Learning in vivo

ePortfolio more than a digital ring-binder, lever-arch file, or handbag

“The eportfolio as a 'digital handbag' which uses digital tools to document, store and organise information provides an appropriate alternative to the paper portfolio” say McDermott and Gallagher (2011: 96). Several years ago, during a monitoring visit as industry-based coordinator of workplace-based learning (WPBL), I noticed that the trainee accessing a gym-bag, explaining that he gathers sample documentation from the workplace, and keeps these in order to complete his learning programme assignments and projects. Personally, as many others do, I’ve kept a lever-arch file for my notes and assignments for an online course, for which I had to submit a portfolio of evidence. However, it has been an ‘a-ha moment’ for me realising the role and value of eportfolios as alternative teaching tools.

It is generally recognised that “lengthy paper portfolio had become out-dated as it no longer reflected the needs” of learning environments, say McDermott and Gallagher (2011: 96) and cite the Joint Information Systems Committee (JISC) describing an eportfolio as “the new generation of the old 3-ring binder”. ePortfolios are “dynamic and flexible tool[s] for collecting and presenting information about students’ learning and development”, and vehicles “for achieving asynchronous and non-geographical opportunities for sharing and providing guidance in the process of reflection which is an essential element in developing learner autonomy”. ePortfolios also offer opportunities to showcase the ‘evidence of learning’ of “students and their work to a variety of audiences such as prospective employers”. Carter (2021: 463) states that “higher education graduates are expected to provide evidence demonstrating a complex skill set as they transition to employment, and ePortfolios are a potential tool with which to do this”.

“Work-integrated learning (WIL) is an umbrella term” says Carter (2021: 463), who describes WIL as “the intentional practice of integrating traditional academic learning with applied learning for and in the workplace, with the intention of the student making connections between and deriving greater meaning from both contexts” and is based on “the underlying principles of constructivist education”. However, there exists tension between practicing or gaining workplace experience and evidencing for assessment or proving employability. This tension (or gap) can be mitigated “by integrating electronic portfolios, or ePortfolios into the curriculum”. McDermott and Gallagher (2011: 96) explains how eportfolios are integrated into a workplace-based learning (WPBL) or a cooperative education (co-op) programme, as forms of WIL. Students are allocated an academic and a work-based supervisor. The first “assures academic rigour and advises on placement choice” and “also supports students with the development of the learning agreement which articulates the learning aims and outcomes the student hopes to achieve in the placement”, while the second “mentors each student in the development of their employability skills during a 150 hour placement”. The summative assessment of students entails a “reflective portfolio based on their co-op experience”. Majola (2023) says an eportfolio is “an electronic collection of evidence that shows the learning journey over time and documents student learning by providing evidence of their knowledge, competencies, and skills”. Carter (2021: 464) says that in addition to eportfolios “as tools for authentic summative assessment” they prove valuable for “formative learning experiences, and rehearsal of demonstration of life-long learning and professional identity”.

Modise (2023) says that “eportfolios are about people, [about their] learning journeys, rather than about technology”. McDermott & Gallagher (2011: 97) say that “in an eportfolio, learning is achieved through‚ continuous building and amending of previous structures as new experiences, actions and knowledge are assimilated and accommodated to involve a process of individual transformation”. They add that through the process (or journey) of engagement with their eportfolios, students learn more about themselves, and that this self-awareness is the gateway to their development of effective reflective skills. ePortfolios are perceived as a significant “instrument in the pedagogy of student-centred learning and student-directed development”. Fragmented pieces academic learning, experiences in the workplace and personal activities are channelled “into a trajectory of their educational and professional development”. Metacognitive skills are developed which “enable students to become active investigators and problem solvers”. Through eportfolios higher order thinking ability is developed, as well as learning at a deeper level and learning autonomy encouraged.

It is evident that “are becoming increasingly popular as a digital collection of artefacts collating the student experience” says Carter (2021: 465) and provides the following definition:

“Digital portfolios are dynamic collections of digital artefacts including work samples, learning resources, records of skills and accomplishments, which may be created by an individual, a group, a community or an organization. Digital portfolios can have multiple purposes, such as demonstrating learning achievements (assessment), recording a learning process (journaling) and demonstrating skills (profiling)…Digital portfolios can serve multiple purposes such as support, documentation and assessment of learning, counselling and career preparation, credential documentation and accreditation. (Buchem, 2016, p. 343-344)”

There are many types of evidence contained in eportfolios, such as documenting of observations, reflections, and research; samples, images and videos; feedback from supervisors, mentors and/or peers. “Artefacts can relate to student demonstration of skills and competencies, assessment, learning journey transformation and reflection, personal and professional identity, learning engagement and employability” says Carter (2021: 465). Additional benefits derived from the use of eportfolios include “acknowledgement is often made of the that can be seen, such as enhancing technological, communication and organizational skills; student awareness of their learning journey and how their understanding has changed over time; identification of strengths and gaps in student understanding; demonstration of theory in practice, and recognition and evidencing of soft skills, personal attributes and other career-readiness traits”, she says.

Carter, S. (2021). ePortfolios as a platform for evidencing employability and building professional identity: A literature review. International Journal of Work-Integrated Learning, 22(4), 463-474. Electronically accessible from https://www.ijwil.org/files/IJWIL_22_4_463_474.pdf.

McDermott, K. & Gallagher, S. (2011). Integration of eportfolios into cooperative education: Lessons learnt. Asia-Pacific Journal of Cooperative Education, 12(2), 95-101. Electronically accessible from https://www.ijwil.org/files/APJCE_12_2_95_101.pdf.

Modise, M. & Majola, X.M. (2023). Presentations in ‘All matters e-portfolios: The role and value of e-portfolios as an alternative teaching and assessment tools in distance education’, during the UNESCO Chair on ODL 2023 Research Webinar Series, 10 July 2023. Intranet recording set to expire https://mylifeunisaac-my.sharepoint.com/:v:/g/personal/sibayn_unisa_ac_za/EW5kdegJVMlLuF_Amt-MUGoBigscXm-im8vwhTU4zGLGXg.

Workplace mentors to model resilience and adaptability in dealing with the fluid state of 21st century reality

Globally, resilience and adaptability are sought to deal with the fluid state of 21^st Century reality, say Usher (2019: 113), who indicate that “Learning as a finite suite of knowledge and skills at university to prepare for a static career is now anathema, with industry demanding constant new insight and innovation to meet the needs of an ever-changing global society”.

The word ‘anathema’ originated in 16^th Century via Church Latin from Greek from anatithenai, meaning dedicated (to evil) or something accursed (Dictionary.com). ‘Anathema’ means a person or thing detested, loathed, accursed or consigned to damnation or destruction. Also ‘a formal ecclesiastical curse involving excommunication’, or ‘any imprecation of divine punishment’.

The ability of graduates to use their acquired knowledge and effectively develop their selves within their chosen field “depends on the extent to which they have internalized learning as a set of values and dispositions; that is, the extent to which they developed a learning identity of their own” say Usher (2019: 114).

The noun ‘disposition’ refers to ‘the predominant or prevailing tendency of one's spirits; natural mental and emotional outlook or mood; characteristic attitude’ (Dictionary.com). It pertains to a person's usual temperament, or frame of mind, inclination, or tendency, or state of mind regarding something. Legally it means the final settlement of a matter. Usher (2019: 114) correlates effective teaching and the student’s “conscious learning identity, positive learning attitudes and dispositions”.

The significance of effective cooperative work-integrated education (CWIE) largely rests with the modelled practice of the workplace supervisor (or mentor) as powerful and explicit learning tool for the intern, say Usher (2019: 114) and suggests that “action is needed to sustainably develop supervisors as positive role models or providers of quality explicit instruction for practicum students wishing to enter the profession”. However, the extent of such collaborative development is dependent upon the extent the workplace organisations provide space and enable the supervisor to engage purposefully in the required complex learning relationship.

“The workplace has rightly been identified as providing a rich and rewarding source of learning for students” say Usher (2019: 115). However, “critically reflective dialogue as a medium for ongoing and developmental feedback” is deemed needed as “integral part of effective workplace learning or work-integrated learning”. Furthermore, is involvement from all stakeholders of significance.

