Each credit equals 10 notional hours of learning

There is an argument that an average student should not be required to devote more than 10 hours for each credit. A 12 credit work-integrated learning module, it is argued, should therefore take 120 hours, if not:

• The curriculum is wrong
• The assignment is incorrect
• The WIL assignment is too long
• The assignment is not good enough

The argument disregards the time it takes for a student to settle in and to be orientated. The argument does not take into consideration the learning derived from various alternatives in real life. Neither does the argument take into consideration the reality that often a volume of mundane activities are required for an achievement. Few work places would be on the ready awaiting a student’s focussed exposure. In most real life situations work goes on and students learning from being present and making a contribution of some kind.

The advice from the bearer of the news is “make peace with it and move on…”

Patricia Anne Greening remarked on Facebook: "It also ignores such factors as outside distractions, poorly prepared or poorly presented material; and the state of the learner's health, and mental condition (e.g. sleepy, undernourished; stressed)."

Hi Thomas:

I do not agree that one credit equals 10 hours of learning.  Some years ago in Australia, there was an attempt by the government to enforce a similar rule and in the end they gave up for the reasons outlined on your blog.  It does not make sense.  I am not sure what can be learned in a short time in any work place.  The other issue is that if you focus on hours and credits, then you miss the learning bit.  What are the learning outcomes expected in work place learning?  How long does it take to achieve that learning?  What is the evidence for that learning?  And how long does it take to integrate the learning in the workplace with academic learning?

Cheers,

Lesley

______________________________
Lesley Cooper
Acting Principal/Vice-President
Wilfrid Laurier University
Brantford Campus
73 George Street
Brantford, Ontario   N3T 2Y3
CANADA

Hi Lesley, Thomas and others,

One of the issues for work placements papers is that it does not neatly fall into the ‘typical paper template’.  The typical point baring paper template is a one size fits all model – which may work well for academic taught papers but does not for placement papers, but nevertheless that is the default model.  We have the same situation here at Waikato, where our placement papers are 20 points (supposedly 200 hours of learning) whilst students are at least 400 hours in the workplace.  We found it best to avoid drawing direct links to points and hours in the workplace – and most people recognise that placements are different.  

However, if forced in situation of drawing links to hours on placement and credit points, the first question to ask is, ‘is every hour in the workplace a quality learning hour?  We would argue not.  Probably initially it is, and perhaps also at the end of the placement, especially when engaging in placement report writing.  However, there will be fair chunks of time where it probably isn’t – or rather where there will be ‘dilute learning’ or where the learning is ‘spread out’.   So perhaps it is best to craft an argument that links points to hours of quality learning rather than hours in the workplace.  The later will allow for the longer placements needed for a better overall learning experience for the students, whilst the former is too restrictive and assumes that learning always occurs.

kz

Dr Karsten Zegwaard The University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand

Comments

[Keatingk]

Hi All,

This topic is so relevant at the moment since we are in the re-curriculation process of all our courses. It is so easily said by academics that work-integrated learning should be reduced in time, as it does not currently equal the 1 credit = 10 hours of learning. I agree that a substantial (yet reasonable) time in industry is essential if students are to be given a chance to experience quality learning.

Thank you for your above input, as I will certainly make use of Karsten's suggestion of asking, "is every hour in the workplace a quality learning hour?", when taking the argument further at my institution.

Karla
Lecturer
Cape Peninsula University of Technology (CPUT)
P O Box 652, Cape Town, South Africa 8000