Project+1-+Digital+Learning+Communities

Using digital learning communities to improve long-term recovery and employability skills for learners in residential drug and alcohol treatment programs. Can participation and creative collaboration in digital learning communities improve social, educational and employment outcomes for socioeconomically disadvantaged learners recovering from histories of substance misuse? An online community of learners formed from participants in the late program, and early completion stages of medium to long-term residential drug and alcohol rehabilitation programs situated in the Northern Territory and the Australian Capital Territory. It is estimated the total number of participants will number 16 to 20. Numerous studies have linked increased levels of licit and illicit substance with socioeconomic disadvantage, in all its forms, including income, long term unemployment and educational disadvantage. A recent study of amphetamine users in Victoria found that they more likely to have a greater risk of substance related psychological problems and experience limitations in educational attainment (Degenhardt, Coffey, et al. 2007). Similarly, Lynskey and Hill (2000) cite numerous studies linking early cannabis use to increased risk of poor educational performance and particularly early school leaving. Scanlan (1986) considered that reduced self-esteem amongst socioeconomically disadvantaged persons was a significant deterrent to participation in adult education. This is confirmed by Jayakody, Danziger and Pollack (2000), who assert that debilitation and erosion of self-esteem caused by alcohol and other drug misuse is a major impediment to people moving from welfare into employment and education. Hughes and Demo (1989) showed that individuals from minority or marginalized groups do not evaluate their self worth against the dominant social group, but rather with peers from their own social group. Connection with online digital learning environments provides a potentially powerful way of connecting people, sharing stories, improving technological literacy and most significantly provides a mechanism for widening social networks away from former networks where substance use may be a norm for members. The aim of the proposed research is to investigate ways in which an online learning community can be used to expand the social networks of socioeconomically disadvantaged learners emerging from medium to long term residential drug and alcohol treatment programs. An in depth case study approach utilizing a mixed methodology that utilizes narrative and conversational interpretation and thematic analysis of storied accounts from participants. Qualitative data will be collected using in-depth interviewing and surveying of participants at various stages longitudinally across the three stages of this project described below. The initial phase of the project will comprise the formation of an online community using a number of online social networking and learning technologies to facilitate communication amongst participants and in particular the sharing of digital stories, artwork and music reflecting on drug and alcohol recovery. Participants will be asked to evaluate different digital technologies and share their stories and document informal learning gained in this process. The next stage will focus on the addition of a formal layer of learning into the life of the community that links a cluster of VET competencies to the eight key employability skills identified by DEST (2006). A schematic showing the proposed framework of VET competencies is included in section 7 of this outline. Participants will be asked to create a collaborative multimedia piece as a major assessment task that will bring together their stories and experiences of recovery and present a vision of collective future for them personally, and vocationally. Participants will be asked to consider both the formal and informal learning they have experienced and relate stories again of what they have learned from both the perspective of maintaining drug and alcohol recovery and skills and knowledge required to gain employment or enter further education. The final stage will document the stories of the learners as they exit their treatment programs and determine what further outcomes personally and vocationally they have achieved. Important at this stage will be their stories of how they may have utilized the digital medium to gain employment, expand social networks, overcome marginalization and access continuing support from other members. This stage will also consider whether participants have relapsed and enable them to access support and share relapse stories as part of a post-program relapse prevention strategy. Degenhardt, L.; Coffey, C.; Moran, p.; Carlin, J.B. and Patton, G.C.(2007) “The predictors and consequences of adolescent amphetamine use: findings from the Victoria Adolescent Health Cohort Study” Addiction 102 (7), 1076–1084. Lynskey M & Hall W (2000) “The effects of adolescent cannabis use on educational attainment: a review” Addiction 95 (11), 1621–1630. Scanlan, C (1986). “Deterrents to participation: An Adult Education Dilemma” (ERIC Information Series No. 308). Columbus, OH: The ERIC Clearinghouse on Adult, Career, and Vocational Education, The National Center for Research in Vocational Education, The Ohio State University. Hughes M, and Demo D, “Self Perceptions of Black Americans, Self Esteem and Personal Efficacy” American Journal of Sociology(1989), 95, 132-159 Jayakody, R.; Danziger, S. Pollack, H.. Welfare reform, substance use and mental health. Journal of Health Politics, Policy, and Law. 2000;25(4). Employability Skills from Framework To Practice: A Handbook for Trainers and Assessors. DEST, 2006. .
 * Doctor of Philosophy Research Project Outline **
 * Applicant: ** Stuart Anderson (SN574377)
 * Field Of Research Code: ** 330101 (Educational Psychology)
 * 1. Proposed Project Title: **
 * 2. Proposed Research Question: **
 * 3. Proposed Research Population: **
 * 4. Rationale **
 * 5. Proposed Project Summary (<400 words) **
 * 7. Proposed Clustering of VET Competencies: **
 * 6. Proposed Project Partners: **
 * · Charles Darwin University (Social Partnerships in Learning Consortium)
 * · Canberra Institute of Technology (CIT)
 * · Banyan House/ Forster Foundation for Drug Rehabilitation (NT)
 * · Karralika Therapeutic Community (ACT)
 * 7. References: **