Learning in vivo

WIL at post-graduate level facilitate greater relevance of higher education in the workplace

“Within the South African higher education context, the most significant effort to align doctoral education with the world of work has been the introduction of Work Integrated Learning (WIL)” observe Treptow (2013: 83), who derived insights from employers through interviews. This blogpost builds on ‘work integrated research higher degree (WIRHD) studies’. Further to the integrative framework of the WIHRD context in which both Chen et al (2008: 133), as well as Stewart and Chen (2009: 162), illustrate the unique components; Bernhard and Olsson (2023: 517), in a manuscript aptly titled ‘one foot in academia and one in work-life’, illustrate with the bold arrow in the figure 1 below the required mutual relationships.

Bernhard and Olsson (2023: 517) assert that “the industrial PhD student should not alone be responsible of bridging academia and work–life”, but that “the interactions between these academia and industry need to be strengthened throughout the entire PhD education”. They remark that “both academia and industry must have detailed insights into industrial PhD education to recognize and fully exploit these learning benefits while building, sustaining and resilient collaboration over time promoting a future workforce of researchers with skills, practices and learning capabilities applicable in contemporary society”. In another manuscript the same two authors present (figure 2 below) a ‘WIL-based framework of industrial PhD education collaboration’ (Olsson & Bernhard, 2023: 532).

Olsson and Bernhard (2023: 526) report about “explorative qualitative research on industrial PhD student collaboration was conducted over a three year period (2019-2022)”. Their findings reflect the integrated perspectives “industrial PhD students (IPS), academia (A), and practice (P)” with WIL applied as theoretical lens to identify both benefits and challenges (p. 528). Table 2 (p. 529) illustrate the mutual benefits with selected quotes and categorised “in sub-themes: (i) access to practice – inclusion in networks, projects, and empirical data; (ii) understanding of practice – contextual understanding, inclusion, and tacit knowledge; and (iii) integration of theory and practice – multiple perspectives and knowledge creation” (p. 528).

Despite the benefits above, there are also challenges and tensions indicate Olsson and Bernhard (2023: 529-530). The identified challenges, illustrated by selected quotes in Table 3, “are categorized in the following sub-themes: (i) understanding and expectations of the collaboration; (ii) formal agreements for collaboration – administrative bureaucracy, financing, and conflicts of interest; (iii) inclusion and access; and (iv) integration of research in practice – societal impact”.

 

The significance of collaboration, mutual understanding, agreements, inclusion and integration are noteworthy. These are key success factors towards industry PhDs.

Bernhard, I. & Olsson, A.K. (2023). One foot in academia and one in work-life – the case of Swedish industrial PhD students. Journal of Workplace Learning, 35(6). 506-523. https://doi.org/10.1108/JWL-11-2022-0157

Olsson, A.K. & Bernhard, I. (2023). Transforming doctoral education: Exploring industrial PhD collaboration in Sweden. International Journal of Work-Integrated Learning, 24(4), 523-536. https://www.ijwil.org/files/IJWIL_24_4_523_536.pdf

Treptow, R. (2013). The South African PhD: Insights from employer interviews. Perspectives in Education, 31(2), 83-91,142.

 

Work-related learning entails acquisition of knowledge & skills to function optimally

The homepage of the International Journal of Work-Integrated Learning (IJWIL) defines (in part) work-integrated learning (WIL) as "an educational approach involving three parties - the student, educational institution, and an external stakeholder - consisting of authentic work-focused experiences as an intentional component of the curriculum” and provide examples such as “work-related projects/competitions” (emphasis added).

Gijbels et al (2012: 417), citing Taris (2007), define work-related learning (WRL) as the “acquisition of new knowledge and skills that are of importance in order to be able to function within the work situation”. They remark that formal learning programmes unfortunately do not necessarily keep up with the rapidly changing “requirements for workers’ knowledge, skills and attitudes (KSA) to stay competent” in jobs that are constantly changing. Therefore, they observe that WRL is of “increasing in importance for retaining a productive workforce, and for the employees themselves in retaining their employability”.

Gijbels et al (2012: 417) indicate that WRL includes both formal employer-sponsored training and educational initiatives, as well as informal “learning from the workplace environment and the job structure. Everyday work practice is full of potential learning processes”. Often informal learning takes place unconsciously, for example, from correcting/rectifying mistakes made, overcoming problems encountered, by consulting peers or asking for advice from colleagues, through observation, reading, and listening.

