The project drivers

Project overview

A bit of background into the three main areas areas of the project. Firstly the value-based approach, and why for me it is important to use this as a core in work. Then the importance of digital inclusion and identity (we will explore this more in the next blog post). and finally how I am trying to be a role-model, learning by doing and participating online.

A values-based context

As a practitioner working in the field of children’s safeguarding, educational work is grounded in the values of the organisation. This involves explicitly linking Scouting values (integrity, respect, care, belief, co-operation) to key messages and using the Scouting method (learning by doing, taking part in activities, taking responsibility and making choices, undertaking new and challenging activities and having fun) when designing learning activities. This values-based approach was adopted in order to make safeguarding more accessible for volunteers and simplify the core messages. The approach concentrates on enabling people rather than restricting them. This approach has resulted in volunteers being more readily engage in discussions; with a better understanding, acceptance and recognition of the key messages given to them. I believe this remains a powerful and productive way to approach work and educational messages.

Exploring digital inclusion and identity

Existing research and advice about going ‘online’ often centres on the practicalities of ‘how to’ go online rather than addressing the ‘why’ go online or the ‘how to be’ online.  While the practical aspects are important, addressing the social and psychological barriers that adults may have to overcome is an essential and less commonplace discussion. Consequently, the project wanted to explore whether the adoption of a value-based approach to inclusion and identity, could offer a simple, but effective framework to help engage volunteers in discussions about digital participation.

Participation and networked practice

After identifying that education and development involves participation, and because the project was a result of an Open University module focused on networked practice, it was important that the project reflected this in its design and approach. For this reason, the underpinning objective of the project was to ‘learn by doing’ in order to develop knowledge and skills as a ‘networked’ practitioner. This included undertaking new activities online and adopting a participatory approach in achieving the project’s aims.