Usher, A.S. (2019). Modeling resilient and adaptable work-integrated learning practice: The importance of learning dispositions in initial teacher education. International Journal of Work-Integrated Learning, 20(2), 113-126. Electronically accessible from https://www.ijwil.org/files/IJWIL_20_2_113_126.pdf

Developmental relationships do have an impact on internships

Internships often serve both as corporate talent acquisition strategy; and as opportunity for students to gain first-hand workplace experience, say Ali, Gardner and Edmondson (2022). Employers often use internship programmes to identify talent for full-time employment. It has been found that the support of supervisors may influence the decision of interns to pursue a job offer. Developmental relationships may impact early socialization and adaptation of interns. Internships serve as transition pathway from tertiary study, and as entryway to full-time employment.

“A mentor is uniquely distinct from a supervisor” indicate Ali, Gardner and Edmondson (2022: 338), who define a mentor as “a senior, experienced organizational member who helps more junior employees develop technical, interpersonal, and political skills”. Mentors fulfil “two functions to mentors in working with mentees, a career-related (providing sponsorship, coaching, challenging assignments, exposure, visibility and protection) and psychosocial (friendship, role modeling and counseling)”. Whereas a supervisor is generally assigned to the intern, mentoring is usually a more natural relationship, that develops spontaneously. Assigned supervisors, because sharing a workspace with the intern, is better positioned to serve as role model; there is a greater opportunity for interaction; and for performance-related guidance and development. “However, depending on the willingness of the supervisor to provide support, an intern may or may not receive the attention needed to develop”, and “may turn to other more senior organizational members who are more open to supporting them as mentors to fill this void” (Ali, Gardner and Edmondson, 2022: 338). In such a context the mentor buffers the detrimental effect of inadequate support by the supervisor.

Socialisation in the workplace is described by Ali, Gardner and Edmondson (2022: 336) as “the process by which an individual acquires knowledge, behaviors, and relationships necessary to participate and succeed in their initial assignments within the organization”. Both supervisors and peers help newcomers acquire skills and information. In Figure 1, Ali, Gardner and Edmondson (2022: 336) depict the key factors that may contribute to the socialisations of interns. They submit that the primary mechanisms underlying acceptance of a job offer are the “learning during the internship experience and the satisfaction gained from the internship”.

Ali, A.A., Gardner,P. & Edmondson, B. (2022). Developmental relationships matter: Examining the joint role of supervisor support and mentor status on intern outcomes. International Journal of Work-Integrated Learning, 23(3), 335-346. Electronically accessible from https://www.ijwil.org/files/IJWIL_23_3_335_346.pdf

Recommendations towards guiding the development of strategic Indigenous WIL initiatives

Nielsen, Livernoche and Ramji (2022) analysed work-integrated learning (WIL) literature specific to Indigenous students. They found significant disparities in access, retention, and success pertaining WIL programmes, as well as barriers and unrealised opportunities to expand and transform WIL practices. The ‘UVic Co-op and Career Services’[1], of the University of Victoria, in Canada, developed[2] in partnership with institutions from across British Columbia, and with support of the ‘Association for Co-operative Education and Work-Integrated Learning’[3] (ACE-WIL) BC/Yukon, publicly-accessible, through the Indigenous WIL Resource Hub[4] (IRH), resources towards strategic Indigenous WIL initiatives.

Nielsen et al. (2022: 147-150) could not derive from the international body of scholarly knowledge both clear and actionable directives, or strategic approaches towards creating more indigenously inclusive participative, culturally relevant, equitable, and accessible WIL programmes. However, the literature provided a better understanding of the process through which practitioners might support Indigenous student success. They offer ten recommendations to this end:

1. Be continuously guided by, and accountable to, Indigenous participants, collaborators, and advisors

The Latin slogan ‘Nihil de nobis, sine nobis’, meaning ‘nothing about us without us’ conveys the notion that strategies and policies should not be decided without the full and direct reciprocal and continuous participation of the members of the group/s that might be affected or that are involved. Direction should be taken from Indigenous leaders, accountability exercised and where appropriate compensation provided. The aim to build together supportive and respectful relationships.

2. Invest in Indigenous community-building on campuses and within work-integrated learning networks

Institutional, as well as Indigenous leadership support, for community initiatives is emphasised. The creation of “spaces where Indigenous WIL students feel welcome and respected in bringing their whole selves to environments in higher education and work” (Nielsen et al. 2022: 148) is important.

3. Collaborate with Indigenous communities and students to develop new work-integrated learning placements

Placement coordinators must engage, ask rather than making assumptions, and not impose institutional goals on Indigenous communities.

4. Build flexibility into work-integrated learning programmes and placements

It is very important to take into consideration the potential social and financial barriers with regard to Indigenous and rural student participation. Flexibility is emphasised in providing for part-time and remotely accessible placements. Personalisation of WIL by allowing students to present own learning plans and goals, based on own definitions of success, is encouraged.

5. Increase financial support for indigenous work-integrated learning students

Several financial barriers are frequently experienced by Indigenous students. One such is having to relocate for WIL opportunities and working for less or no pay. Compensation and financial support is deemed necessary. The terms of funding packages at times end before completion of the prerequisite WIL of qualifications, yet living expenses continue.

6. Create awareness of work-integrated learning programs and opportunities

Publishing of success stories and distribution of information about Indigenous WIL opportunities can be done through posters, video interviews, blogs, social media, pamphlets, etc.

7. Expand indigenous counselling and advising services

Mentoring and knowledgeable, sensitive academic advisors are strongly encouraged.

8. Work with hiring partners in decolonizing and indigenizing practices

WIL coordinators should sensitise employers and placement partners to create equitable workplaces that would recognise the diverse experiences and contributions of Indigenous students and accommodating their needs. This can be done by creating resources, such as short informational videos and pamphlets, and through workshops addressing what decolonized and Indigenised hiring and workplace practices entail. Employers may further be encouraged to provide flexibility by accommodating the needs of remotely located students, as well as those with dependents and care obligations.

9. Respond to the needs and concerns of indigenous students navigating work-integrated learning hiring processes

Nielsen et al. (2022: 149) encourage the recognition of “the knowledge and agency of” Indigenous students by taking “active steps to keep lines of communication open with students so to facilitate relationship-building and so to remain responsive to changing student concerns”.

10. Provide specialized training for work-integrated learning staff and human resources professionals

Gatekeepers to WIL programmes and placements, such as WIL coordinators and human resources professionals, should challenge discriminatory procedures and systems; as well as offer anti-racism, unconscious bias, cultural intelligence, and Indigenous cultural sensitivity training.

The recommendations above informed and guided the creation of the Indigenous WIL Resource Hub (IRH). Good practice “must be informed and carried out through long-term and close partnerships with local communities and stakeholders” say Nielsen et al. (2022: 147). They emphasise that none of the recommendations must be perceived as short-term projects, nor regarded as free standing. On the contrary, a holistic approach is required, “as well as sustainable, long-term timelines, commitments, and partnerships” say Nielsen et al. (2022: 150).

Nielsen, J., Livernoche, R. & Ramji, K. (2022). The Indigenous Work-integrated Learning Resource Hub: A needs-based approach to addressing barriers and opportunities for Indigenous students. International Journal of Work-Integrated Learning, 23(2), 139-152. Electronically accessible from https://www.ijwil.org/files/IJWIL_23_2_139_152.pdf

[1] https://www.uvic.ca/coop/contact-us/co-op-and-career-services/index.php

[2] https://www.uvic.ca/coop/contact-us/co-op-and-career-services/announcements/2022-07-indigenous-resource-hub.php

[3] https://acewilbc.ca/

[4] https://acewilbc.ca/projects/indigenous-wil-resource-hub/

A community is required for workplace-based learning (‘it takes a community to offer’)

‘It Takes a Village’ by Jane Cowen-Fletcher (1994) is a colourfully illustrated story that portrays a proverb attributed to West Africa, namely ‘it takes a village to raise a child’.

Yemi's mother asks her to care for her younger brother and the girl is delighted at the prospect of taking on a grown-up task. The three of them set out to the village market [in Benin, West Africa], where Mama will sell mangoes. Yemi soon loses Kokou, but instead of the terrible things she imagines happening to him, the toddler is lovingly cared for by all of the adults he meets-he is fed, given something to drink, played with, and allowed to nap. Yemi discovers that caring neighbours have been watching them both all along.

