Digital storytelling as virtual work integrated learning: the Mia project in child and family social work education

ABSTRACT

Digital Storytelling as a pedagogical tool in higher education is still an emerging technology with great potential for growth and innovation. While there has been a growing interest in the pedagogies of storytelling, its adaptation in digital classrooms is not yet fully realized. This paper reports on a current project developed within the social work program that focuses on applying programmatic approach to assessment and curriculum design using digital storytelling. The project was designed to create safe and supported learning environment for students that encourages the development of practice skills while exploring sensitive topics and issues pertinent to working with children.

KEYWORDS:

• Digital storytelling
• social work
• simulation
• digital case study
• work-integrated-learning
• innovative pedagogies
• higher education
• virtual learning environment

Introduction

Digital storytelling offers social work students a wide variety of opportunities to demonstrate their ability for practice, to be exposed to a range of different social, cultural and individual experiences, and to enrich and weave robust assessment through real world inspired teaching and learning in higher education. Across a range of fields in tertiary and adult education, the use of simulations, storytelling, and other technologically enhanced learning have significantly accelerated (Jenkins & Lonsdale, 2007). These advancements offer opportunities to shift the pedagogies employed in higher education to engage students in authentic, inspiring, and challenging contexts across the curriculum (Kelly et al., 2016). Between advances in distance education, technology enhanced learning, and evolving educational approaches, educators today have a wide range of opportunities to expand their teaching practices. The COVID-19 pandemic, alongside increased access to internet and internet-ready devices, has accelerated the shift to online teaching (Lam & Pan, 2021; Nicolaou et al., 2022).

The COVID-19 pandemic has led to significant changes to teaching practices, and while many of these practices have returned to pre-COVID conditions, the transformation of pedagogies and learning culture among students has enabled further creative and adaptive teaching modalities, particularly in the virtual/simulation space (Cornelius-Bell et al., 2021; Paudel, 2020). The pandemic impacted the education system, triggering the redesign of learning environments to utilize digital technology for the benefit of both learners and educators through modern learning-enhancing methodologies which facilitated new forms of interaction including small-group work and asynchronous communications (Cicha et al., 2021; Nicolaou, 2021; Wishart, 2020). Here, digital storytelling and simulation-based education offered a panacea for social-distancing, work integrated learning placements, and other modes of in-person communication. Lessons learned from this time, amidst other imperatives, have led to an enduring transformation in tertiary pedagogies across many disciplines, including social work (E. Lee et al., 2022), nursing (Bayram et al., 2022), anesthesiology training (Tayeb et al., 2023), architecture (Hillaire et al., 2022), pharmacy (Korayem et al., 2022), and medical sciences (Jimenez et al., 2023). The pandemic offered a necessity for change and a rare opportunity to reflect on practices in teaching and learning, introducing transformative pedagogical elements and processes (Ng & Renshaw, 2020). Many of these processes have remained significant and have continued to grow in scale and scope, informing the design and the development of the digital storytelling/simulation-based learning experiences discussed in this paper.

Digital storytelling is the practice of merging the art of storytelling with digital medias, including audio, videos, music, text and images to create a coherent and impactful narrative. This teaching method is used to support a holistic learning experience that focuses on developing students’ emotional and social skills, as well as their knowledge and understanding of a specific topic area. Digital storytelling encompasses various forms of delivery that could be based on student-created stories, educator-created stories, or external narratives incorporated into the curriculum. This paper offers an overview of a digital storytelling project which was integrated in the teaching of social work with children and families in the University of South Australia. The primary focus of this paper is to offer a conceptual framework centered on the teaching and learning objectives employed in the project’s design and delivery. The project is a unique offering in the teaching of child welfare social work, and in this paper, we provide an overview of the pedagogical transformations advanced through the incorporation of digital storytelling in social work education.

Digital storytelling in higher education

Storytelling is one of the oldest and most natural communication and teaching methods. It is intrinsic to human nature and is used across different cultures and throughout time (Bratitsis & Ziannas, 2015; Nicolaou & Kalliris, 2020; Shabbar, 2014). Importantly, as a methodology, storytelling is impactful, and when done well connects in a way that people remember (Shabbar, 2016). Storytelling leaves a physical and emotional trace in the brain, offering deep engagement and better attention than more didactic information sharing (Zak, 2014). In this way, leveraging the innate ability of a story to connect with and influence students makes the intentional use of storytelling an effective teaching tool. Digital technology offers an augmentation of storytelling and opportunities to be purposive and creative in an approach beyond what is possible in physical spaces. As noted earlier, digital storytelling typically combines the art of storying with digital media, in the form of a mixture of pictures, audio narration, music and video (B. R. Robin, 2016).

