Learning in vivo

The ideal of work-integrated learning is gaining phronesis

"Gaining phronesis requires maturation, in Aristotle's thought:

“

Whereas young people become accomplished in geometry and mathematics, and wise within these limits, prudent young people do not seem to be found. The reason is that prudence is concerned with particulars as well as universals, and particulars become known from experience, but a young person lacks experience, since some length of time is needed to produce it (Nichomachean Ethics 1142 a).

”

Phronesis is concerned with particulars, because it is concerned with how to act in particular situations. One can learn the principles of action, but applying them in the real world, in situations one could not have foreseen, requires experience of the world. For example, if one knows that one should be honest, one might act in certain situations in ways that cause pain and offense; knowing how to apply honesty in balance with other considerations and in specific contexts requires experience.

Aristotle holds that having phronesis is both necessary and sufficient for being virtuous; because phronesis is practical"

http://en.wikipedia.org/wiki/Phronesis

Supervising 6-9 interns corresponds to one semester's 3-credit course

The Department of Communications Media at Fitchburg State College found, based on over 25 years of experience, that "supervising between 6 to 9 interns in a full-time internship that corresponds to a semester in length is the equivalent of one 3-credit course" (Sides & Mrvica 2007:69). They also discuss the pros and cons of removing internship supervision from academic departments versus having faculty supervise internships. Although removing supervision from academic departments eliminate encroaching on teaching, research or service time, it may result in result in rudimentary and superficial supervision, reduced to “ensuring that deadlines are met, appropriate forms are completed, and interns are progressing appropriately toward the completion of their internship”.

My personal expereince is that if the cooperative education practitioner (intern supervisor) is a subject matter expert, she can engage with students in dialogue about their learning experiences.

Sides CH. & Mrvica A. 2007. Internships, theory and practice. New York: Baywood

Classic, modern & postmodern internship models

Download Internship models

Benefits organisations may enjoy by hosting interns

Sides and Mrvica (2007:31-57) devote an entire chapter to benefits involved in hosting interns (or students for work-integrated learning:

• Contribution to the growth of the profession - 21st century learning organisations will consciously devote efforts to the growth of their professions
• Gaining knowledge of what is being taught in academic institutions - hosting interns create two-way communication between organisations and academic institutions
• Accessing new ideas, skills and training - interns are often a source of fresh, new and enthusiastic ideas
• Expanding the networking base of the organisation - this in turn impacts on professional development
• Developing relationships with academic institutions - invaluable influence on curriculum development
• Coaching and influencing a young career - interns are embarking on a career
• Developing and exercising supervisory skills - for professionals that mentor interns
• Expanding time and opportunities for special projects - the well-qualified interns serve as a resource to enable projects
• Procuring extra help - possibility of shadowing others
• Engageing in pre-employment screening - can assess the conduct and performance potential of interns
• Exposure to professions - help students make sure about their chosen career
• Internships as experience - it is difficult to secure a job without experience
• Lifelong learning - internships serve as foundation
• Portfolios as proof of qualifications - tangible examples of accomplishments
• Finding a mentor for internship experiences - accomplished professionals
• Networking after internships

Sides CH. & Mrvica A. 2007. Internships, theory and practice. New York: Baywood

techne, episteme, poiesis, praxis & phronesis

Charles Sides and Ann Mrvica differentiates between five (5) very important Aristotelian concepts:

• techne - what people can do; a state of capacity to make; the rational method involved in producing an object or accomplishing a goal or objective
• episteme - a fixed set of information possessed by people; a system of understanding or a body of ideas which give shape to theoretical knowledge
• poiesis - means 'to make'; it is an action that transforms; it refers to 'bringing-forth'; a threshold occasion: a moment of ecstasis when something/s becomes another
• praxis - a practice (as distinguished from theory); application of skill; conduct in a public space considered as excellence
• phronesis - the capability to consider the mode of action in order to deliver change, especially to enhance the quality of life; some believe it includes the ability to reflect upon; it is practical wisdom, knowledge of the proper ends of life, in contrast to sophia - involving wisdom concerning universal truths; science

Sides and Mrvica believes that internships - as form of learning - are pursuing techne, poiesis and praxis (pp. v & 1-2). Through internships knowledge communities are sustained. When deliberating about evaluation of internship, they add the term phronesis (pp. 95-98).

I found this differentiation extremely valuable.

Sides CH. & Mrvica A. 2007. Internships, theory and practice. New York: Baywood.