The proverb ‘it takes a village’ means an entire community of people is needed to interact positively with children for those children to grow up in a safe and healthy environment. The origins of the proverb has been researched, but not pinpointed. It is believed to embody the spirit of several African cultures, for example (Wikipedia):

• In Lunyoro (Bunyoro) there is a proverb that says “Omwana takulila nju emoi,” whose literal translation is “A child does not grow up only in a single home.”
• In Kihaya (Bahaya) there is a saying, “Omwana taba womoi,” which translates as “A child belongs not to one parent or home.”
• Kijita (Wajita) has the proverb, “Omwana ni wa bhone,” meaning regardless of a child's biological parents, its upbringing belongs to the community.
• In Swahili, the proverb “Asiye funzwa na mamae hufunzwa na ulimwengu” means roughly the same: "Whomsoever is not taught by the mother will be taught with the world."

The notion ‘it takes a village’ has subsequently been adopted by several authors, applied to a multitude of scenarios, and other books pubished. The definition of work-integrated learning (WIL) of the Canadian body for Co-operative Education and Work-integrated Learning (CEWIL) cited by Nielsen, Livernoche and Ramji (2022: 139) accurately captures the essence of workplace-based learning (WPBL, as form of WIL). CEWIL defines WIL as “a model and process of curricular experiential education which formally and intentionally integrates a student's academic studies within a workplace or practice setting. WIL experiences include an engaged partnership of at least: an academic institution, a host organization and a student”. The origins of WIL (and cooperative education) emphasised the close collaboration of academic institutions with the relevant community of practice, within the relevant industry that is involved, with regard to the necessary workplace experiences that form part of the curriculum. In addition, workplace mentoring by experienced practitioners, play a significant role in WPBL.

The Higher Education Qualifications Sub-Framework (HEQSF) of the Department of Higher Education and Training (South African Government, 2014), which indicates that the incorporation of work-integrated learning (WIL) into the curriculum is characteristic of vocational and professionally-oriented qualifications. The HEQSF, §35 (p. 17, emphases added) states that where the WIL component “takes the form of workplace-based learning, it is the responsibility of institutions that offer programmes requiring credits for such learning to place students into appropriate workplaces” and add that “such workplace-based learning must be appropriately structured, properly supervised and assessed”.

However, work-integrated learning need not necessary involve actual work. The HEQSF differentiates, in §34 (p. 17), various forms of work-integrated learning (WIL), namely:

• simulated learning [also known as simulated work experiences (SWEs)]
• work-directed theoretical learning [WDTL]
• problem-based learning [PBL]
• project-based learning [PjBL]
• workplace-based learning [WPBL] — Three Council on Higher Education publications (CHE: 2004a, 2004b & 2014) provide criteria with regard to work-based learning (WBL)

The South African Council on Higher Education, as independent statutory body and Quality Council for Higher Education (CHE: n.d.), published (CHE: 2011) a ‘Good Practice Guide’ towards work-integrated learning which deliberated the various modes mentioned above. The CHE (2014, Criterion 15, emphases added) recognises that ‘it takes a village’, by stating that “appropriate arrangements will be needed for placement, mentoring and supervision” and reiterates the “coordination of work-based learning must be done effectively, including adequate infrastructure, effective communication, recording of progress made, monitoring and mentoring”, plus the following:

• Learning agreements or contracts implemented through which the student, the higher education institution, the employer (workplace-based learning provider) and mentor negotiate, approve, adhere to agreed roles and responsibilities, and assess the objectives and outcomes of the learning process
• Regular and effective communication taking place and good working relations are maintained between the institution, students, mentors and employers involved
• System (both at the institution and at the place of workplace-based learning in operation to regularly and systematically monitor and record the progress of each student’s learning experience
• Mentoring system that enables each student to recognise his/her strengths and weaknesses, to develop existing and new abilities, and to gain knowledge of work practices

Nielsen et al. (2022: 139-140) indicate “a range of WIL programs: co-operative education (co-op), internships, entrepreneurships, apprenticeships, service learning, applied research projects, mandatory professional practicum/clinical placement, field placement, and work experience”; and add that “strategic WIL placements in partnership with Indigenous groups also offer opportunities for capacity-building, cultural revitalization, and community development”.

CHE (Council on Higher Education)

Cowen-Fletcher, J. (1994). It Takes a Village. Scholastic Press. [Information about accessible from https://janecowen-fletcher.com/it-takes-a-village]

Council on Higher Education (n.d.) Legislative and policy mandate. Electronically accessible from https://www.che.ac.za/about-us/legislative-and-policy-mandate

Council on Higher Education (2004a). Higher Education Quality Committee. Criteria for Programme Accreditation. Electronically accessible from https://firebasestorage.googleapis.com/v0/b/che2020-c5efd.appspot.com/o/website%2Fyxqlkgy7gwo1.pdf?alt=media&token=c1ea5d6e-2e05-463d-9f2b-bbf92d4b402b

Council on Higher Education (2004b). Higher Education Quality Committee. Criteria for Institutional Audits. Electronically accessible from https://firebasestorage.googleapis.com/v0/b/che2020-c5efd.appspot.com/o/website%2Fjh3xgy9ub11.pdf?alt=media&token=aa1b8117-5414-4e70-a363-50dc924a7d42

Council on Higher Education (2011). Work-Integrated Learning: Good Practice Guide. HE Monitor No. 12, August 2011. Pretoria: IeCommunications. Electronically accessible from https://www.che.ac.za/sites/default/files/publications/Higher_Education_Monitor_12.pdf

Council on Higher Education (2014). Distance Higher Education Programmes in a Digital Era: Programme Accreditation Criteria, pp. 81 – 107. In Distance Higher Education Programmes in a Digital Era: Good Practice Guide. Electronically accessible from https://www.saide.org.za/documents/CHE_-_Distance_Higher_Education.pdf

Nielsen, J., Livernoche, R. & Ramji, K. (2022). The Indigenous Work-integrated Learning Resource Hub: A needs-based approach to addressing barriers and opportunities for Indigenous students. International Journal of Work-Integrated Learning, 23(2), 139-152. Electronically accessible from https://www.ijwil.org/files/IJWIL_23_2_139_152.pdf

South African Government (2014), Department of Higher Education and Training, Government Notice No 819. Higher Education Qualifications Sub-Framework. Government Gazette No. 38116, 17 October 2014. Electronically accessible from https://www.gov.za/sites/default/files/gcis_document/201410/38116gon819.pdf

Wikipedia https://en.wikipedia.org/wiki/It_takes_a_village

The relevance of #DataMesh to work integrated learning

Good data management of various aspects of work integrated learning (WIL) is important and may include, for example:

• Contact details of stakeholders, decision-makers, influencers, key role players and members of the relevant community of practice in general
• Established providers of experiential learning opportunities and mentors at such
• Registered students, including their academic progression
• Actual placements of students, including the provider and mentor details, and the learning agreement of each student
• Capturing of the learning activities of students
• Records of mentoring or supervision, especially if a professional or statutory requirement
• Records of monitoring and progress tracking of students, and of communication that occur
• Records of facilitated reflection on learning (experiences) by students
• Formative assessments and summative evaluation of WIL

Generally, data such as mentioned above, are captured in a range of data bases, such as the institution’s official student administration system, and data bases of academic and administrative staff responsible for WIL modules in a variety of forms. What is deemed needed is integration of the various forms of data, which is where ‘data mesh’ is deemed relevant.

Zhamak Dehghani, while a principal technology consultant at Thoughtworks, coined the term ‘data mesh’ in 2019, say Christ, Visengeriyeva and Harrer (n.d.), who indicate that ‘data mesh’ is primarily an organizational approach, which cannot be bought from a vendor. Yuhanna (2022) remarks that “A data mesh offers the ability to optimise mixed workloads by matching processing engines and data flows with the right use cases. It interfaces to the event-driven architecture, enabling support for edge use cases.”

Dehghani (2019) found that many organisations are planning or building their third generation data and intelligence platform hoping to democratize data in order to provide business insights with the view of automated intelligent decisions. Proprietary enterprise data warehouse and business intelligence platforms, the first generation, mainly rendered tables and reports which only a small group of specialized people could understand with little positive impact on the business. Complex big data ecosystem with a data lake, the second generation, required hyper-specialized data engineers and similarly impacted little on the actual business. Unfortunately, data platforms that are streaming and analysing real-time data, the third generation, with cloud based storage and machine learning platforms, are addressing only some of the gaps of the previous generations. Dehghani (2019) recommends shifting from the centralized paradigm of a data lake (or predecessor ware house) and embracing a paradigm (data mesh) drawing from contemporary “distributed architecture: considering domains as the first class concern, applying platform thinking to create self-serve data infrastructure, and treating data as a product”.

