Transcript Slide 1

Work-integrated learning:
a good practice guide
Penelope Engel-Hills (Dept of Nursing &Radiography, Cape
Peninsula University of Technology)
James Garraway (Fundani CHED, Cape Peninsula University of
Technology)
Cecilia Jacobs (Centre for Teaching & Learning, Stellenbosch
University)
Chris Winberg (Fundani CHED, Cape Peninsula University of
Technology)
Overview of workshop
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Introduction to the WIL: a good practice guide
Professional knowledge, curriculum, and WIL
Case studies of WIL
Case study 1: radiography
Case study 2: chemistry
Sharing ideas
Panel discussion
ICTs and social media in WIL
Integrated assessment tasks
Assessment panels in the health sciences
Researching WIL
1. Introduction to WIL: a good
practice guide
o Definitions
o The changing
Higher Education
context
o Implications for
work-integrated
learning
Definitions
Work-integrated learning is an umbrella term that describes
curricular, pedagogic and assessment approaches and practices,
across a range of academic disciplines that integrate formal learning
and workplace concerns.
action-learning, apprenticeships, capstone programme, cooperative education,
experiential learning, inquiry learning, inter-professional learning, practicum placements,
problem‐based learning, project-based learning, sandwich course, scenario learning,
service-learning, simulated learning, team-based learning, virtual learning, work-based
learning, work experience, work placements, workplace learning, etc.
Definitions/cont
Professional education/professionally-oriented education includes
traditional professional programmes (e.g., architecture, law and
medicine), new or emerging professions (e.g., mechatronics, software
engineering, reconfigurable computing, robotics, and cellular
technology) as well as career-focused programmes such as tourism,
business informatics, and media studies. In the interests of brevity (and
because many of these programmes have common features) we to all
advanced technical, advanced vocational, new and traditional
professional programmes as ‘professional education’.
The changing HE context
Jan 2012
Green paper for post school education and training
HEQF: November 2011
10
Masters Degree
(General and professional)
(180)
Min 120@9
9
Postgraduate
Diploma
(120)
8
Postgraduate
5
Bachelor
Honours
Degree
(120)
Advanced
Diploma
(120)
7
6
Doctoral Degree
(General & Professional)
(360)
Min 360@10
Advanced
Certificate
(120)
Higher
Certificate
(120)
Undergraduate
Workplace
learning (120)
Diploma
(360)
Min 120@6
Diploma
(240)
Min 120@6
Bachelor’s
Degree
(360)
Min 120@7
‘
Bachelor’s
Degree
(480)
Min 120@8
HEQF Level descriptors (examples)
Levels
Conceptual
challenge
Problem
solving
Academic
literacy
Independence
Level 8
(Hons)
Professional:
depth &
specialisation
Theorise &
research
Multiple texts
(e.g., lit
review)
Independent
work/near
professional
Level 7
(3rd year)
Advanced:
Unfamiliar,
breadth & depth abstract
problems
Academic
discourse
Less support
Level 6
(2ndyear)
Breadth &
some depth
Critically
analyse,
logical
organisation
Moderate
support
Level 5
(1st year)
Basic concepts; Apply
introductory
standard
procedures
Report clearly
Support
Well defined,
but unfamiliar
problems
Implications for WIL….
2. Professional knowledge,
curriculum, and WIL
o Conceptual framework
o Theoretical (or
disciplinary) knowledge
and practice-based (or
situated) knowledge
o Professional knowledge
o Professional knowledge
in the curriculum
Theory (aka disciplinary
knowledge)
Practice (aka situated
knowledge)
The world of higher
education: academic
study, disciplines,
subjects, assessments,
qualifications…
The world of professional
practice: work, payment,
employment clients,
patients, colleagues,
partners…
?