Digital storytelling originally emerged as a tool used to amplify the voices of those experiencing social marginalization (Sunderland & Robinson et al., 2020). As its use has developed and extended over time, digital storytelling has become known for effective engagement, the ability to enhance deep learning, and successful anti-oppressive listening campaigns of government, non-government, and not-for-profit organizations (Lewis & Matthews, 2017; Matthews & Sunderland, 2017). The diverse capability of, and access to, methods of digital storytelling has meant it has had many uses across a variety of disciplines and practices, making it more authentic in educational contexts. Accordingly, digital storytelling has become an integral part of social media, education, and social change advocacy over the last 30 years (Sunderland & Robinson et al., 2020).

In educational settings, digital storytelling continues to take on new forms, and has a growing number of adherents for the wide-ranging benefits of engaging students in purposive educational stories with audio-visual supplements. In other words, digital storytelling is the transformation of narrative into a digital production using various media resources including 2D images, 3D animations, videos, photographs and audio production (Clarke & Adam, 2012). The primary objective of digital storytelling in education is to merge the benefit of traditional learning through storying with modern digital learning methods to enhance accessibility and versatility (Palioura & Dimoulas, 2022). Digital storytelling could take multiple forms in higher education that could be teacher-led or student-led. One particularly important form of educational digital storytelling is in the simulation-based education setting where tertiary educators are augmenting work-integrated-learning opportunities, clinical skills assessments, and other skill development approaches through use of stories and digital technologies (Wu & Chen, 2020). This is mainly achieved through creating digital case studies that tend to tell the story of a particular event or a situation to encourage a better understanding of course content. B. Robin (2006) identifies three main categories in which digital storytelling is delivered: personal narratives, historical documentaries, and instructional stories. In all three categories, the stories can be used to develop the understanding of specific topic areas and to inform the development of relevant skills. Given the flexibility of this method and its capacity to combine a variety of practices and materials to create a cohesive narrative, it can be used in different teaching environments, including face to face, online and hybrid classes (Otto, 2018).

In their review of the academic use of digital storytelling in Australia, Clarke and Adam (2012) explain that digital storytelling within the education space has been recognized for its ability to enhance tertiary education and student learning, acting as a complement to other methods of education rather than a replacement. It has also been recognized as one of the most powerful and effective strategies to develop students’ knowledge and encourage the enrichment of their critical thinking skills (Beck & Neil, 2021; Quah & Ng, 2022; B. R. Robin, 2016). This paper presents an example of how a storytelling project was created and used to develop specific skills within the social work and child welfare education. In this paper, we offer a discussion of the pedagogical elements supported by the use of digital storytelling. We propose that this approach offers a remedy for engaging students in challenging learning, in an authentic way that focuses on developing students’ social and emotional skills in the online environment.

Digital storytelling in social work and child welfare education

Teaching social work online is often a challenging task. Social work students need to develop disciplinary knowledge and skills, as well as emotional intelligence and related soft skills and competencies. The complexity of teaching social work online is more pronounced when teaching sensitive topics with emotional and potentially traumatizing content, such as child abuse and protection. Accordingly, there have been ongoing doubts from the social work community about the effectiveness of using digital technology to teach social work students direct practice skills with vulnerable communities (Gioia, 2021). Interpersonal skills and connections developed in face-to-face environments are seen to be difficult to transfer and replicate in online education (Davis et al., 2019). However, as the use of online environments became more acceptable (and necessary) in the wake of the pandemic, there has been a sustained embrace of innovative strategies and technologies for teaching social work online (Sunderland, Woods, et al., 2020).

Social work is often among disciplines with a student cohort from diverse backgrounds, including lower socioeconomic status in which studying is not their primary activity. Access to on-campus education can be difficult for many social work students who will typically also have family, community and paid work responsibilities (Goldingay et al., 2018). Technology has empowered many students to study social work externally through online learning, further increasing access for non-traditional students (Goldingay et al., 2018). Additionally, front-line work has been increasingly adopting digital practice tools to enrich social work interventions and service provision (C. Chan & Sage, 2021; Chan & Holosko, 2018). However, while the value of technology in social work practice is well recognized, its adoption in practice-based social work education remains controversial (Lam & Pan, 2021). Online social work education is seen to be burdened by ethical and practical challenges including ownership of course materials, adequate training and resourcing, and transferability of skills (Davis et al., 2019).

