Global Perspectives in Work-Integrated Learning
(First offered in 2015)
Provides practitioners the opportunity to enhance their understanding of the relationship between WIL and learning theory: how theory can inform WIL practice, models of WIL and current issues In WIL practice.
Foundation Module: Theoretical Background and Models
This module provides practitioners the opportunity to enhance their understanding of the relationship between WIL and learning theory; and how theory informs WIL from a global perspective.
By the end of the module, participants will be able to:
- Describe experiential learning theory and how it informs work-integrated learning (WIL) theory
- Appreciate the global perspective of WIL by describing different practices and models of WIL used around the world
- Apply experiential learning theory to a WIL challenge and/or actual WIL context
Fenwick, T.J. (2000). Expanding conceptions of experiential learning: a review of the five contemporary perspectives on cognition. Adult Education Quarterly. 50, 243-272.
Eames, C., & Cates, C. (2011). Theories of learning in cooperative education and work-integrated learning. In R.K. Coll & K.E. Zegwaard (Eds.). International handbook for cooperative education and work-integrated learning: International perspectives of Theory, Research and Practice 2nd Ed (pp. 37‐47). Lowell, MA: World Association for Cooperative Education.
Winchester-Seeto, T., McLachlan, K., Rowe, A., Solominides, I., & Williamson, K. (2017). Transformational learning – possibilities, theories, questions and challenges. In J. Sachs & L. Clark (Eds.), Learning through community engagement: Vision and practice in higher education (pp. 99-114). doi: 10.1007/978-981-10-0999-0_7
Participants will also identify other readings to use in conjunction with the above.
During the module there will be an on-line webinar and other forms of communication.
- Students will prepare for the webinar by completing readings and prepare a description of the models of WIL they are currently involved with and the predominant experiential learning perspective that pertains to their models (e.g. constructivist, critical-cultural, psychoanaltytical, situative, enactivist – Fenwick, 2000). (Approx 5 hours)
- Students will choose readings that apply to their models from two – three theorists from the perspective of experiential learning. Upon completing their readings, students will prepare findings about what it means to create a learning environment as a facilitator in their programs based on their chosen theoretical perspective. (Approx 5 hours)
- Students will participate in two webinars: an introductory webinar and a webinar where they will present their findings, identify for discussion a challenge faced by their model of WIL within the perspective identified in Activity Two. (Approx 5 hours)
Expected total participation time 15 – 20 hours – including preparation and participation in online tasks/activities.
Certificate of completion:
On completion of the module, participants will receive a Certificate of Completion. This will be awarded to participants who complete all the required tasks/activities.
Global Perspectives in WIL – Provisional Module Plan 2020
|Wk beg||Aim of activity||Preparation by participants||Online activity by participants||Facilitator|
|Oct 12||Introductions: Getting to know other participants and familiarization with module||Become familiar with online site – particularly two readings listed in Module DescriptorBook into one of the webinars||Participants and facilitators introduce themselves in the Discussion Forum online.||All facilitators|
|Oct 19||Set readingsAim: to become familiar with initial readings in experiential learning theory (Learning outcome a)||Read the two of the three readings listed in Module Descriptor||
First webinar – introductions and discussion of readingsPost a brief review of one reading (100 – 200 words)
& contribute to online discussion in Discussion Forum
Describing models of WILAims:
· identify models of WIL and the theorists pertaining to that model
· appreciate global perspective of WIL
(Learning outcomes a and b)
|Prepare online posting||Post brief description of model of WIL currently involved with and the predominant experiential learning perspective pertaining to that model (200 – 300 words)|
|Nov 2||As above||Book into one of the webinars||Online discussion of the above|
|Nov 9||Preparation for webinar||Participants prepare for webinar||Post description of a WIL problem (100 – 200 words)Online discussion of the above|
|Nov 16||Webinar organisation and briefing||Send slides & materials to facilitators|
|Nov 23||Second webinarAim: show how to create a learning environment (outcome a, b and c)||At webinar prepare findings, identify for discussion a challenge faced by your model of WIL||Participate in second webinar – discussion of WIL issue and relationship to theory||Webinar facilitators|
|Nov 30||Conclusion of module||Final online discussion and conclusion to the module||All facilitators|