Knowledge bases: professional practice
Procedural situated
knowledge
Principled situated
knowledge
Applied disciplinary
knowledge
Pure disciplinary knowledge
WIL can bring the two worlds closer…
THE WORLD
OF HIGHER
EDUCATION
Academic study,
disciplines,
subjects,
assessments,
qualification…
A range of
curricular,
pedagogic (teaching
and learning) and
assessment
practices can bring
the world of higher
education and the
world of
work/professional
practice closer
together.
THE WORLD
OF
PROFESSIONAL
PRACTICE
Work, payment,
employment
clients, patients,
colleagues,
partners…
Some arrangements for WIL
TYPES
Theoretical
Problem-based
Project-based
Practical
KEY TERMS
Lecture, tutorial,
Lab/demo
Real world,
Integrated,
Discovery learning,
Self-directed
learning
Job- shadowing,
‘Capstone’ projects
‘In-service’
Work
placements,
Internship,
“sandwich”.
ACTIVITIES
Guest lecturers
(e.g., from
industry),
Work simulated
problems, tasks &
texts,
Case studies
Site visits,
Fieldwork,
Interviews,
Service Learning,
projects.
Learning
contracts,
Log books,
Learning logs,
Journals,
Mentoring,
SITES
Classroom,
Laboratory,
Studio, Website
Classroom, lab, etc
– group work
Classroom &
workplace
Workplace
3. Case studies of WIL
o Learning from a radiography programme
o Learning from a chemistry programme
Project-based learning in Finnish U of
T. (Case 16, p. 36)
• Students scanned a truck
cab company for work
processes. In consultation
potential blockages were
identified. Students in
discussion with their
peers and lecturers back
at the university devised
ways to remediate. Ideas
presented to work for
comment.
Assessing work-place projects: Connecting work
practice and theory knowledge via portfolio (case 29,
p.53)
• Students report on the
identified work problem,
steps to solve it, results
and concluding
comments;
• Knowledge gaps between
work investigation and
university identified;
• New learning and
learning sources
identified;
• Contribution to the
workplace acknowledged.
Learning from a radiography
programme
PRESENTATION OUTLINE
• Historic perspective of radiography
• Current preparation of radiography
graduates in/for South Africa
History of Radiography in South Africa
• X-rays (1896)
• Anglo-Boer War (1899-1902)
• …became competent as
radiographers by
experimenting with x-ray
apparatus…’ (JC de Villiers
Healers Helpers and Hospitals,
2008)
Summary on Learning
• Knowledge from existing learning
(engineers & photographers) applied to
new workplace;
• Skills passed on through ‘Apprenticeship
model’(artisan/trade training) with
diluted theory.
History of Radiography: Continued
• 1940s
– Radiography Courses
•
•
•
•
Entry criteria
Work as a radiographer (salary)
On site theory (< 10%)
Non-formal Work Assessment
History of Radiography: Continued
• 1960s
– Hospital-based ‘schools’ emerged (tutors)
– Work and salary
• On site theory (25%)
• Formal Theory Assessment
History of Radiography: Continued
• 1970s
– Radiography Courses
•
•
•
•
Work as a radiographer (salary)
On site theory (< 33%)
Theory Assessed
Work Assessed (no credit)
History of Radiography: Continued
• 1980s & 1990s
– Shift from Hospital-based to HEIs
– EDUCATION & TRAINING
– Sent ‘out’ for work experience (hours & service)
– Theory (knowing) & Practice (doing) assessed
– 1992: Clinical subject formalized workplace learning
History of Radiography: Continued
• 2000s
– INTEGRATION & LEARNING
– Work integrated into classroom
– Theory integrated into practice
– No salary for students
– Shift to degrees for entry level professionals
-shaped practitioner
‘Industry seeks “T-shaped people”, in
which the down-stroke represents depth and
specialist knowledge in a discipline and the
cross-stroke represents breadth and
flexibility’.
Report of a meeting sponsored by ESF with Science Magazine (Next Wave)
and the Karolinska Institute, Stockholm in 2002
Profession Practice
Experience-based knowledge
Traditional
disciplines
With acknowledgement to
Prof. A Rip, University of Twente.
