The topic of this post partially reflect one of the five key knowledge contributions derived from Professor Stephen Billett’s ALTC National Teaching Fellowship on curriculum and pedagogic bases for effectively integrating practice-based experiences. The five include (emphasis added):
- “Firstly, it is necessary to include the personal processes of experiencing and reconciliation what is experienced by learners in each of the settings”;
- “Secondly, consideration of how students engage with the experiences and pedagogic practices is central to the richness of learning”
- “Thirdly, merely providing practice-based experiences for students is insufficient unless those experiences are enriched through preparation, engagement and opportunities to share and reconcile what has been contributed by these experiences”
- “Fourthly, the findings highlight the importance of enacting pedagogic practices that are most likely to develop engaged and critical practitioners”
- “Fifthly, the need to engage, prepare and extend students as active and agentic learners is central to the effective integration of experiences across practice and higher education settings, their ability to engage in professional practice and their becoming effective critical and reflexive practitioners”.
Work integrated learning (WIL) is defined as “the process whereby students come to learn through experiences in educational and practice settings and reconcile and integrate the contributions of those experiences to develop the understandings, procedures and dispositions, including the criticality and reflexivity, required for effective professional practice”.
The curriculum includes “the kinds of learning experiences in practice settings and higher education institutions and how they are organised, sequenced and enacted”. Sub-categories of curriculum are identified, namely:
- “Intended curriculum – what is intended to occur by sponsors or developers in terms of educational goals (i.e. what should be learnt) and learning outcomes as a result of the curriculum being implemented.”
- “Enacted curriculum – what is enacted as shaped by the resources available, the experiences and expertise of teachers and others, their interpretation of what was intended, their values and the range of situational factors that shape students experiences.”
- “Experienced curriculum – what students experience when they engage with what was intended through what is enacted, and how they learn through that experiencing, even that which is unintended by those who plan and enact the curriculum.”
Billett, S. 2011. Curriculum and pedagogic bases for effectively integrating practice-based experiences (final report). Australian Learning & Teaching Council (ALTC).
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