If swimming schools can further mastery through virtual swimming school, instead of letting learners slide back; and if township children can continue with violin lessons amid lockdown using WhatsApp; then surely higher and further education can achieve work-integrated learning virtually.
The COVID-19 pandemic may have grounded flights and put the world into lockdown, and the legendary African safari might be on hold; but inventive conservationists introduced virtual safaris in living rooms through cameras mounted to vehicles. Paid-for private tours by means of Zoom video calls will soon start. A zoo introduced drive-through animal viewing affording families the opportunity to ‘visit’ a zoo while in isolation.
Lockdown abruptly halted traditional workplace-based experiential learning. Solutions are explored for especially students that would have graduated at the end of 2020. As the economy is gradually reignited traditional workplace-based experiential learning might still be hampered. Institutions are recommended to virtually engage the relevant communities of practice and professional or vocational bodies, in order to seek opportunities to virtually ‘exhibit’ relevant graduate attributes, problems experienced and critical cross-field outcomes [CCFOs] that need to be attained. Filming need not be professionally done. Students can virtually engage with the virtual exemplars and through structured online learning gain their prerequisite ‘experience’.
If numerous virtual concerts work, if drive-though strip shows are supported, why would virtual experiential learning not be feasible?
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