepal was delivered virtually, in response to the COVID-19 global pandemic travel restrictions. Despite the obvious drawbacks of not traveling to Nepal, the instructors embraced the challenges as an opportunity to redevelop the course virtually and engage local practitioners, non-governmental organizations, instructors, and students meaningfully by drawing from an anti-oppressive and anti-colonial pedagogy, with an aim to promoting inclusivity, cultural humility, and sustainability. The GSP was led by two instructors from the Faculty of Social Work at the University of Calgary in Canada in partnership with the Department of Social Work at the Southwestern State College in Nepal. This article reviews the relevant literature, describes the methods, details the findings evaluating the model based on the voices of both Canadian and Nepali students and instructors who participated in the GSP. It outlines future implications for social work educators and researchers interested in offering sustainable, inclusive international education.
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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 | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.014 |
| Science and technology studies | 0.009 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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