work-integrated learning: a good practice guide penelope engel-hills (dept of nursing...
TRANSCRIPT
![Page 1: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/1.jpg)
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)
![Page 2: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/2.jpg)
Overview of workshop
1. Introduction to the WIL: a good practice guide2. Professional knowledge, curriculum, and WIL3. Case studies of WILo Case study 1: radiographyo Case study 2: chemistry4. Sharing ideas5. Panel discussiono ICTs and social media in WILo Integrated assessment taskso Assessment panels in the health scienceso Researching WIL
![Page 3: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/3.jpg)
1. Introduction to WIL: a good practice guideo Definitionso The changing
Higher Education context
o Implications for work-integrated learning
![Page 4: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/4.jpg)
Definitions
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.
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.
![Page 5: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/5.jpg)
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’.
![Page 6: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/6.jpg)
The changing HE context
Green paper for post school education and trainingJan 2012
![Page 7: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/7.jpg)
HigherCertificate
(120)
AdvancedCertificate
(120)Diploma
(360)Min 120@6
Bachelor’sDegree(360)
Min 120@7
AdvancedDiploma
(120)‘
Bachelor’s Degree(480)
Min 120@8
Postgraduate Diploma
(120)
Masters Degree (General and professional)
(180)Min 120@9
BachelorHonoursDegree(120)
Doctoral Degree(General & Professional)
(360)Min 360@10
5
6
7
8
9
10
Postgraduate
Undergraduate
HEQF: November 2011
Diploma(240)
Min 120@6
Workplace learning (120)
![Page 8: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/8.jpg)
HEQF Level descriptors (examples)Levels Conceptual
challengeProblem solving
Academic literacy
Inde-pendence
Level 8
(Hons)
Professional: depth & specialisation
Theorise & research
Multiple texts (e.g., lit review)
Independent work/near professional
Level 7
(3rd year)
Advanced: breadth & depth
Unfamiliar, abstract problems
Academic discourse
Less support
Level 6
(2ndyear)
Breadth & some depth
Well defined, but unfamiliar problems
Critically analyse, logical organisation
Moderate support
Level 5
(1st year)
Basic concepts; introductory
Apply standard procedures
Report clearly Support
![Page 9: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/9.jpg)
Implications for WIL….
![Page 10: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/10.jpg)
![Page 11: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/11.jpg)
o Conceptual frameworko Theoretical (or
disciplinary) knowledge and practice-based (or situated) knowledge
o Professional knowledgeo Professional knowledge
in the curriculum
2. Professional knowledge, curriculum, and WIL
![Page 12: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/12.jpg)
Practice (aka situated knowledge)
Theory (aka disciplinary knowledge)
![Page 13: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/13.jpg)
?
The world of higher education: academic study, disciplines, subjects, assessments, qualifications…
The world of professional practice: work, payment, employment clients, patients, colleagues, partners…
![Page 14: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/14.jpg)
Knowledge bases: professional practice
Procedural situated knowledge
Principled situated knowledge
Applied disciplinary knowledge
Pure disciplinary knowledge
![Page 15: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/15.jpg)
WIL can bring the two worlds closer…
THE WORLD OF HIGHER EDUCATION
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
Academic study, disciplines, subjects, assessments, qualification…
Work, payment, employment clients, patients, colleagues, partners…
![Page 16: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/16.jpg)
Some arrangements for WILTYPES 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
![Page 17: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/17.jpg)
![Page 18: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/18.jpg)
3. Case studies of WIL
o Learning from a radiography programme
o Learning from a chemistry programme
![Page 19: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/19.jpg)
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.
![Page 20: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/20.jpg)
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.
![Page 21: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/21.jpg)
Learning from a radiography programme
![Page 22: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/22.jpg)
PRESENTATION OUTLINE
• Historic perspective of radiography • Current preparation of radiography
graduates in/for South Africa
![Page 23: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/23.jpg)
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)
![Page 24: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/24.jpg)
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.
