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?
Continue reading Debriefing: Why do we use it?
The New Zealand Ministry of Education has published a report giving an overview of the literature relating to e-learning in workplaces in New Zealand, Australia, Canada, the United Kingdom and the United States. While the report does not cover provider-based efforts, it does include workplaces in these countries.
Some key findings from this report regarding workplace e-learning are: Continue reading Report on workplace e-Learning
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.
Continue reading Does WIL work?
It was all about ‘Work Integrated Learning: Building Capacity’ at ACEN, Australia’s recent national conference, held on the Gold Coast from 29 September -3 October 2014. Macquarie University fielded a team of PACE researchers and practitioners across a range of disciplines. Our Faculty of Business and Economics (FOBE) representatives for PACE included Dr Leanne Carter (Director), Diana Caruso (Manager), Ashleigh Cassilles (Senior Administrator) and Chris Bilsland (adjunct unit convenor and PhD research candidate).
Continue reading PACE Collaborates at ACEN 2014
Serious Games in Business — designing blended spaces to maximise student learning through work integrated learning and PACE
Work Integrated Learning (WIL) is a term used to describe an activity or program that integrates academic learning with its application in the workplace. The practice may be real, simulated or a combination of both, and can occur in the workplace, on campus at university, online or face-to-face.
Continue reading Serious Games in Business – work integrated learning
Many universities in Australia and overseas are promoting work-integrated and other experiential learning activities as the most effective way of boosting students’ employability skills. But does going on a placement, undertaking an internship or completing a project for an industry partner actually make a difference to student learning or their chances of securing a job after they graduate?
Yes, according to a new report on cooperative education, Bringing Life to Learning at Ontario Universities, released last week by the Council of Ontario Universities, Canada.
This report details the benefits of cooperative education to students and partner organisations, including success stories such as Dominic Toselli, a mechanical engineering student who’s project saved energy giant Shell Canada $1 million a year during a co-op placement in Calgary.
Continue reading Does Work-integrated Learning enhance student employability?