Dehghani (2020) differentiates operational data from analytical data. Operational data has a transactional nature with regard to the applications running the business; whereas analytical data provide an aggregated view of the facts of the business over time. Analyses are often modelled to provide retrospective or future-perspective insight. Often existing technology, architecture and organization design reflect the divergence of these two data planes; integrated yet separate, two levels of existence. The divergence is causing fragility, as well as a need for continuous extract, transform, and load (ETL) activities; and ever growing complexity of labyrinth of data pipeline between the two planes, as illustrated below (Dehghani, 2020, Figure 1: The great divide of data).

The ‘data mesh’ paradigm “recognizes and respects the differences between these two planes: the nature and topology of the data, the differing use cases, individual personas of data consumers, and ultimately their diverse access patterns” say Dehghani (2020). However, she adds, the ‘data mesh’ paradigm entails an inverted model and topology based on domains. ‘Data mesh’ “offers a more holistic and efficient way to organise, process, and access data” says Cynozure (2022), and “is an approach to how teams and logistics are organised”. Dehghani (2020), Cynozure (2022) and Christ et al. (n.d.) specify four underpinning principles:

1. Domain-oriented decentralized data ownership and architecture — Splitting up the business goals into ideas and concepts within certain boundaries which smaller autonomous data teams can work on
2. Data as a product — The different data domains are productised. Yuhanna (2022) indicates that data as a service (DaaS) is also known as data as a product (DaaP), and that it “offers several business benefits, including supporting a common view of business and customer data using industry standard protocols”.
3. Creating self-serve data infrastructure — Dividing the different domains among smaller autonomous teams and making the self-serve data platforms
4. Federated computational governance — Creating a unified governance and helping to come up with ways for data to flow from one team to another

Gavish (2022) derived three key concepts pertaining a ‘data mesh’ to highlight how it differs from traditional data architectures.

• Domain-oriented data owners and pipelines — who are held accountable for providing their data as products, while also facilitating communication between distributed data across different locations. Domains are further tasked with managing ingestion, cleaning, and aggregation.
• Self-serve functionality — allowing users to abstract the technical complexity and focus on their individual data use cases
• Interoperability and standardization of communications — some data (both raw sources and cleaned, transformed, and served data sets) will be valuable to more than one domain. cross-domain collaboration is enabled by standardisation on formatting, governance, discoverability, and metadata fields, among other data features. Each data domain further define and agree on SLAs and quality measures that they will ‘guarantee’ to its consumers.

It appears a ‘mesh’ connecting the various data sources pertaining the WIL of qualifications is necessary.

Christ, J.; Visengeriyeva, L. & Harrer, S. (n.d.) Data mesh architecture from an engineering perspective. Electronically accessible from https://t.co/HCzrguXmrg

Cynozure. (2022). Data mesh as a framework for data-driven value at scale. Hub & Spoken, Episode 127, 7 April 2022. Electronically accessible from https://t.co/x8qnxRPyt1

Dehghani, Z. (2019). How to move beyond a monolithic data lake to a distributed data mesh. Martin Fowler articles. Electronically accessible from https://martinfowler.com/articles/data-monolith-to-mesh.html

Dehghani, Z.. Data mesh principles and logical architecture. Martin Fowler articles. Electronically accessible from https://martinfowler.com/articles/data-mesh-principles.html

Gavish, L. (2022) What is a data mesh — and is it right for me? HackerNoon, 15 April 2022. Electronically accessible from https://t.co/oMiqO99kBg

Yuhanna, N. (2022). Four emerging data integration trends to assess: To accelerate their performance in data integration, companies are evaluating and adopting a range of contributing technologies. Computer Weekly, 8-14 February 2022, 20-23.

A template for good practice of work integrated learning (WIL) in programmes

In a research report Martin, Rees, and Edwards (2011a: 6) present a template of key good practices, for each of the six common areas, of in work integrated learning (WIL), outlined and schematically (2011b: 3) as follow:

1. Organisation set-up

1. Placement requirements and support
2. Placement selection and location
3. Risk management issues

2. Student preparation

1. Pre-requisites and theoretical basis
2. Careers interview skills and CV preparation
3. Readiness for practice

3. Supervision

1. On campus academic supervisor and mentor
2. Work place employer
3. Work place university staff

4. Competencies

1. Self-confidence
2. Communication and people skills
3. Teamwork
4. Professional standards

5. Pedagogies

1. Scenario based learning and project work
2. Theory lectures and labs
3. Oral presentations

6. Assessment

1. Learning contract
2. Reflective journal
3. Final report
4. Industry based competency checks
5. Oral presentations

Martin et al. (2011a: 9) state that “there are specific components, which when melded together, define an optimal WIL activity through the tripartite partnership between the employer, the teacher, and the student”, and if “done well, WIL benefits each stakeholder within the tripartite relationship”.

Martin et al. detail (2011a: 12-18, 2011b: 4-5) several aspects concerning organisational set-up, from precursors that influence what is done; to placement selection and location considerations; industry networks as key feature; and risk management issues. They address placement requirements and support; the importance of “developing and maintaining ongoing good relationships with industry” (p. 17) and network support; support required by students while in the field; resources for supporting workplace supervisors (or mentors); as well as administrative and online support needed.

Student preparation is an important aspect, indicate Martin et al. (2011a: 19-21, 2011b: 6-7). It is of foundational importance to ensure students demonstrate both the theoretical knowledge and skills for successful placement experiences; as well as in some instances scaffolding during early work experience. Guidance with CV preparation, interview skills and techniques, and also provision of career and employment services are of significance. Students should be properly prepared in order to be ready for practice experiences. Student resources should provide students with clear expectations.

Martin et al. (2011a: 22-23, 2011b: 8-9) emphasise the importance of formal supervision (and mentoring) with regard to teaching and learning. The learning goals and expectations must be clarified.

Competencies, say Martin et al. (2011a: 24-27, 2011b: 10-11) “are the qualities or extent to which the students develop the necessary ability or knowledge to do something successfully”. The five mentioned competence areas are discussed.

Martin et al. (2011a: 28-31, 2011b: 12-13) outline a number of pedagogies involved, such as (i) mentoring, which requires close supervision and is both time consuming and resource intensive; (ii) oral presentations providing opportunities to reflect on action; (iii) scenario based learning (SBL), which is “based on the concept of situated cognition, which is the idea that knowledge cannot be fully understood independent of its context” and therefore WIL within specific contexts, situations or social frameworks; (iv) the theory taught through lectures and laboratories should be purposefully aligned to the learning outcomes of the programme, and is distinct from experiential learning; (v) and project work, which “is a particular strength of the WIL approach”.

“Informal formative approaches [of assessment] could include the use of technologies such as emails, blogs or other e-journals. More formal [assessment] approaches are the use of a reflective journal and supervisor/mentor, as part of the overall course assessment plan.” say Martin et al. (2011a: 32-36, 2011b: 14-15) and elaborate on a number. The learning contract not only describes the work activities and project focus prepared by the student and negotiated with the host organisation (where after approved by the academic supervisor), but also the bases for assessment. The reflective journal is not meant to merely capture the tasks performed by the student, but also reflections on all the activities throughout the practicum experience. It ought to include revisiting of feelings, re-evaluation of experiences, linking of theory to practice, and planning of future action. “A common feature of the assessment of WIL is the submission of a final report”, say Martin et al. (2011a: 34), which is often orally presented to a panel. It incorporates all formative reflection and summative outcomes of the overall experience; and is either signed off by the workplace supervisor, or in some cases a formal report required. Monitoring of the experiential learning students undergo and industry based competency checks form part of good practice. Some professionally and statutory accredited programmes require specific competency based assessment.

Martin et al. (2011a: 37, 2011b: 16) conclude with a number of further considerations deemed important for resourcing effective WIL programmes.