Current debates within the scholarship of learning recognize the imperative for the development of new pedagogical approaches that support the enrichment of social justice principles and skill-building in social work education (Asakura et al., 2020; Mehrotra et al., 2017, 2019). However, social work students themselves have been found in some studies to resist new technologies including digital storytelling (Sunderland & Robinson et al., 2020). But, anxiety related to the use of technology is often surpassed by the significant personal and professional development achieved in the process (Sunderland & Robinson et al., 2020). The capability of using digital storytelling to simulate real-life experiences with clients in lieu of face-to-face interactions has been particularly commended. In this way, the use of digital storytelling in a novel context, such as with child welfare education, the use of digital tools to augment real-world social work practice, and the growing demand for diverse work-integrated learning experiences has led to a territory brimming with the capacity to create innovative pedagogies to transform social work education (B. Lee et al., 2021).

Finally, it is important to reiterate that the context here is significant, this work is placed in child welfare and protection matters. Students who graduate with these skills will have a real effect on the life course of families and children in a wide variety of settings (Egonsdotter et al., 2020). However, this area also poses a challenge for traditional work-integrated learning and does not always enable a theory/practice synthesis when offered. Rather, we have sought ways to teach in this space that draw on real experiences, in a virtual digital storytelling approach, to improve education and practice in these specialized areas. In particular, the skills and attributes students need to develop for practice can be explicitly mentored and monitored in a safe and supported environment. Moreover, digital storytelling offers a safe way to communicate the importance of initial assessment, the impact of judgment on decision-making, and the tense and high-pressure nature of child protection work (Egonsdotter et al., 2020). Through communicating these key features, the case studies give students a greater sense of the real-world applicability of their learning and an opportunity to demonstrate their understanding in a holistic context, without the risks of being in a face-to-face work-integrated-learning context (which is often challenging and further unpredictable).

A case example of digital storytelling: the Mia project

As discussed earlier, social work students are required to develop diverse and complex range of skills, knowledge, values, and attitudes. The complexity of these multilayered professional, emotional, and cognitive competencies is challenging to translate in an online teaching environment. This is further complicated when combined with common issues faced in online teaching including, lack of engagement and lack of collaboration and commitment. To address the intricacies of teaching specialized social work skills online, Mia was born.

Mia as a little girl living with her single mum and experiencing multiple difficulties and challenges was initially introduced to social work students in 2022 as a 3D avatar. The project started with the first author’s effort to create virtual work integrated learning (WIL) opportunities for students training in child and family social work. The project was driven by first author’s concern that traditional online teaching platforms lacked the emotional connection and engagement required to nurture students’ job-ready skills in sensitive and demanding areas of social work practice.

Child welfare work in Australia, and other western countries including UK and USA, is a struggling field of practice with significant social worker recruitment and retention issues (Turley et al., 2022). The readiness of social work graduates to work in areas of child welfare and protection is a topic of ongoing debates within and outside Australia (Tham et al., 2023).

Child and family social work practitioners need to be equipped with highly developed competencies of resilience, reflection and emotional intelligence due to the demanding and emotionally and morally charged nature of the work, which involves navigating highly sensitive issues and very complex family dynamics (Buckley, 2000). The development of these emotional competencies in training is particularly challenging in the realm of online education. Accordingly, the core purpose that derived the Mia project was to use digital storytelling as a vehicle that transforms the online teaching and learning environment into a vibrant and energetic space where procedural social work skills (the how to) are interwoven with meta-competencies (the how to be).

