For teaching and learning, the central—“constituting something from which other related things proceed or upon which they depend”—issue, is the expected/stated outcomes (such as knowledge, skills, and attitudes), and/or competencies.
Once the expected outcomes and/or competencies are known, careful consideration must be given to which learning experiences are most likely to accomplish those; and the feasibility of providing such.
Certain learning is best acquired (or accomplished) through contextual experience/s, application, and reflection. A number of conditions are of significance pertaining contextual experiences, such as:
- The degree of authenticity (or genuineness) for learning that is provided
- The degree of fidelity (or proximity) with regard to reality
- The extent of interactivity (and immersivity) made feasible
The extent to which the occupational-field/the profession/the community-of-practice/vocational representatives were involved in determining the learning outcomes; and in particular the expression of willingness to support the teaching, by providing real-life learning opportunities, is a major deciding factor. Without adequate support, and the provision of access to contextual learning experiences, the options are reduced; and workplace-learning placements become a substantial challenge.
Workplace/clinical-field/professional/vocational realities, however, do not always permit actual exposure. This could be due to for example security/confidentiality/safety/sensitivity. In such circumstances, the realities could be simulated in a variety of ways in order to provide alternative experiences with the objective of achieving the stated learning outcomes.
The aforesaid highlight some of the teaching-design considerations, however, there are many other issues to consider, and a range of options and possibilities. Some of the potential modes of teaching include:
- Work-integrated/workplace/work-based learning, clinical training/professional practice/placement
- Project- and problem-based learning, work-based project, and live projects
- Case-based learning, case studies, case methods, life course/experience, and story telling
- Studio-based learning, studio-work, studios, and problem solving
- Service learning, community engagement, and role plays
- Virtual learning environments, virtual reality, and a range of potential simulations
- Non-placement work-integrated learning
- Work-directed theoretical learning, and projects