While Bates (2003) indicates that work placements are used in academic programmes to prepare professionals of a variety of fields, Brodie and Irving (2007) state that work-based learning (WBL) is increasingly regarded as valuable with regard to Higher Education’s role to produce graduates with employability skills. Bates (2003:303) found that a substantial body of literature address curriculum design and expected learning outcomes, but she did not find studies analysing “how students make sense” of the workplace experience. She argues that course designs, without the latter, might be the result of intuitions based on ‘good teaching’ principles, but do not test the efficacy of workplace learning. Stasz and Brewer (in Bates 2003) observe that most literature on work or field placements focus on procedural aspects, rather than the accomplishments of students undergoing the WBL.
Baxter-Magolda (in Bates 2003) uses the term ‘self-authorship’ for the process that takes place as students incorporate their newfound learnings into their self-concept—“students construct knowledge as they construct ideas [that] they form about themselves” (p. 322). The WBL journals of students indicate that significant things happen unpredictably during WBL and that each placement entails different challenges. Bates (2003) therefore argues that specific behavioural objectives cannot be specified in advance, because the moments of challenge cannot be predicted. Raths (in Bates 2003) states that the WBL curriculum aught to be based on propositions about learning rather than specifically prescribed objectives.
Bates (2003) argues that the personal and emotional content [what Burnard (1996) calls experiential knowledge, visit http://psychsoma.co.za/learning_in_vivo/2008/08/experiential-pr.html] of the journals of students are just as important in assessment as the propositional knowledge documented. She reasons from the adult learning body of literature; mentions Biggs’ four principles of a person’s life-centred orientation to learn; as well as Boud, Cohen and Walker’s five propositions that assists in the understanding the learning that occurs from experiences. Bates (2003) concludes that irrespective of which partitioning is used, they should not be regarded as distinct categories, but rather as components of a process that entails deep learning. She presents the taxonomy of ‘symptoms of learning’ (p. 307) outlined in Table 1.
Table 1: The Bates (2003) Taxonomy of Symptoms of Learning
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Category: The journal should provide evidence that the … |
Criteria of evidence about journal content |
|
1. work placement experience has been the foundation of and the stimulus for learning |
1.1 Selecting the learning task 1.2 Intrinsic motivation 1.3 Constructing meaning |
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2. learner has actively constructed the work placement experience as it has evolved |
2.1 Modifying the learning task 2.2 Making connections and changing focus 2.3 Collaboration and the construction of knowledge |
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3. work placement learning has been a holistic experience |
3.1 The student’s relationship to experiences 3.2 Adaptation and introspection by the student 3.3 Understanding the task 3.4 Understanding others |
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4. work placement learning has been socially and culturally constructed during the course of the experience |
4.1 The social construction of meaning 4.2 Critical self-reflection |
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5. work placement learning has been influenced by the socio-emotional context in which it has occurred |
5.1 Awareness of the feelings of both self and others and preparedness to explore these 5.2 Understanding how the feelings of both self and others impact on the task at hand 5.3 Willingness to modify and then engage in the task in order to accommodate socio-emotional experiences |
Bates (2003) asserts that learning is continual; that understanding often occurs some time after the initial experience; that experiences build incrementally—each experience influenced by its own social and cultural context; and that understanding can be transformed or occur as a critical insight. Fundamental to Baxter-Magolda’s concept ‘self-authorship’—for the process of learning about ‘self in the world—is self-reflection, which results in organising thoughts and feelings and to form opinions and decisions. “All learning is ultimately learning about the self” (Bates 2003:322) and “[w]ithout the opportunity to continue building self-confidence and self-esteem there is little to no learning” (p. 323). There is an abundance of literature that emphasises the need for confidence in one’s ability to fulfil commitments; and that when people are willing to confront their anxieties and prepared to take risks the learning derived can be profound. Bates concludes that the feedback given about reflective journals plays a crucial role in confirming the learning process.
Bates, M. (2003) The assessment of work integrated learning: symptoms of personal change. Journal of Criminal Justice Education, 14(2), 303-326.
Brodie, P. & Irving, K. (2007) Assessment in work-based learning: investigating a pedagogical approach to enhance student learning. Assessment & Evaluation in Higher Education, 32(1), 11-19.
Burnard, P. (1996) Acquiring interpersonal skills - a handbook of experiential learning for health professionals. 2nd edition. London: Chapman & Hall.
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