Tarsem teaches on the post and undergraduate Social Work programmes as well as being an academic tutor. He currently teaches on the Child Protection, Readiness for Practice Learning and Mental Health Collaborative Learning Initiative. As part of the DiBL Management and Development Group, he also works with the University's Centre for Academic and Learning Development (CLAD). He is jointly responsible for delivering the DiBL training programmes that aim to equip academic staff with the technical and pedagogic knowledge and skills required to promote the University's vision for flexible, blended, enquiry-based learning.
The following film illustrates how he has used Facebook and Enquiry-based Blended Learning to help students explore personal and professional boundary issues in social work.
Cooner, T.S. (Early Access) Using Facebook to explore boundary issues for social workers in a networked society: students’ perceptions of learning. British Journal of Social Work. doi: 10.1093/bjsw/bcs208
Cooner, T.S. (2011) Learning to create enquiry-based blended learning designs: resources to develop interdisciplinary education. Social Work Education, 30(3) pp 312-330.
Cooner, T.S. (2010), Creating opportunities for students in large cohorts to reflect in and on practice: lessons learnt from a formative evaluation of students' experiences of a technology enhanced blended learning design. British Journal of Educational Technology. 41(2) pp 271-286.
Cooner, T.S. and Hickman, G. (2008) Child Protection Teaching: students' experiences of a blended learning design. Social Work Education. 27(6) pp 647-657.
Cooner, T.S. (2005) Dialectical constructivism: reflections on creating a web mediated enquiry-based learning environment. Social Work Education. 24(4) pp 375-390.
Cooner, T.S. (2004) Preparing for ICT Enhanced Practice Learning Opportunities in 2010 – a speculative view. Social Work Education. 23(6) pp 731-744.
Doel, M. and Cooner, T.S. (2002) A Virtual Placement: The creation of an interactive, web-based program to prepare students for 'live' placement. Journal of Practice Teaching. 4(1) pp 71-89.
Cooner, T.S. (2011), User/Carer Involvement in Education: Why you should use Web 2.0 technologies. Burning Issues in Learning and Teaching about Mental Health. London: Health Sciences and Practice Subject Centre. Available from http://repos.hsap.kcl.ac.uk/content/m10253/1.2/occp13.pdf.
Cooner, T.S. (2010), Designing for enquiry: using Web 2.0 to enable mental health service user and carer involvement. In Bromage, A., Clouder, L and Gordon, F. (eds), Inter-professional e-learning and Collaborative Work: Practices and Technologies. Hershey; USA: IGI Global.
Cooner, T.S. and Wagstaff,C. (2008) Learning Together: Reflections on developing an online assessment skills workbook for health and social care students. In S. Walker, M, Ryan and R. Teed (eds) Designing for Learning, University of Greenwich, London.
Combining Facebook and enquiry-based blended learning to teach social media skills