Martin, A., Rees, M., & Edwards, M. (2011a). Work integrated learning, a template for good practice: supervisors’ reflections. An Ako Aotearoa publication. Electronically accessible from: https://ako.ac.nz/assets/Knowledge-centre/RHPF-c43-Work-Integrated-Learning/RESEARCH-REPORT-Work-Integrated-Learning-A-Template-for-Good-Practice-Supervisors-Reflections.pdf

Martin, A., Rees, M., & Edwards, M. (2011b). Work integrated learning, a template for good practice. Ako Aotearoa. Electronically accessible from: https://ako.ac.nz/assets/Knowledge-centre/RHPF-c43-Work-Integrated-Learning/RESOURCE-Work-Integrated-Learning-A-Template-for-Good-Practice.pdf (booklet)

Making use of Moodle to interact with workplace learning supervisors or mentors

Students that are completing prerequisite workplace-based learning as part of the curriculum of their qualification are generally required to be supervised (or mentored) by suitably qualified (and often registered) practitioners. The Council on Higher Education (n.d.), as independent statutory body, states criterion 15 pertaining ‘coordination of work-based learning’ (2014: 104), among others, that “regular and effective communication takes place between the institution, students, mentors and employers involved in work-based learning [and that] good working relations are maintained between the various parties involved”. Moodle is proposed as potential means towards this end.

Hay and Dale (2014) report that Massey University, in New Zealand, introduced Moodle in 2009 in order to provide students with an internet-based, engaging, rich-media environment that is innovative, flexible and relevant. Social Work students, among others, are required to undertake practicums with social service agencies with the aim of meeting the relevant learning outcomes. During such practicum students are supervised and supported by registered social workers. However, such practitioners may have had zero or minimal training for the role as supervisor; neither does standards for accreditation as field educators exist; nor are there requirements of training prior to becoming a field educator, supervisor, or mentor. Although training is encouraged, workload commitments and/or geographical location may hamper. Such individuals may well lack in confidence, have specialized knowledge or demonstrate pedagogical skills. Practicum, or workplace learning materials include guidelines to supervisors, the learning outcomes, as well as monitoring and assessment templates, but field educators are largely isolated from the university.

Based on past experience of positive relationships between the university and workplace sites, including clear understandings of expectations, resulting more likely in quality practicums; the use of online technologies, more specifically Moodle, had been considered. In 2011 a meta-Moodle site had been developed at Massey University. Workplace supervisors were invited and had to accept in order to access Moodle. Asynchronous modes of communication were utilised. Any participant may send a message or initiate a discussion with other users of the Moodle site. Articles, written materials relevant to the workplace learning context, recorded audio resources, podcasts, and relevant university documentation are made accessible. In addition to serve as news forum, Moodle is also used as forum to provide feedback and encouragement to field supervisors; as well as connecting with each other with the view of developing a community of practice, sharing ideas and strategies. Moodle facilitates on-line learning, developing of insights, broadening of professional perspectives, and strengthening the profession.

The lead author of the article responded to an enquiry, affirming that “Moodle is now the primary learning management system at Massey” University. She “currently teach only distance/extramural courses and so Moodle is [her] only form of communication with [her] students. This works well as [her] messages go straight into their email and they can respond to [her] either by email or in the Moodle site.” However, “The field education site [they] discussed in the article is now not being used. Over time [they] had less and less interest in it from field educators (supervisors) in the placement agencies. While it was easy to access many organisations now do a lot of online training and have good online professional development repositories and so [she] think field educators didn’t necessarily want or feel the need to go into another one. Instead, [they] email every field educator a digital handbook based on frequently asked questions when they agree to take on a placement student.” They further “talk with them by phone and [they] offer training for them in different parts of NZ.”

Council on Higher Education (2014). Distance Higher Education Programmes in a Digital Era: Programme Accreditation Criteria, pp. 81 – 107, Criterion 15, p. 104. In Distance Higher Education Programmes in a Digital Era: Good Practice Guide. Electronically accessible from https://www.saide.org.za/documents/CHE_-_Distance_Higher_Education.pdf

Council on Higher Education (n.d.). Legislative and policy mandate. https://www.che.ac.za/about-us/legislative-and-policy-mandate

Hay, K. & Dale, M. (2014). Moving through Moodle: Using e-technology to enhance social work field education. Asia-Pacific Journal of Cooperative Education, 15(2), 119-128. Electronically accessible from https://www.ijwil.org/files/APJCE_15_2_119_128.pdf.

Developing a meta-Moodle-site for supervisors of workplace-based experiential learning

“The development of a meta-[Moodle]-site for” the workplace-based learning part of work-integrated learning“ enables greater connections between the university and the” workplace supervisors/mentors, found Hay and Dale (2014: 119).

The work-integrated learning (WIL) refers “to a broad range of experience-based education models and curriculum approaches where students engage with industry and community organizations, for example, service learning, work-based learning, community engagement, cooperative education … as well as internships, teacher practicums, clinical placements, engineering sandwich courses, virtual projects, simulations, fieldwork etc.” (Winchester-Seeto et al, 2016: 101). “WIL enables professional development in experiential learning environments.” say Richardson et al. (2013: 28) and “The WIL experience requires students to apply discipline knowledge gained in the traditional university environment to a work context.” (p. 29). However, they say that there is a “lack of understanding of the nature of learning in the WIL environment – what is being learnt and how. Learning in the workplace is influenced by personal, interpersonal, institutional, social and historical factors”. Richardson et al. (2013: 29) emphasise “the importance of preparing industry supervisors for their role”. “Universities often spend considerable resources in developing relationships with employers but fewer resources in ensuring that these employers are equipped and confident in fulfilling their role.” they observe.

The learning spaces differ. Richardson et al. (2013: 27, emphasis added) indicate that “Traditionally, in disciplines that have strong vocational intent such as medicine, accounting, law and architecture, universities have taught the necessary discipline content, while professional practical skills have typically been taught on the job in the graduates’ capacity as trainees within hospitals, law firms, government departments and accountancy firms. Involvement of employers in the training of graduates into the practices of work has been the norm.” The term host supervisor is often “used to refer to anyone responsible for supervising the experience of students who are undertaking a placement or other WIL activity, and includes workplace supervisor, mentor, preceptor and guide.” Say Winchester-Seeto et al (2016: 101). “The value of industry supervisors [Descriptors for industry supervisors include industry mentors, industry supervisors, industry advisors and workplace supervisors.] in providing feedback to students in situ has been found to be significant in facilitating students’ professional development (Footnote from text inserted, Richardson et al., 2013: 29). “Supervision of students, both by the university and at the placement site, is acknowledged as playing a critical role in Work Integrated Learning (WIL) programs … and is a key factor underpinning their success” say Winchester-Seeto el at (2016: 101).

Skinner et al (2021: 89) emphasise the “importance of a coordinated approach, with clear guidelines to ensure supervisors and students have a shared understanding”; as well as “structured and organized placements, with a coordinated approach and clear guidelines for all stakeholders as to the aim and focus of the placement” (p. 92). The Higher Education Qualifications Sub-Framework (South African Government, 2014: 17) specifies that “workplace-based learning must be appropriately structured, properly supervised and assessed”. Two of the four criteria stated by the Council on Higher Education (2014: 104), with regard to work-based learning, include (i) regular and effective communication and good working relations; and (ii) a ‘mentoring system’. Hay and Dale (2014: 120) remark “From experience, positive relationships between the university and agencies as well as clear expectations and understanding of the field educator role are more likely to ensure quality practicum”. “In practicum, students are, in the main, supervised and supported by a registered” practitioner (Hay & Dale, 2014: 119).

Field educators communicate directly with academic staff during the planning stage of the practicum, they are visited approximately mid-way through the practicum by an academic staff member, and they may choose to phone or email staff if any concerns arise. Prior to the practicum the field educators also receive a handbook which covers the key requirements and expectations of the practicum, the templates for the assessment components and material on supervision. Apart from these contacts the field educator is largely isolated from the university. (Hay & Dale, 2014: 120).

Traditionally, the learning pack of WIL modules included a mentor guide, a set of guidelines aimed at equipping the workplace supervisor for her/his role. The content may vary, but essentially meant to outline what the student’s learning outcomes are, what exposure the student requires, what the supervisor need to assess, etc. “Given the time and resource constraints on both academic and” workplace supervisors, Massey University, New Zealand, which already made use of Moodle, questioned “whether online technologies, and specifically Moodle, can be used more effectively for the benefit of” workplace supervisors, reflect Hay and Dale (2014: 120).

