Learning in vivo

CWIE assessment should take into account the socially mediated and participatory nature of learning

The above is agued by Eames (2003, in Hodges 2011: 53) because individual students rarely work alone in the workplace, which are “inherently interactive, collegial and interdependent”. The learning of students and their performance are influence by a variety of factors beyond the control of the student. Assessment that “take[s] into account the socially mediated and participatory nature of learning” requires “boundary crossing into communities of work practice” by, for example, “involving students is critically reflecting on their workplace experiences” (Hodges 2011: 55). The incorporation of critical reflection into a range of assessable learning evidence “enables students to justify and validate their claims for learning”. Substantial and important learning in the workplace occurs spontaneously and informally by shear engagement in daily work, observation and interaction with other.

Hodges (2011: 54) points out that assessment is usually “framed within the” curriculum (the pre-determined learning outcomes), which often ignores the setting of learning. Instead, pre-set learning outcomes should be considered “broad intentions and directions for learning that allow for unanticipated, emergent learning …” (p. 56). He argues (p. 54) for “sustainable assessment”, which considers both the immediate and the future abilities of students—that help “develop knowledge, skills, and abilities” which can be transferred to future contexts and challenges.

Hodges, D. 2011. The assessment of student learning in cooperative and work integrated education (pp. 52-61). In R.K. Coll & K.E. Zegwaard (Eds.). International handbook for cooperative and work-integrated education (2^nd ed.). World Association for Cooperative Education Inc.

It is important that learning on work experience placement is understood

Eames and Cates (2011: 41) point out that there is a scarcity of research concerning cooperative and work-integrated education about “the educational outcomes from, and processes in, work placements”; as well as “understanding about learning in the work placement”. They argue (p. 42) that “understanding how learning occurs” during work-integrated learning placements would help legitimise workplace experience as legitimate aspect of cooperative programmes as educative. There is way too much emphasis on employer ratings and student papers concerning their work-integrated learning placements “in order to award credit”. Too little effort is devoted to “finding out what the students are really learning” from workplace experiences—“credit is not simply given for work experience” but should be given for the “learning [that is] resulting from work experience”. Eames and Cates (2011: 42) therefore consider it important that learning on “work experience [placement] is understood” in order “that appropriate curricula, pedagogy, and assessment can be designed and implemented”.

Eames and Cates (2011: 41) remark that research and development has mainly been pragmatically applied-descriptive and evaluative—what constitutes the successful operation; the outcomes of work placements; career clarification for students; enabling recruitment of candidates perceived suitable; collaboration with work-integrated learning hosts; completion of study-related projects; and attraction of students to programmes.

Eames, C. & Cates, C. 2011. Theories of learning in cooperative and work-integrated education (pp. 41-52). In R.K. Coll & K.E. Zegwaard (Eds.). International handbook for cooperative and work-integrated education (2^nd ed.). World Association for Cooperative Education Inc.

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