Van Puijenbroek et al (2014: 159) indicate that “The increasing use of social media at work offers organizations new opportunities for employee learning on the job”. Generally, the use of mobile devices and a multitude of social media are increasing. Instead of discouraging usage in the workplace, “a supportive organizational culture, where learning and knowledge sharing are values shared by all employees” is recommended; which would be encouraging employees “to communicate faster and to share knowledge”, as well as to “learn anytime and anywhere”; by interacting, sharing information with each other, and learning continuously. “An important dimension of such an organizational culture is communication, especially dialogue and inquiry”, where “employees collaborate by building trust, giving each other feedback and asking for it in return” (p. 160).

Virtual human resource development (VHRD) “is defined as ‘a mediarich and culturally relevant web environment that strategically improves expertise, performance, innovation and community building through formal and informal learning’”, indicate Van Puijenbroek et al (2014: 159) by citing Bennett (2009, p. 365).

Van Puijenbroek et al (2014: 161) researched “the effect of social media use on workplace learning”. The conceptual model of their study, comprising two hypotheses, is presented in Figure 1 below.

• Hypothesis 1: Employees who use more social media in their job will perceive they learn a lot compared to employees who use little or no social media in their job.
• Hypothesis 2: The effect of social media use on work-related learning will get stronger as employees perceive a stronger culture of dialogue and inquiry.

Van Puijenbroek et al (2014: 167) found “that social media use has a positive relationship with learning activities that employees say they carry out in their jobs”. Those “employees who highly use social media in their jobs” learned more frequently.

Gijbels, D.; Raemdonck, I.; Vervecken, D. & Van Herck, J. (2012). Understanding work-related learning: the case of ICT workers. Journal of Workplace Learning, 24 (6), 416-429.

International Journal of Work-Integrated Learning (IJWIL) https://www.ijwil.org/

Van Puijenbroek, T.; Poell, R.F.; Kroon, B. & Timmerman, V. (2014). The effect of social media use on work-related learning. Journal of Computer Assisted Learning, 30, 159–172. https://doi.org/10.1111/jcal.12037

The relationship between job insecurity, work-related learning, and occupational self-efficacy as mediator

Although work-related learning (WRL) in this context pertains to the learning and development of employees, it is postulated that insecurity of job prospects could possibly impact the WRL of students.

“A potentially important factor that may link job insecurity and work-related learning is occupational self-efficacy” say Van Hootegem, Sverke and De Witte (2022: 230). Literature suggests “that job insecurity negatively affects the way in which individuals perceive themselves … and that self-efficacy plays an important role in the extent to which employees engage in learning behaviour”, they indicate.

Van Hootegem et al (2022: 230) “propose that job insecurity may incite a loss spiral, which travels via occupational self-efficacy to work-related learning”. A spiral can be defined as a consecutive winding or coiling curve, in a continuous and gradually tightening (loss) or widening (gain) around a central point on a flat plane, or about an axis to form a cone. Spirals illustrates the conservation of resources (COR) theory in that ‘initial loss/gain begets future loss/gain’.

Job insecurity is a significant stressor in contemporary working life, with detrimental consequences not only for individuals, but also organisations. The construct ‘job insecurity’ relates to both job continuity (quantitative) and content/characteristics (qualitative) of jobs. During turbulent times a decline in acquisition of knowledge, skills, abilities, and other characteristics (KSAOs) could further endanger an employees’ potential to adapt. The construct ‘learning behaviour’ is conceptualised in two ways, namely process and the outcome. Process pertains to the extent to which employees engage in learning behaviours or activities. Outcome suggests changes in employees’ professional KSAOs and performance of work. Occupational self-efficacy (OSE) is defined as “the competence that a person feels concerning the ability to successfully fulfil the tasks involved in his or her job” (Van Hootegem et al,2022: 232). OSE not only plays a central role in COR theory, but also constitutes an important resource in personal mastery and control over one’s environment.

Van Hootegem, A; Sverke, M; & De Witte, H. (2022). Does occupational self-efficacy mediate the relationships between job insecurity and work-related learning? A latent growth modelling approach. Work and Stress, 36(3), 229–250.

Work-related learning (WRL), defined as learning in and at work

The period of “transition from higher education to work”, in the life of young adults, is significant in that “entrance into a new context brings its own challenges”, say Grosemans, Coertjens, and Kyndt (2020: 20). “Early-career employees are expected to develop new competences and deepen their current competences”, which “can be achieved through work-related learning” (WRL). Literature about “learning relevant to work can be conceptualized in at least two ways”, say Sambrook (2005: 102), namely “learning that occurs at the place of work and learning that is embedded in work processes”—illustrated in Figure 1 below; and therefor “the term work-related learning [WRL] encompasses all forms of learning in and at work”. Other differentiated "learning at work, for work and through work". Grosemans et al. (2020: 20) indicate that work-related learning involves both formal and informal learning activities, as well as both on and off the job learning. “Formal learning activities are those activities that are more strictly organized, often within a fixed and limited time span”, whereas “informal learning activities are typically activities that follow from” carrying out work/assigned tasks. The UK, ‘work-related learning guide’ (DCSF: 6) defines of work-related learning as a “planned activity that uses the context of work to develop knowledge, skills and understanding useful in work, including learning through the experience of work, learning about work and working practices, and learning the skills for work”.

