Conferences and forums
WACE Asia Pacific Conference
“Work Integrated Learning (WIL):Transforming Futures - Practice ... Pedagogy ... Partnerships”
ACEN and NZACE Work Integrated Learning Webinar - May 2012:
Resources to Support WIL/Cooperative Education & Developing Reflective Approaches to Writing in WIL/Cooperative Education
Listen to webinar
ACEN 2010 National Conference
"Work Integrated Learning (WIL): Responding to Challenges"
NSW/ACT Chapter of CEN
'Ethical Practices in WIL' Forum
University of Canberra, 14 May 2012
SA/NT Chapter of ACEN
‘The Use of Web 2.0 Technology in Higher Learning’
Flinders University, 22 February 2012
NSW/ACT Chapter of ACEN
‘Work Integrated Learning in the curriculum’
Macquarie University, Monday 10 October, 2011
2011 NSW ACEN Forum
‘Work Integrated Learning and Graduate Attributes’
University of Technology Sydney, Monday 2 May,
GOOD PRACTICE REPORT: Work-integrated learning
Professor Janice Orrell
Australian Learning and Teaching Council Ltd.
The Australian Learning and Teaching Council (ALTC) commissioned this report to identify good practices in work-integrated learning (WIL) in Australia through a systematic review of 28 funded studies’ final reports, including WIL and discipline scoping studies, fellowships and projects.
The WIL (Work Integrated Learning) Report
Author/s: Carol-Joy Patrick, Dr Deborah Peach, Catherine Pocknee, Fleur Webb, Dr Marty Fletcher, Gabriella Pretto Lead Institution: Griffith University Published: 2009
The aim of this large-scale scoping study of work integrated learning in higher education was to identify issues and map a broad and growing picture of WIL across Australia and to identify ways of improving the student learning experience in relation to WIL. Evidence highlighted the importance of strong partnerships between stakeholders (students, university academic and professional staff, employers, professional associations, and government) in facilitating effective learning outcomes for students. A set of recommendations (Chapter 1) and an implementation framework (Chapter 9) are project outcomes. Thirty curriculum vignettes, providing a snapshot of a broad range of practices, are available from the website.
Curriculum and pedagogic bases for effectively integrating practice-based experiences
Providing students with experiences in practice settings to assist developing their knowledge required for effective professional practice is growing and widening trend across Australian higher education. These experiences aim to assist students to move smoothly and effectively into their selected occupational practice upon graduation.
Author/s: Stephen Billett Lead Institution: Griffith University Published: 2011
Guidelines for practice: Integrating practice-based experiences
These guidelines aim to assist people teaching in higher education to make decisions about organising and integrating their students’ experiences in practice settings (ie workplaces) to support their students to develop the capacities for making smooth transitions to their selected occupations upon graduation and be effective in those roles.
Professor Stephen Billett, ALTC National Teaching Fellow, Griffith University
Other related documents by Stephen Billet:
- Integrating experiences across academic and practice settings
- Co-op seminars: Purposes and practices
- Learning circles in Human service programs (Griffith University)
- Oral Health practitioners’ practice in aged care residencies (University of Newcastle)
- Bachelor of Commerce (Professional) internships
- Integrating student nurses’ clinical placement (University of Newcastle)
- Preparing physiotherapy students for clinical practice (Monash University)
- Using reflective learning groups in undergraduate nursing program (Monash University)
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