“It was great to be able to network with professionals in the industry I am interested in making a career of, and I’m currently considering a variety of further study options related to the work I completed on my placement.” Madelyn Hawken (Aspire Early Intervention) Continue reading The Power of PACE: Transitioning from University to Employment
Communities of practice have long been recognised as valuable form of collective learning; a way to share ideas and strategies, develop solutions to problems, and generate innovations.
You are invited to a research presentation by Dr Jayde Cahir and David Bartolo on the Matchmaking Project Study, designing a bridging framework for cross-institutional collaboration in professional practice and work-based learning. This presentation is the first of a new PACE Research Seminar Series designed to promote research, scholarship and networking within the Macquarie community.
Do you use debriefing in your unit? How have you used it? Have you found it to be a successful strategy?
There are various claims about the effectiveness of debriefing for achieving a variety of learning outcomes. In Learning through Participation (LTP), where students undertake some kind of industry internship or project work with a community organisation (such as through the PACE program), debriefing has been credited with fostering better knowledge acquisition and retention, skill improvements, heightened perceptions of self-competence, and attitudinal changes among other benefits (e.g. Chronister & Brown, 2012).
Isn’t debriefing and reflection the same thing? What’s the difference?
Work-integrated learning (WIL) initiatives are increasingly being incorporated into university curricula, as part of a broader undertaking to prepare students for the workplace.
But does WIL make students more work-ready or employable?
There has been much anecdotal speculation, with little direct evidence until now. An OLT funded project recently released their findings in a report entitled “The Impact of Work-integrated Learning on Student Work-Readiness” (Smith, Ferns & Russell, 2014). The report provides some evidence that WIL does in fact make a difference.