“Moodle is an acronym of Modular Object-Oriented Dynamic Learning Environment. It is an internet-based e-learning environment used for educational purposes. As an online environment it is intended to be connected, innovative, flexible and relevant to” students (Hay & Dale, 2014: 119).

The work-integrated learning “Moodle site that had initially been established for practicum [WIL] students was redeveloped so that it was more relevant and accessible to” supervisors (workplace mentors), indicate Hay and Dale (2014: 120). Access is offered to all supervisors, although acceptance of this invitation is required. Asynchronous modes of communication are utilized, including a news forum wherein any participant in Moodle can send messages, and initiate discussions with other users of the site. Articles and written materials relevant to workplace learning, as well as audio recorded resources or podcasts on facets of relevant professional or vocational practice are provided by academic staff.

Hay and Dale (2014: 120) further remark that Moodle has the potential to be used as forum to provide feedback and encouragement to workplace supervisors as students progress through WIL. Workplace supervisors can connect with one another thus developing a community of practice, where strategies can be shared. Such collaboration broadens professional perspectives and nurture development of insights. Academic staff made use of Moodle to guide workplace supervisors with regard to their “often challenging roles as educator, coach, mentor, supervisor and assessor”, and thus enhancing quality.

Council on Higher Education (2014). Distance Higher Education Programmes in a Digital Era: Programme Accreditation Criteria, pp. 81 – 107, Criterion 15, p. 104. In Distance Higher Education Programmes in a Digital Era: Good Practice Guide. Electronically accessible from https://www.saide.org.za/documents/CHE_-_Distance_Higher_Education.pdf

Hay, K. & Dale, M. (2014). Moving through Moodle: Using e-technology to enhance social work field education. Asia-Pacific Journal of Cooperative Education, 15(2), 119-128. Electronically accessible from https://www.ijwil.org/files/APJCE_15_2_119_128.pdf.

Richardson, J., Jackling, B., Henschke, K. & Tempone, I. (2013). Developing a collaborative model of industry feedback for work placement of business students. Asia-Pacific Journal of Cooperative Education, 14(1), 27-43. Electronically accessible from https://www.ijwil.org/files/APJCE_14_1_27_43.pdf.

Skinner, K., Simpson, M., Patton, N. & Robson, K. (2021). Enablers and barriers to interprofessional work-integrated learning placements: A qualitative study of rural and regional allied health supervisors' perceptions. International Journal of Work-Integrated Learning, 22(1), 83-96. Electronically accessible from https://www.ijwil.org/files/IJWIL_22_1_83_96.pdf.

South African Government (2014), Department of Higher Education and Training, Government Notice No 819. Higher Education Qualifications Sub-Framework (HEQSF). Government Gazette No. 38116, 17 October 2014 — §35, p. 17. Electronically accessible from https://www.gov.za/sites/default/files/gcis_document/201410/38116gon819.pdf.

Winchester-Seeto, T., Rowe, A. & Mackaway, J. (2016). Sharing the load: Understanding the roles of academics and host supervisors in work-integrated learning. Asia-Pacific Journal of Cooperative Education, 17(2), 101-118. Electronically accessible from https://www.ijwil.org/files/APJCE_17_2_101_118.pdf.

Criteria for good practice in work integrated learning

“There are no standardised criteria for evaluating WIL”, say Schonell and Macklin (2019: 1198), and add that they found a number of evaluative tools that have been used to determine the quality and effectiveness of WIL strategies. They integrated and synthesised three evaluation approaches, and presented in a table, refined categories and criteria.

Schonell, S. & Macklin, R. (2019). Work integrated learning initiatives: live case studies as a mainstream WIL assessment. Studies in Higher Education, 44(7), 1197-1208. Electronically accessible from https://www.tandfonline.com/doi/full/10.1080/03075079.2018.1425986

Core values of a medical residency programme

‘Residency’ refers to “the period during which a physician gets specialized clinical training”. The Northeast Georgia Medical Center (NGMC) Graduate Medical Education offers an Emergency Medicine Residency, “a three-year program designed to provide residents with top-notch clinical training”, a term used in the field of medicine for work-integrated learning, meaning among others ‘related to the bedside of a patient, the observation and treatment’.

‘NGMC Emergency Medicine Residency’ tweeted 24 September 2021: “We believe that any major endeavor -- like starting a new residency -- should be mission-driven and purposeful. We spent a lot of time developing our 6 official (and 1 unofficial) core values that impact and drive everything we do in our residency. Here are our core values:”

• Core value 1: Clinical education and becoming a good EM doctor is foundational -- the bedrock of any career in emergency medicine. If you want to be a leader, administrator, researcher, advocate, or teacher, you first have to be a good doctor and take good care of patients
• Core value 2: We serve our patients best by actively cultivating an environment of respect for diversity. A diversity of ideas, backgrounds, and experiences, makes us all better and helps us provide better medical care for our patients
• Core value 3: We have a firm expectation of honesty, integrity, and transparency at all levels of leadership. We hold ourselves to a high standard and we will hold our residents to a high standard
• Core value 4: We will always push ourselves and challenge ourselves to be better. We want to exist outside our comfort zone in order to continually grow, improve, and be resilient
• Core value 5: We recognize that residents and physicians perform their best when they have ownership of their work environment and educational environment. We want to recruit high achievers and give them the means and opportunity to develop their own path in medicine
• Core value 6: We believe the best learning comes from unofficial mentorship and we will cultivate a collegial and family feel amongst our residents and faculty
• Unofficial core value 7: Food is love. We will feed our residents, their families, and their children and welcome them into our homes and prepare meals for them

We are looking for residents who are similarly mission-driven, who want to push themselves, who want to be challenged, who are innovative, and who want to impact future generations of emergency medicine!”

The programme webpage states “Training in the fast-paced, high-volume emergency departments and learning from passionate, experienced educators at Northeast Georgia Emergency Medicine Residency will prepare graduates to work in any environment world-wide and will be a springboard for a long and satisfying career in emergency medicine.”

Source

Stolen Knowledge

‘Stolen knowledge’ is about acquired learning, a pedagogical strategy traced back to Lave and Wenger (1991), a process where ‘newcomers’ become ‘old-timers’ as they move from legitimate peripheral participation (LPP) to full participation. Brown and Duguid (1996) use the notion ‘stolen knowledge’ to describe learning taking place in authentic practice. Learners acquire (steal) implicit knowledge by being present, and by participating in the sociocultural context, characterized by a series of circumstances and interactions. Workplace mentors should engage students in on-demand learning, and make it feasible for students to experience full-blooded practice. A great deal of practice remains implicit in practice itself. Opportunities should made feasible for students (learners) to ‘steal’ the knowledge and abilities (keys) needed for role taking in a community of practice.

Sally Burford, S.; Cooper, L. & Miller, F. (2020). Stolen knowledge: Student knowing in workplace practice. International Journal of Work-Integrated Learning, 21(2), 163-176. Electronically accessible from https://www.ijwil.org/files/IJWIL_21_2_163_176.pdf

Chen. P. (2012). Field experiences in instructional design and technology: Legitimate participation and stolen knowledge. Journal of Educational Technology Development and Exchange, 5(1), 13-28.

A conceptual framework for a self-regulated internship model

Roy and Sykes (2017: 7-13) adapted the Zopiatis & Constanti’s (2012) conceptual framework, image immediately below, into a tabular-format, starting with the planning stage, and extended it for the virtual environment.

Zopiatis & Constanti’s (2012)

The Roy and Sykes (2017) conceptual framework for a self-regulated internship model, comprising four-tables, is summarised in the four quadrant table below.

