Work-integrated learning: a good practice guide

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)

2. Overview of workshop • 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 • 4. Sharing ideas • 5. Panel discussion • ICTs and social media in WIL • Integrated assessment tasks • Assessment panels in the health sciences • Researching WIL

3. 1. Introduction to WIL: a good practice guide • Definitions • The changing Higher Education context • Implications for work-integrated learning

4. 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.

5. 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’.

6. The changing HE context 5 Oct 2007 DoE Government Gazette no 30353 - HEQF CHE Joint Communiqué 4 – Implementation of HEQF 30 Aug 2010 CHE Communiqué 1 – review of HEQF, Implementation plan & categorisation process 12 Oct 2010 Submissions to CHE on proposed amendments to the HEQF 1 Dec 2010 CHE discussion document on HEQF review based on feedback from HE sector & other stakeholders 26 July 2011 Nov 2011 CHE Framework for Qualification Standards in HE: A consultation document 23 Dec 2011 DHET Government Gazette no 34883 – Revised HEQF Green paper for post school education and training Jan 2012

7. HEQF: November 2011 Doctoral Degree (General & Professional) (360) Min 360@10 10 Masters Degree (General and professional) (180) Min 120@9 9 Postgraduate Diploma (120) Bachelor Honours Degree (120) ‘ Bachelor’s Degree (480) Min 120@8 8 Postgraduate Advanced Diploma (120) Bachelor’s Degree (360) Min 120@7 7 Workplace learning (120) Advanced Certificate (120) Diploma (360) Min 120@6 6 Diploma (240) Min 120@6 Higher Certificate (120) 5 Undergraduate

8. HEQF Level descriptors (examples)

9. Implications for WIL….

11. 2. Professional knowledge, curriculum, and WIL • Conceptual framework • Theoretical (or disciplinary) knowledge and practice-based (or situated) knowledge • Professional knowledge • Professional knowledge in the curriculum

12. Theory (aka disciplinary knowledge) Practice (aka situated knowledge)

13. The world of higher education: academic study, disciplines, subjects, assessments, qualifications… The world of professional practice: work, payment, employment clients, patients, colleagues, partners… ?

14. Knowledge bases: professional practice Procedural situated knowledge Principled situated knowledge Applied disciplinary knowledge Pure disciplinary knowledge

15. WIL can bring the two worlds closer…

16. Some arrangements for WIL

18. Case studies of WIL • Learning from a radiography programme • Learning from a chemistry programme

19. 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.

20. 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.

21. Learning from a radiography programme

22. PRESENTATION OUTLINE • Historic perspective of radiography • Current preparation of radiography graduates in/for South Africa

23. 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)

24. 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.

25. History of Radiography: Continued • 1940s • Radiography Courses • Entry criteria • Work as a radiographer (salary) • On site theory (< 10%) • Non-formal Work Assessment

26. History of Radiography: Continued • 1960s • Hospital-based ‘schools’ emerged (tutors) • Work and salary • On site theory (25%) • Formal Theory Assessment

27. History of Radiography: Continued • 1970s • Radiography Courses • Work as a radiographer (salary) • On site theory (< 33%) • Theory Assessed • Work Assessed (no credit)

28. 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

29. 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

30. -shaped practitioner T ‘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

32. 4. Small group discussion 1) How might the WIL: a guide to good practice

33. Feedback Group 1 1.

34. 5. Panel discussion • ICTs and social media in WIL • Integrated assessment tasks • Invited assessment panels • Researching WIL

35. ICTs and social media • Digital portfolios (for placement); • Facebook groups; • Blogs (Case study 20, pp 39-40); • Skype (supporting students in workplace learning); • Video diaries (for assessment) (Case study 22, pp 43-44).

36. Integrated assessment tasks • Case study 26 (p. 48); • Alignment with teaching and learning practice; • Alignment with workplace practice (e.g., project brief, clients, teams, industry assessment panels)

37. Assessment panels: WIL approaches making a difference to student learning • Why a panel for integrated assessment in health sciences? • Who? • How?

38. New directions in researching WIL Quite a lot of research into general relationships but less on knowledge and contexts from student’s perspectives.

39. Work-integrated learning: bringing the two worlds closer…

40. 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.

41. 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. (201-221). • 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’.

42. 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. .

43. Researching work-integrated learning: bringing the two worlds closer…

44. 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.

45. Kolb ‘constructivist’ experiential learning cycle (e.g on a simulation, service learning project) • Often used in practice-based courses; • Simulation as concrete experience; • What did I observe? What does it mean? • What principles operate here? What have I learned? • 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.

46. ‘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. Problems: ‘learning’ and knowledge not well explicated Dahlgren, M. et al. (2006). From senior student to Novice worker. Studies in Higher Education, 31 (6): 569-586.

47. Activity system in activity theory • Expands on ‘communities of practice’; • Work and curriculum are always contradictory and hence developmental; • Zones of development in ‘spaces’; • Purpose-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.

48. 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.

50. 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 -