While “work-related learning is demonstrated to be particularly important for graduates embarking on their career, as the entrance to their new job comes along with many challenges that can trigger work-related learning”, “little is known about work-related learning in the case of early-career employees”, say Grosemans et al. (2020: 20), and “the question remains as to how factors in higher education can prepare students for future work-related learning”. Three orientations are perceived as significant “antecedents of work-related learning in the transition from higher education to work”, namely learning-goal orientation, performance-approach orientation, and performance-avoidance orientation observe Grosemans et al. (2020: 20-2). It has been found that students with a high learning-goal orientation are generally focused on developing required competences and performing tasks in order to learn new things; whereas students with a high performance-approach orientation are particularly directed towards demonstrating their competences and/or comparing themselves with other; but that students with a high performance-avoidance orientation endeavour to avoid tasks of which they expect the consequences to be negative. Self-efficacy, i.e., “the ‘belief in one’s own capabilities to organize and execute the courses of action required to produce given attainments’” and “perseverance in taxing situations”, is regarded as “critical to increase preparedness for the transition to work”

Sambrook (2005: 106-7) further indicates that “a key factor supporting work-related learning is the use of information and communication technologies (ICTs)” because “the Internet (web-based) enables the delivery of computer-based training across time and distance”.

DCSF stand for United Kingdom Government, Department for Children, Schools and Families.

Grosemans, I.; Coertjens, L. & Kyndt, E. (2020). Work-related learning in the transition from higher education to work: The role of the development of self-efficacy and achievement goals. British Journal of Educational Psychology, 90(1), 19–42.

Sambrook, S. (2005). Factors influencing the context and process of work-related learning: synthesizing findings from two research projects. Human Resource Development International, 8(1), 101 – 119.

United Kingdom Government, Department for Children, Schools and Families. (2009). The Work-Related Learning Guide (Second Edition). https://dera.ioe.ac.uk/id/eprint/10591/7/Work-related_learning_Redacted.pdf

Workplace learning (WPL) and work-related learning (WRL) are associated with training activities such as continuing professional development (CPD)

Workplace learning (WPL) and work-related learning (WRL) “are more associated with training activities such as continuing professional development (CPD) courses.” Say Gerhardt and Mackenzie-Philps (2018: 409) They remark that “terms are [often] used extensively interchangeably with conflicting conceptualisations” which may results in confusion.

Gerhardt and Mackenzie-Philps (2018: 409) indicate that work integrated learning (WIL) is “a more encompassing term”, meaning including entirely or comprehensively, and differentiate “work-based learning (WBL) is what is learnt by working, by the actual undertaking of work activities”. It “questions the more traditional notion that knowledge is held and transferred by the privileged few through formal situations in pre-determined ways” and “specifically, enables accelerated access through transferable skills, initial professional preparation for the ‘real world’, explicit contextual professional development and the use of problem-based learning” (PBL). In contrast “to workplace learning (WPL) and work-related learning (WRL)”, WBL is furthermore linked “to academic learning and programmes”, they say.

They remark further that “generally, WIL are structured programmes of learning where work skills are practised or experienced in a work-like environment”; and elaborate that “only WBL is attached to an academic programme or course”. They indicate that “WIL will often involve online and blended learning (OBL) modes of delivery” or multimodal learning, because such modes “allows working adults access to learning anywhere at any time”. A positive correlation has been found “a between technology usage and the individual development of skills, knowledge, and productivity, i.e. self-efficacy.” (Gerhardt & Mackenzie-Philps, 2018: 409).

“Online technologies and social media innovations … enable progression as it facilitates access wherever you are”. Furthermore “virtual learning environments (VLEs) or learning management systems” (LMSs) as educational space, enhance learning say Gerhardt and Mackenzie-Philps (2018: 410) because of their popularity “among students as they ‘coordinate many different aspects of your study and can generally be used in flexible ways, when and where you choose’”. The VLE/LMS lend itself to facilitating communication; providing training, teaching material and resources; serving as self-testing and assessment portholes or as mediating tools; and supporting inter/tra-action and collaboration. Social networking sites (SNSs) “can further enhance learning, collaboration and engagement and can include forums, weblogs, social networks, video, images and podcasts”