To achieve this goal, the first author created a multichapter story with multiple vignettes within each chapter that are designed specifically to provide social work students with authentic learning experiences that foster job-ready skills in child and family social work. One chapter incorporates the utilization of 3D animated avatars, which was supported by an internal teaching and learning grant. The project involved working with the second author and a multiskilled team consisting of an educational developer, a senior designer, and a motion graphic animator. The work focused on creating multiple non-gamified 3D animated video clips that bring the social work in-person experience to life online. The videos were embedded in the course online site and supported by specific learning activities. Each week, students were tasked with watching a video and participating in online group activities that require the demonstration of different practice skills such as listening, case noting, and appropriate information sharing. Accordingly, this semi-realistic practice experience is achieved through: (a) 3D animated talking avatars, (b) the students watch the avatars from a first-person perspective as if the avatars are directly speaking to each of them individually, and (c) the case study unfolds through a series of interconnected short clips that are gradually revealed to students over several weeks. Each week brings new information and specific tasks that require students to engage with different social work practice skills.

A thorough consultation process with multiple relevant stakeholders took place to inform the development of a relevant fit for purpose case study. The consultation processes focused on the development of a case study that offers a balance between real-life practice scenarios and graduate qualities and learning outcomes. The case study evolves progressively over the teaching period to replicate real social work experience and allow space for reflections and feedback. Overall, the project involved the use of multiple digital mediums including 3D avatars, 2D images and virtual reality (VR) simulation, all combined to create one story that progressively evolves within and across multiple courses to follow Mia’s lifespan development and scaffold students through different learning objectives across the social work program, as outlines in Table 1.

Table 1. The story of Mia evolves over four chapters.

	Stages of development	Practice contexts	Relevant skill development
Chapter 1	Infant in development	Children born in families with complex needs.	Prevention and early intervention work.
Chapter 2	Early childhood	Impact of family and domestic violence on children.	Informed professional judgment and decision-making in interprofessional practice.
Chapter 3	Middle childhood	Exposure to harmful and inappropriate sexual behaviour.	Needs and risk assessments.
Chapter 4	Adolescence in development	Mental health concerns in adolescents and teenagers	Complex intervention work in multidisciplinary settings.

Project objectives

Three primary pedagogical objectives were achieved through this project including the development of authentic learning opportunity for students, the engagement with emotional competencies in online teaching, and the facilitation of immersive, reflective and engaging online learning space.

Fostering authentic learning experience

Authenticity in teaching and learning is growing in focus amidst changes such as job-ready graduates and other international developments (Tehan, 2020; Villarroel et al., 2018). The last couple of decades have seen rapid social, economic and cultural and environmental transformations that have changed the professional and practice landscapes. These vigorous society transformations have cast some doubts about the adequacy of traditional pedagogical approaches in preparing students for the ever-changing and increasingly complex real-world practice of social work (Tham et al., 2023). The pandemic experience has only made these questions more prominent, highlighting the urgency of reviewing and transforming traditional teaching and learning strategies.

We believe that contemporary challenges facing the world today require us to step outside our disciplinary traditions and welcome new ways of planning and designing the future workforce. Traditional pedagogies have greater tendency to focus on procedural competencies with little investment in meta-competences, including self-awareness, compassion, motivation, commitments, problem solving, and cultural humility (Joubert, 2021). In their discussion of how to better prepare social work students for practice, Tham et al. (2023) explain the importance of building students’ resilience by facilitating authentic learning experiences with the opportunity to practice decision-making prior to real-world application. A lack of authentic learning experiences may not only impact on a social work graduates’ preparedness for practice but it could also impact on their capacity to survive practice.

However, and as discussed earlier, translating the complex set of professional, emotional and cognitive competencies required for social work practice to an online setting is highly challenging. Simulation which mimics client interactions has been recognized as one of the best methods to prepare students for the real world of practice (Craig et al., 2017; Kourgiantakis & Lee, 2022). While simulation-based education does have limitations, it offers the capability of offering a truly life-like experience to learners (Alinier & Oriot, 2022 Aqel & Ahmad, 2014; Bland, et al., 2011). Principally, simulation offers the ability to do no harm while emphasizing skill development in sensitive areas of practice like child protection (Bogo, et al., 2014. Social Work holds the principle of doing no harm, which is important when social workers are engaging in non-clinical activities such as research (Hall, 2021). However, the no harm principle is equally important in the teaching and learning experience (Sewell et al., 2023). Offering protection from unskilled and developing social workers who may still be working through cultural biases, insensitive practice, and holding positions of power is essential in social work practice (Dotson, 2011; Hall, 2021). Accordingly, simulation-based education has been increasingly used in social work to prepare students for practice in lieu of face-to-face interactions (Kourgiantakis & Lee, 2022).