1. Plan ·         Curriculum design, internship specific learning objectives, learning materials ·         Undertaking of mutual commitment signed ·         Role clarification, clear job description, mentoring/supervision, oversight/coor-dination and on-boarding ·         Host organisation policies and procedures ·         Quality assurance measures, standards and evaluation ·         Pre-internship seminar

2. Engage — The virtual Internship ·         Experience diary, activity logging, recording, reflective journaling and tracking ·         On site orientation, training, supervision ·         Assessment, by means of rubrics, of work and progress ·         Discussions and sharing through LMS ·         Feedback to guide the learning experience and intervention

4. Reflect and Reflect ·         Formal reflection, e.g. e-portfolio ·         Evaluation, rubric submission online by supervisor ·         Self-assessment by students ·         Reflective discussion ·         Building a virtual wall of wisdom ·         Stakeholder survey to improve programme

3. Assimilate ·         Interaction with the learning experience ·         Guidance to students through LMS ·         Connection of theory to practice by LMS ·         Online simulations and role-play opportunities ·         Dedicated discussion boards with guided questions ·         Collaboration, cooperation and communication ·         Review of curriculum by stakeholders

The Roy and Sykes (2017: 10) framework includes a fifth table, namely the “student’s self-regulated component of the hospitality internship learning process”, which among others entail each student’s responsibility to secure one or more opportunities with host organisation for a (paid or unpaid)4 to 6-week internship, by requesting a chance to do a project. This may entail volunteering at a professional association conference; working part-time for free; or some innovative idea. Roy and Sykes (2017) further encourage conducting Internet searches for internships; perusing industry journals; attending career fairs; and establish and maintaining relationships with career services. They urge the demonstration of undeniable work ethic, drive, motivation, initiative, and commitment by students. The self-regulated model, they submit, encourages students to negotiate, build self-confidence, utilise critical thinking and develop personal goal setting. Roy and Sykes (2017) argue that within the virtual (or distance) education environment students are already self-regulated (SRL) or self-directed (SDL). While the theoretical backgrounds of SRL and SDL may differ, it results in the student ultimately being responsible for much of the learning process. With SRL, the task is set by the lecturer, whereas with SDL tasks are initiated by the student. With self-regulated learning within the distance environment, the student would be responsible for finding an organisation at which to conduct the activities, which constitutes the self-direction.

Roy and Sykes (2017) report (p. 2) that in “recent years, the literature is increasingly more focused on online internships and their value to students in different disciplines” and cite several authors. They found that the “general consensus is that learning the ins and outs of an industry virtually, using contemporary internship methods, strengthens the students’ expertise and better prepares them for future workplace environments”. They observe that literature reflects that students gain significant benefits from real-life experience irrespective if “an internship, an externship, community project, or field experience”. It is reported that employers say that the completion of a supervised and evaluated internship, or community-based project, would ensure that college graduates possess the needed knowledge and skills. Connecting students from a virtual academic programme with employer organisations, however, is challenging, which prompted Roy and Sykes (2017) to develop “a self-regulated internship model applicable to an online hospitality curriculum”.

Roy, J. & Sykes, D. 2017. A review of internship opportunities in online learning: building a new conceptual framework for a self-regulated internship in hospitality. International Journal of E‑Learning & Distance Education, 32(1). Electronically accessible from http://www.ijede.ca/index.php/jde/article/view/1027

Zopiatis A. & Constanti, P. 2012. Managing hospitality internship practices: A conceptual framework. Journal of Hospitality & Tourism Education, 24(1), 44-51. Electronically accessible from https://doi.org/10.1080/10963758.2012.10696661

pro et contra of virtual sub-internships on career perceptions

The value of work-integrated learning (WIL, originally identified as cooperative education) as career choice clarifier or verifier, has been advocated for more than a century. Ooi and Ooi (2020) in this regard indicate that the “SARS-CoV-2 pandemic has left a huge impact on the career perceptions of trainees and medical students globally”. They elaborate stating that sub-internships have been serving as stepping stones to successful residency programme applications, in that international medical graduates (IMGs) were given the opportunity during final year at medical school to learn about specific residency programmes, and to assess if they are a ‘good fit’, prior to applying. The cancellation of sub-internships or clinical rotation of 4^th year medical students, meant a loss of opportunities to build meaningful relationships; to demonstrate personal level of competence; to gain mentorship; and to acquire letters of recommendation. Some hospitals fortunately organised virtual sub-internships, which entail a series of webinars presented by current residents and programme directors to at least provide insight into the nature, ethos, and values of the residency programme, the hospital, and the team members. Ooi and Ooi (2020) highlight several ‘pros and cons’ (pro et contra) pertaining virtual sub-internships.

Pros:

• Multiple virtual participation within a similar time frame to an in-person sub-internship, affording a more informed choice about which residency programme/s to pursue
• Potential networking opportunities
• No prerequisite requirements or physical constraints limiting participation
• Participation is free and access from comfort of own space

Cons:

• Value of virtual inferior to actual, with no opportunity to demonstrate abilities or work towards a recommendation
• Connection building and gaining mentoring are restrained
• Limited success rate with cold emails
• Partisan and impersonal experience

Ooi, R. & Ooi, S.Z.Y. 2020. The role of virtual sub-internships in influencing career perceptions: an international medical graduate perspective. Medical Education Online, 25:1, DOI: 10.1080/10872981.2020.1821463

Scaffolding, with the intent to ensure the quality of work-integrated learning

Scaffolding, in education, refers to an assortment of teaching strategies (or instructional techniques) employed to progressively enable students in the learning process. The term (or notion) ‘scaffolding’ itself, serves as descriptive metaphor of the “successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition” (Glossary of Educational Reform, 2015). Similar to physical scaffolding, supportive teaching strategies are either implemented or removed as circumstances require.

Differentiation, in contrast to scaffolding, refers to adaptations made to accommodate individuals with diverse learning needs, such as students with disabilities. Scaffolding and differentiation, although distinct, have similar teaching goals, namely learning progression, and might be blended together.

The opposite of scaffolding work-integrated learning (WIL) would be to expect students to find their own relevant place of experiential learning; to negotiate their own learning experiences; to seek their own mentoring; and to submit a specified portfolio of evidence; for assessment. Scaffolding with the intent to ensuring the quality of WIL may include:

• The university (or teaching institution) has relevant WIL ‘study’ guides, experiential learning provider (ELP) guidelines, and mentor guidelines in place
  • Students are prepared for (briefed/readiness) their prerequisite WIL through provided 'study' guides
• The university (or teaching institution) having access to sufficient accredited experiential learning providers in order to facilitate to placement of students for prerequisite WIL
• Facilitation of the placement of students, including contracting of the learning, and the appointment of a suitably qualified mentor for each student
  • In the event of students with disabilities, the placements would include reasonable accommodation cognisant of the nature of disability
• Follow-up monitoring of the learning progression of each student, and regular communication with the experiential learning providers concerned
  • Appropriate intervention/s if such is deemed necessary, for example corrective action
• Assessment of each student’s attainment of specified learning outcomes by both the experiential learning provider and academic staff concerned
• Revision of the curriculum of the academic programme, which might include either or both academic subject/s and/or the WIL part/s, when perceived necessary

Scaffolding. 2015. The Glossary of Education Reform for journalists, parents and community members. Electronically accessible from https://www.edglossary.org/scaffolding/

How work-integrated learning could possibly mitigate some anticipated challenges with respect to the future of work

“The future of work and how to best prepare for it is one of the biggest challenges currently facing governments, employers, educators, and policy makers” say Tara Stevens, Judene Pretti, Norah McRae, from the University of Waterloo. They synthesised 32 contemporary reports and produced an online document which identified six major future of work trends. The further made recommendations about how work-integrated learning could help mitigate some of the anticipated challenges with respect to the future of work.

1. ADVANCES IN TECHNOLOGY—the threats of increased technology, artificial intelligence and automation call for a talent pipeline with appropriate human and technical skill development. Work-integrated learning could contribute to bridging the gap between graduate attributes and industry requirements. Students could reverse mentor workplaces with regard to digital skills and new technologies.
2. DEVELOPING SKILL AGILITY AND TRANSFERABILITY—increasingly needs for complementary skills, agility and ‘hybrid roles’ are evident, which could be developed through work-integrated learning.
3. RESPONSIBILITY FOR ADAPTATION TO THE FUTURE OF WORK—increasingly employees experience pressures to remain abreast and continue to update their skills through lifelong learning. Work-integrated learning is believed to not only lay a foundation, but also serve as model for mid-career upskilling and/or re-skilling.
4. FOSTERING CULTURES OF DIVERSITY AND INCLUSION—needs for more culturally, racial and demographically diverse and heterogeneous employees are experienced. The reflective and reflexive nature of good work-integrated learning practice may contribute increased self-awareness, uncovering of biases, and enhance cultural awareness.
5. THE GIG ECONOMY AND PRECARIOUS WORK—with a increase in gig work, less social protection and financial stability are experienced. Stints of work-integrated learning may provide first hand experiences and awareness of the implications of precarious work and the associated realities and challenges.
6. EMPLOYEE VS. ORGANIZATIONAL VALUES—widening gaps between organisational and personal values are observed. Work-integrated learning could aid students in gaining clarity on own values, as well as an awareness of what talents organisations need. This in turn would contribute to more purposeful engagement after graduation. Organisations in turn could benefit from participating in work-integrated learning provision by more efficient job design, talent attraction and post-graduate conversion and retention.