4. Small group
discussion
1) How might the WIL: a guide to
good practice
Feedback Group 1
1.
5. Panel discussion
o
o
o
o
ICTs and social media in WIL
Integrated assessment tasks
Invited assessment panels
Researching WIL
ICTs and social media
o Digital portfolios (for
placement);
o Facebook groups;
o Blogs (Case study 20, pp
39-40);
o Skype (supporting
students in workplace
learning);
o Video diaries (for
assessment) (Case study
22, pp 43-44).
Integrated assessment tasks
o Case study 26 (p. 48);
o Alignment with
teaching and learning
practice;
o Alignment with
workplace practice
(e.g., project brief,
clients, teams, industry
assessment panels)
Assessment panels: WIL approaches
making a difference to student learning
• Why a panel for
integrated assessment
in health sciences?
• Who?
• How?
New directions in
researching WIL
Quite a lot of research into general
relationships but less on knowledge and
contexts from student’s perspectives.
Work-integrated learning:
bringing the two worlds closer…
THE WORLD
OF HIGHER
EDUCATION
Academic study,
disciplines,
subjects,
assessments,
qualification…
A range of
curricular,
pedagogic (teaching
and learning) and
assessment
practices can bring
the world of higher
education and the
world of
work/professional
practice closer
together.
THE WORLD
OF
PROFESSIONAL
PRACTICE
Work, payment,
employment
clients, patients,
colleagues,
partners…
Researching at the boundaries of
theory and practice
• Researching WIL always
means working at the
boundaries between
the university
curriculum and work
practices. So boundary
crossing and/or transfer
perspectives are often
used.
•
•
•
•
Research into knowledge transfer
&differences in moving from
university to work
Michael Eraut (2004). Transfer of
knowledge between education and
workplace settings. In H. Rainbird et
al (Eds) Workplace Learning in
Context. London: Routledge. (201221).
Le Maistre, C &Pare, A. (2004).
Learning in two communities: The
challenge for universities and
workplaces. Journal of Workplace
Learning, 16 ( 1/2): 44-52.
Tuomi-Grohn, T. & Engestrom, Y
(2003). Between School to Work.
New Perspectives on Transfer and
Boundary Crossing. Emerald
Publishing.
Teaching in Higher Education (2011),
16 (5). Special edition on ‘Leaving the
Academy’.
Research and projects
Miettinen, R. & Peisa, S. (1999). Integrating
school-based learning with the study of
change in working life: the alternative
enterprise method. Journal of Education and
work, 15 (3), 303-319.
•
Konkola, R., T. Tuomi-Gröhn, P. Lambert, and
S. Ludvigsend. 2007. Promoting learning and
transfer between school and workplace.
Journal of Education and Work 20, no. 3:
211–228Lori Breslow, James Garraway,
Christine Winberg, Jennifer Wright, and
Bridget Wyrley-Birch. (2005). Learning from
Integrated Tasks in Mechanical Engineering.
Journal of Engineering, Design and
Technology, Special Issue: 92-98.
•
McMillan, J. (2011). What happens when
The university meets the community? Service
learning, boundary and brokering. Teaching in
Higher Education, Vol. 16, No. 5.
.
Researching work-integrated learning:
bringing the two worlds closer…
THE WORLD
OF HIGHER
EDUCATION
Academic study,
disciplines,
subjects,
assessments,
qualification…
A range of
curricular,
pedagogic (teaching
and learning) and
assessment
practices can bring
the world of higher
education and the
world of
work/professional
practice closer
together.
THE WORLD
OF
PROFESSIONAL
PRACTICE
Work, payment,
employment
clients, patients,
colleagues,
partners…
Researching at the boundaries of
theory and practice
Researching WIL always
means working at the
boundaries between
the university
curriculum and work
practices. So boundary
crossing and/or transfer
perspectives are often
used.