Considering the above discussion, the Mia project offered a space where students can be supported in a safe manner to develop complex skills and competencies where values are interwoven into practice. By practicing with a moving and talking child avatar, students are afforded with the opportunity to practice in a protective environment where mistakes, as a natural part of the learning journey, are transformed from potential risks to valuable and authentic learning experiences. Within moving away from the risk-aversive learning environment typical of real-world placements, this virtual learning experience provides a safe space for developing practice confidence, knowing that no harm is done during the training process.

Navigating emotional competencies online

Emotional competencies sit within what is known as meta-competencies that focus on developing students’ emotional intelligence, self-awareness, compassion, motivation, commitments to the client’s wellbeing as well as one’s own wellbeing. These are all very important competencies that are considered essential for practice. Recent work on social work education emphasizes the importance of building students’ emotional intelligence to prepare them for the complex context of contemporary practice (Tham et al., 2023). Fragility, complexity and uncertainty are increasingly becoming normal characteristics of contemporary workplace. The complexity of the workplace is particularly noticeable in the child welfare sector that ‘has one of the highest rates of staff turnover of any [other] social work field’ (Bowman, 2019). Working in such context, social work educators are challenged with teaching students how to practice, as well as how to survive practice. Accordingly, building students’ emotional literacy and emotional intelligence are critical aspects of teaching child welfare social work that underpinned the Mia project.

The Mia project aimed at combining the interactivity of digital media and the emotional and humanistic engagement of story to deliver learning objectives embedded in complex child protection social work practice. Implementing a storyline method does not only enable a more immersive learning experience powered by emotions and narrative but it also replicates real life social work practice where a client’s information is gathered gradually over-time and from multiple sources where sense-making is a core element of the work. Additionally, this technique allows for a deeper exploration of issues at each information point as different events are revealed gradually to open up a greater space for reflections. As the story unfolds, learners are encouraged to reflect on their own perceptions and reactions to the story at multiple intervals. The value of this method was captured in the feedback provided by one of the students in the course evaluation, stating:

I really like that the case study was given over the span of the course, this assisted me to get into the right state of mind as to how to piece together multiple aspects of social work and problem solving skills!.

The storytelling approach is critically different from conventional case study design that often seeks to capture the essence of lived experiences through a simplified version of life events driven by a problem and a solution model. While important and useful, these summarizing case studies tend to create an emotional detachment between the students and the subject matter that is not as reflective of real-life practice where child and family social work is uniquely recognized for its emotional labor (Lavee & Strier, 2018). Alternatively, digital storytelling is deeply invested in the realm of emotions, encouraging students to experience relationship-based practice in a virtual environment. Students engaged with Mia have frequently commented during the course on developing an emotional bond with Mia and connecting with her as if she were a real client. For example, in one of the classes a student joked about losing sleep thinking about what could be done to protect Mia. Although this was expressed lightheartedly, it effectively communicated the profound impact of this teaching tool with an authentic depiction of the demanding nature of child protection work. This context has also allowed a more authentic engagement with conversations about reflexivity and self-care, moving beyond mere theoretical concepts to a more meaningful practice.

Creating immersive online learning spaces

Another important pedagogical element achieved by the Mia project was the development of group cohesion and a sense of community that is usually challenged in online education. Connecting all students through one story creates a ‘unified learning process’ that promotes a sense of community and cohesion (Goldingay et al., 2018). Online educators are often faced with the challenge of creating a collaborative and engaging learning space that promotes a sense of belonging and connection for students. Accordingly, using a digitalized multi-chapter story that unfolds gradually within the course and across the whole program offers a unique opportunity to engage in individual and collaborative learning processes that could be difficult to achieve otherwise. Establishing peer networks around the story and therefore the course was an important objective within the project to create a more ‘effective, gratifying and personally meaningful’ learning experience for students (Blessinger & Wankel, 2012, p. 5). Additionally, aligning assessments with a progressive story within and across courses offers opportunities for identifying and addressing learning gaps along the students’ journey, providing Improved capacity to monitor and evaluate students’ progress. In other words, the progressive nature of the story alongside its programmatic approach has enabled the development of checkpoints to assess and improve teaching and learning processes throughout the student’s academic journey.