Perusal of the full online publication is recommended.

Accreditation Criteria for the WIL of Programmes in distance HE, in a Digital Era

Criteria for programme accreditation and for institutional audits were set by the South African Council on Higher Education (CHE) in 2004. These criteria were interpreted from a distance education perspective, in a digital era. The following criteria specifically apply to work-integrated/based learning:

Criterion 1 (iii): Programme Design (p. 86) should indicate how equivalence of learning provision across all sites/contexts will be ensured including, among others, work-integrated learning components.

Criterion 1 (vi): The characteristics and needs of professional and vocational education (p. 88), catered for in the design, namely:

• To promote the understanding of students about the specific occupation for which they are being trained
• Students to master the techniques and skills required for a specific profession or occupation
• Work-integrated learning (WIL) including, workplace-based learning and placement in a work-based environment, forms an integral part of the curriculum according to the HEQSF qualification type selected.
• There are appropriate ‘enabling mechanisms’ (e.g. placements in appropriate and proximate locations) for distance education students, and for the contexts in which they find places for work-integrated learning, where this is appropriate to the programme purpose, to ensure that ‘students master the techniques and skills required’
• There are documented procedures for the identification, training and monitoring/ support of workplace-based mentors as well as making provision for visits/interaction with supervisors appointed, trained and monitored by the institution.
• Institutions make clear how the above will be managed for a distributed student body and a diversity of contexts.

Criterion 15: Coordination of work-based/integrated learning (p. 104) is done effectively, including adequate infrastructure, effective communication, recording of progress made, monitoring and mentoring. These arrangements will likely be more complex in distance provision due to the more distributed nature of students and the geographic footprint of distance programmes which may even extend beyond national borders. Appropriate arrangements will be needed for placement, mentoring and supervision for a more distributed student body to ensure an equivalent learning experience across a wider range of contexts.

• (ii) Learning contracts or agreements are implemented through which the student, the higher education institution and the employer can negotiate, approve and assess the objectives and outcomes of the learning process. Various parties, i.e. the institution, students, mentors and employers, adhere to the contract or agreement on their roles and responsibilities.
• (iii) Regular and effective communication takes place between the institution, students, mentors and employers involved in work-based learning. Good working relations are maintained between the various parties involved.
• (iv) A system (both at the institution and at the place of employment) is in operation to record and monitor regularly and systematically the progress of the student’s learning experience in the workplace.
• (v) A mentoring system enables the student to recognise strengths and weaknesses in his/her work, to develop existing and new abilities, and to gain knowledge of work practices.

Council on Higher Education (CHE). 2014. Distance Higher Education Programmes in a Digital Era: Programme Accreditation Criteria, pp. 81-107 in Distance Higher Education Programmes in a Digital Era: Good Practice Guide. Produced on behalf of the CHE by the South African Institute for Distance Education (Saide). Pretoria: CHE.

Work-based education/work-integrated learning (WBE/WIL)

South Africa's Minister of Higher Education and Training, Dr Bonginkosi Emmanuel Nzimande, signed 27 June 2014 the Policy for provision of distance education in South African universities in the context of an integrated post-school system, which got published 7 July 2014 in the Government Gazette No 37811, as Government Notice No 535.

Whereas the notions workplace learning and work-integrated learning each appears 13 times in the preceding White Paper; the term workplace learning has been replaced by work-based education (WBE); which appears as synonynm to work-integrated learning (WIL) at the end of the glossary of the said policy. 

The glossary defines (emphases added) work-based education/work-integrated learning (WBE/WIL) as:

a component of a learning programme that focuses on the application of theory in an authentic, work-based context. It addresses specific competences identified for the acquisition of a qualification which relate to the development of skills that will make the learner employable and will assist in developing his/her personal skills. Employer and professional bodies are involved in the assessment of experiential learning, together with academic staff. Distance methods may usefully be used in providing a structured WBE/WIL experience within a larger learning programme; the provision of WBE/WIL, and the need for placement, mentoring, support, supervision and assessment present particular challenges for large scale distributed distance education provision and require special attention in the planning, resourcing and monitoring of programmes offered in distance mode.

It appears as if the notions and explanation have been haphazardly thrown together in that work-based education could be considered a sub-discipline of eduction, concerned with methods of work-based learning and the facilitation of learning that is work-based. The definition disregards the notion education and start by stating WBE/WIL is component of a learning programme.

The definition makes provision for the use of distance methods to provide WBE/WIL, but in the same sentence specify placement, mentoring, support, supervision and assessment. What the definition does get right is that planning, resourcing and monitoring require special attention. However, in the South African higher education context the work-integrated learning part/s of manny curriculums do not get state subsidy. Instead, funding is to some extend channeled through the Sectoral Education and Training Authorities (SETAs).

Workplace learning, step 5 of 7, of the South African decade of the artisan

Demonstration of “real competence in any occupation” entails “whether a person can apply and transfer learning at the workplace or across a variety of workplaces”, states the South African Department of Higher Education and Training. 2014 to 2024 has been declared the DECADE OF THE ARTISAN in South Africa, with an extensive programme to support the notion.

Workplace learning is considered the most critical component of learning in artisan development towards real competence. The 7-Steps of the National Artisan Development are:

• Step 1: Career Guidance and Management
• Step 2: General or Vocational or Fundamental Knowledge Learning
• Step 3: Learner Agreement Registration and Contracting
• Step 4: Occupational Knowledge and Practical Learning
• Step 5: Workplace Learning
• Step 6: Trade Testing and Recognition of Prior Learning
• Step 7: Assurance and Certification

During workplace learning the occupational knowledge and practical learning of step 4 are assimilated and applied in the workplace. Workplace learning exposes students/learners “to real life situations within the workplace including all aspects of the [particular] occupation such as work ethics, safety, responsibilities and quality performance of work required by industry".

Workplace learning is regarded “the most significant and most difficult of the various learning processes” and the support of a “qualified workplace mentor, previously known as the journeyman” is therefore regarded essential. “Workplace mentors are qualified and experienced artisans [or practitioners] in the same trade [occupation/profession as] the artisan learner [or student] is registered for”, which unfortunately—due to scarcity, hampers workplace learning. The proposed solution is “to bring back retired artisans to fulfil the function of a mentor in the workplace”.

The workplace learning process entail “on the job” learning; allowing the student/learner to progressively and sequentially apply what has been acquired in step 4 (above) in a real workplace. During workplace learning, the student/leaner is exposed to the entire scope of the
trade/occupation/profession; in accordance to the curriculum of the occupational trade or other qualification; in order to ensure that once qualified, the person will be fully competent to become a productive worker in the industry/profession and will only need further specific industry training.

Inductive and problem-based pedagogies are used in workplace learning

Inductive pedagogy, meaning learning starts with real-life (in vivo) experiences or examples, upon which theory is built or experiences from which theory is extrapolated. Problem-based pedagogy reinforces learning in that students use both prior experiences and theoretical knowledge to solve problems and challenges. Nuninger and Châtelet (2011, 93) argue that inductive and problem-based pedagogies is generally much better than deductive pedagogy, where theory is first taught and then applied. Errors made are acceptable and correction takes place through reflective practices.

Nuninger and Châtelet (2011, 88) emphasise the importance shared responsibility between university and industry for inductive pedagogy; especially with regard to mentoring/tutoring and the assessment of skills proficiency. Academic knowledge is generally evaluated by lecturers, whereas workplace competencies jointly evaluated by industry and academia.

Nuninger, W. and Châtelet, J.M. 2011. Work-Integrated Learning for Engineers in Coordination with Industries. In P. Keleher; A. Patil, R.E. Harreveld (eds). 2011. Work-integrated learning in engineering, built environment and technology: diversity of practice in practice (pp. 85-109). Hershey, Pa.: Information Science Reference.