![Page 25: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/25.jpg)
History of Radiography: Continued
• 1940s– Radiography Courses
• Entry criteria• Work as a radiographer (salary)• On site theory (< 10%)• Non-formal Work Assessment
![Page 26: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/26.jpg)
History of Radiography: Continued
• 1960s– Hospital-based ‘schools’ emerged (tutors)– Work and salary
• On site theory (25%)• Formal Theory Assessment
![Page 27: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/27.jpg)
History of Radiography: Continued
• 1970s– Radiography Courses
• Work as a radiographer (salary)• On site theory (< 33%)• Theory Assessed• Work Assessed (no credit)
![Page 28: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/28.jpg)
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
![Page 29: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/29.jpg)
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
![Page 30: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/30.jpg)
-shaped practitioner
‘Industry seeks “T-shaped people”, inwhich the down-stroke represents depth andspecialist knowledge in a discipline and thecross-stroke represents breadth andflexibility’.
Report of a meeting sponsored by ESF with Science Magazine (Next Wave) and the Karolinska Institute, Stockholm in 2002
![Page 31: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/31.jpg)
With acknowledgement to Prof. A Rip, University of Twente.
Profession Practice
Experience-based knowledge
Traditional disciplines
![Page 32: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/32.jpg)
4. Small group discussion
1) How might the WIL: a guide to good practice
![Page 33: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/33.jpg)
Feedback Group 1
1.
![Page 34: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/34.jpg)
5. Panel discussiono ICTs and social media in WILo Integrated assessment taskso Invited assessment panelso Researching WIL
![Page 35: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/35.jpg)
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).
![Page 36: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/36.jpg)
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)
![Page 37: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/37.jpg)
Assessment panels: WIL approaches making a difference to student learning
• Why a panel for integrated assessment in health sciences?
• Who?• How?
![Page 38: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/38.jpg)
New directions in researching WIL
Quite a lot of research into general relationships but less on knowledge and contexts from student’s perspectives.
![Page 39: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/39.jpg)
Work-integrated learning: bringing the two worlds closer…
THE WORLD OF HIGHER EDUCATION
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
Academic study, disciplines, subjects, assessments, qualification…
Work, payment, employment clients, patients, colleagues, partners…
![Page 40: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/40.jpg)
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.
![Page 41: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/41.jpg)
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’.
![Page 42: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/42.jpg)
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..
![Page 43: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/43.jpg)
Researching work-integrated learning: bringing the two worlds closer…
THE WORLD OF HIGHER EDUCATION
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
Academic study, disciplines, subjects, assessments, qualification…
Work, payment, employment clients, patients, colleagues, partners…
![Page 44: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/44.jpg)
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.
![Page 45: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/45.jpg)
Kolb ‘constructivist’ experiential learning cycle (e.g on a simulation, service learning project)
o Often used in practice-based 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.
![Page 46: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/46.jpg)
‘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.
![Page 47: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/47.jpg)
oExpands on ‘communities of practice’;oWork and curriculum are always contradictory and hence developmental;oZones of development in ‘spaces’;oPurpose-tool reversal.
Activity system in activity theory
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.
![Page 48: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/48.jpg)
References for WIL Kolb learning cycleLazarus, 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 theoryMcMillan, 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.
![Page 49: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/49.jpg)
![Page 50: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/50.jpg)
A model of professional knowledgeDisciplinary Knowledge +
Disciplinary knowledge -
Situated knowledge -
Situated knowledge +
Pure disciplinary knowledgei.e., highly theoretical, low contextuality/applicability
Applied disciplinary knowledgei.e., highly theoretical, highly applicable.
Procedural situated knowledgei.e., low academic content; low contextual complexity
Principled situatedknowledgei.e., high contextual complexity
![Page 51: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/51.jpg)
Example 1: BSc (Engineering) Electrical and Computer Engineering (576 credits)
Pure disciplinary knowledge (15%)
Applied disciplinary knowledge (48%)
Principled situated knowledge (37%)
Procedural situated knowledge (0%)
![Page 52: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/52.jpg)
![Page 53: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/53.jpg)
Curtain University of Technology, 2012
![Page 54: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/54.jpg)
![Page 55: Work-integrated learning: a good practice guide Penelope Engel-Hills (Dept of Nursing &Radiography, Cape Peninsula University of Technology) James Garraway](https://reader036.vdocuments.site/reader036/viewer/2022070307/551a484a550346545e8b52b7/html5/thumbnails/55.jpg)
Example 2: BSc (Emergency Medical Care) (500 credits)
Applied disciplinary knowledge ( 60%)
Pure disciplinary knowledge (15%)
Principled situated knowledge (13%)
Procedural situated knowledge (12%)