In addition to developing an effective learning system, the use of virtual world to create real-life experience offers students the opportunity to engage more meaningfully with their learning. The interaction with the client avatar and their world created a personalized experience of practice that encouraged students to develop emotional and social skills required in effective social work practice (Kaminskienė & Khetsuriani, 2019). Students were provided with the opportunity to evaluate, in a safe context, the impact of their professional decisions and judgments on the client, encouraging a culture of reflective and ethical practice without the fear of causing harm to real individual clients. The benefit of this approach was summarized by one of the students in the course evaluation, indicating: ‘Having assessment Information delivered in a staggered way was much more representative of “real world” scenarios, this was enjoyable and helpful in encouraging critical and analytical thinking and showed how your thinking and decisions might change in relation to more information being available or introduced’. Other feedback was provided regarding the use of digital media, describing it as ‘easier to engage’, ‘more compelling’ and ‘more realistic and immersive’. Feedback received for this project is consistent with similar studies demonstrating that the interactive nature of digital stories has a more significant impact than traditional written case studies and course material (Goldingay et al., 2018).

Discussion

Research in child protection demonstrates the importance of recognizing and responding to complex trauma and subsequent needs across the lifespan (Bromfield, 2021). Accordingly, following the lifespan of a child across 4 years of study offers a robust and multidimensional learning experience for students that cannot be replicated in traditional pedagogical designs. As Mia’s story gradually unfold throughout the program, students are provided with the opportunity to engage in an in-depth exploration of issues related to the intersectionality of age, gender, culture and socio-economic background in the life of children and their families while navigating diverse practice contexts and competencies. Within this approach, learners are encouraged to critique deficit models of practice and apply holistic psychosocial assessments to the needs of children and their families with a specific attention to trauma-informed, and relationship-based practice.

The progressive nature of digital storytelling encourages a deeper insight into the complex layers of the human experience where vulnerabilities and survival sit side by side. As educators, we are often challenged by the difficulty of discussing issues like child abuse while maintaining the integrity of the human experience with all its complexities, and intricacies. The storytelling approach can be a very ‘powerful vehicle to expose, challenge, and humanize hidden experiences that might otherwise be too painful to share and/or digest’ (Lawless & Chen, 2020, p. 177).

The diversity and multiplicity of issues presented through the narratives of digital stories told about Mia are specifically designed to reflect real social work practice experiences. Through the use of 3D animations and immersive simulations, learners are encouraged to explore issues pertinent to working with children within a variety of practice contexts with ongoing opportunities to reflect on personal biases and values. As the story of Mia and her family evolves over the whole course and more information is revealed progressively over a period of time, learners are compelled to revisit their own perceptions and judgments of different events and people involved within the story. This immersive approach would not only offer an authentic learning experience to student, but it will also help create a a safe and supported environment for learning (Havig et al., 2020).

The Mia project is an example of how digital storytelling can be a powerful pedagogical approach that offers students a greater opportunity to develop deeper connection to their learning journey. Compared to didactic sharing of information, the digital storytelling approach employed in this project created a dynamic learning environment that encourages the development of emotional and social skills and fosters greater self-awareness. As discussed in earlier sections, digital technology has augmented storytelling allowing it to be purposeful and creative beyond physical spaces, helping build students’ emotional, professional and social skills. These skills are critical in social work education and are better developed through the use of digital storytelling approaches which, when used effectively, can create safe and supported learning environments for sensitive topics while developing skills through virtual work integrated learning experiences.

Conclusion

In this paper, we have explored the changing landscape of social work education, and the rise in the use of technology enhanced storytelling for engaging and interactive educational simulations (C. L. Chan & Yau, 2019; Goldkind & Chan, 2017). Digital storytelling offers an emerging pedagogical tool that has potential for growth in higher education, especially in social work education where it can help develop practice skills and expose students to diverse experiences. We have discussed how digital storytelling is made use of in the context of child focussed courses, where historically work-integrated-learning and online learning have made the area challenging. Though, with changing dispositions among social work educators, and the boom in engagement with digital tools during the COVID-19 pandemic, we identified contexts to continue to challenge, shape and grow the next generation of social workers and expose them in robust modes to learning experiences which would previously have been incredibly difficult to create through the use of simulation.

Acknowledgments

We acknowledge the work of our colleagues Charlotte Rose, Tracey Johnson and Greg Stewart on the project, without their support and talents the project would not have been possible.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This project was funded by the The University of South Australia university Teaching and Learning grant.