Kolb ‘constructivist’ experiential learning cycle
(e.g on a simulation, service learning project)
o Often used in practicebased courses;
o Simulation as concrete
experience;
o What did I observe? What
does it mean?
o What principles operate
here? What have I learned?
o How can I adapt the
principles to new events?
Problems: context and motivation;
reflection as ‘unproblematic’, is itself a
learning style, does not necessarily link
education/practice, knowledge poor.
‘Communities of practice’ research
• Transitions from
university to work involve
a trajectory from one set
of social practices to
another set with different
boundaries, activities and
traditions;
• Concerned with
developing professional
identity, social practices
• Useful for examining PBL,
PjBL and EL.
Dahlgren, M. et al. (2006). From senior student to
Novice worker. Studies in Higher Education,
31 (6): 569-586.
Problems: ‘learning’ and knowledge not
well explicated
Activity system in activity theory
oExpands on ‘communities
of practice’;
oWork and curriculum are
always contradictory and
hence developmental;
oZones of development in
‘spaces’;
oPurpose-tool reversal.
Paré, A., and C. Le Maistre. (2006). Active learning in the workplace: transforming
individuals and institutions. Journal of Education and Work 19, no. 4: 363-381.
References for WIL
Kolb learning cycle
Lazarus, J. (2008). Service learning in the disciplines. Pretoria: CHE (July).
Kolb, A and Kolb, D (2006). Learning Styles and Learning Spaces: A Review of the
Multidisciplinary Application of Experiential Learning Theory in Higher Education.
Sims, R., and Sims, S. (Eds).(2006). Learning styles and learning: A key to
meeting the accountability demands in education. Nova Publishers ( available on
google).
Activity theory
McMillan, J. (2011). What happens when the university meets the community? Service
learning, boundary and brokering. Teaching in Higher Education: Special edition on ‘Leaving the
Academy’, Vol. 16, No. 5.
Paré, A., and C. Le Maistre. (2006). Active learning in the workplace: transforming
individuals and institutions. Journal of Education and Work 19, no. 4: 363-381.
Teaching in Higher Education (2011). Special edition on ‘Leaving the Academy’, Vol. 16,
No. 5.
Miettinen, R. & Peisa, S. (1999). Integrating school-based learning with the study of change in working
life: the
alternative enterprise method. Journal of Education and work, 15 (3), 303-319.
Communities of practice and professional identity
Dahlgren, M. et al. (2006). From senior student to novice worker. Studies in Higher
Education, 31 (6): 569-586.
A model of professional knowledge
Disciplinary Knowledge +
Pure disciplinary
knowledge
i.e., highly theoretical, low
contextuality/applicability
Applied disciplinary
knowledge
i.e., highly theoretical,
highly applicable.
Situated
knowledge -
Situated
knowledge +
Procedural situated
knowledge
i.e., low academic content;
low contextual complexity
Principled situated
knowledge
i.e., high contextual
complexity
Disciplinary knowledge -
Example 1: BSc (Engineering) Electrical and
Computer Engineering (576 credits)
Pure disciplinary knowledge
(15%)
Applied disciplinary
knowledge (48%)
Procedural
situated
knowledge
(0%)
Principled situated
knowledge (37%)
Culture, Identity & Globalisation
Computer Science I
Computer Science II
Engineering Mathematics I
Statistics in Engineering II
Vector calculus for Engineers II
Linear algebra for Engineers II
Engineering Physics I
Digital electronics III
Transmission lines IV
Engineering Drawing I
Signals & Systems II
Signals & Systems III
Operating systems III
Embedded systems III
System/network design III
Digital systems IV
Digital signal processing IV
Process control & instrument IV
Wireless systems design IV
Research project IV
Engineering I
Electrical Engineering II
Electronic Engineering II
Control Engineering III
Control Engineering IV
Curtain University of Technology, 2012
Example 2: BSc (Emergency Medical Care)
(500 credits)
Pure disciplinary knowledge
(15%)
Applied disciplinary
knowledge ( 60%)
Procedural
situated
knowledge
(12%)
Principled situated
knowledge (13%)