Gerhardt, T. & Mackenzie-Philps, L. (2018). The challenges and opportunities of ICT in WIL, A case study among priests exploring the correlation and trajectory between effective WIL and ICT pervasiveness. Higher Education, Skills and Work-Based Learning, 8(4), 408-421. DOI 10.1108/HESWBL-07-2017-0045

How the frequency of quality communication impacts the psychological contract of e-Internships

Jeske and Axtell (2018) differentiates two types of computer-mediated internships (also known as virtual or e-internships); namely, (a) those that are entirely simulated with the aim of knowledge and skill acquisition, and (b) those that are by means of tele-working, and involving an actual employer, but characterised by working remotely. Jeske and Axtell (2018) found that e-internships offered in more than two dozen countries vary in duration; as well as the hours of ‘work’ expected, with regard to which flexibility is permitted; and is lacking the permanency and/or continuity, which is usually associated with other forms of employment. Organisations offering e-internships, Jeske and Axtell (2018) found, include for-profit companies, small and medium-sized employers, start-ups and entrepreneurs, non-profit organisations, and government agencies. Although e-internships have been in existence for more than a decade, little is known with regard to their general management challenges for supervisors, say Jeske and Axtell (2018), who decided to research the psychological contracts of e-internships. The term 'psychological contract' (illustrated below), which emerged in the early 1960s, refers to the unwritten set of expectations between the parties concerned, and may include expectations, respective beliefs, perceived obligations, informal arrangements, etc. Jeske and Axtell (2018) identified four relationship characteristic-types of psychological contracts in literature, namely transactional, relational, balanced, and transitional.

The frequency of communication, through different media, appears to improve the quality of the relationship, the task clarity and the knowledge exchange, found Jeske and Axtell (2018). This is deemed of significant importance from the perspective of both the CHE’s programme accreditation and institutional audit criteria pertaining work-based learning, namely:

• Criterion 15, including implemented learning contracts/agreements with regard to objectives and outcomes of learning; regular and effective communication and good working relations; regular and systematic monitoring of progress; and an enabling mentoring system (Council on Higher Education, 2014: 104, 2004a: 20)
• Audit criterion 7(iii) same as above (Council on Higher Education, 2004b: 11)

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 (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

Jeske, D. & Axtell, C. M. 2018. The nature of relationships in e-internships: A matter of the psychological contract, communication and relational investment. Journal of Work and Organizational Psychology, 34, 113-121. https://doi.org/10.5093/jwop2018a14

Three types of intelligent virtual tutoring agents to scaffold virtual laboratory experiential learning

Yu, Brown and Billett (2005: 7) concluded more than a decade ago that “Computer-based virtual learning environment is a relatively new technology in education and training. Studies to date have shown VLEs potentially benefits both educators and students, particularly in higher education and in the delivery of complex scientific concepts and principles. It eliminates time and geographical constraints. At the moment, such applications would not replace real world laboratory exercises. Students, however, could augment their real life laboratory experience. They can explore the virtual laboratory experiments in a relaxed and flexible environment at their own speed and need. They can use it at revision time, when access to the real laboratory may be prohibited in an unsupervised way, due to the expensive or dangerous nature of the laboratory exercises. Educators can add to their battery of course materials to promote more effective understanding of curricula, and more easily accessible course resource.”

About ‘virtual tutoring agents’ Yu, Brown and Billett (2005: 7) elaborate on the “development of a set of intelligent tutoring agents” to ‘scaffold’ virtual laboratory experiential learning for students. They explain an ‘intelligent agent’ as “a section of computer programme that simulates a human relationship by doing something that another person could do” and name three types:

1. Deductive tutor provides assistance to students in the course of their deduction with scientific problem solving, which is required to accomplish their tutorial. For example, if students add a certain liquid to a tube, but instead they select a wrong tube, the deductive tutor will display a warning message and play an audio track to the students.

2. Rule-based tutor provides assistance to students by:

• Encoding a set of rules of an experiment.
• Monitoring a student's action and looking for one of these rules to be "broken".
• "Visiting" students to present expert advice.

For example, there are dilution rules: (1) the amylase in tube 1 should be diluted from the Amylase bottle (the first bottle from left in Figure 2) and (2) the amylase in tubes 2 to 6 should be diluted from the tube to the left of the current one. If the students break one of the dilution rules, the rule-based tutor will remind them. It also tells students where to find a relevant case-based virtual tutor for demonstration.

3. Case-based tutor provides assistance to students by presenting an example of closest relevant experience. For example, a video for each experimental procedure is embedded in the virtual step in the Help system.

The deductive and rule-based tutoring agents are embedded in the 3D virtual environment to monitor

student's actions and record the status of the objects in the learning process to ensure the learning tasks tackled. A virtual agent provides the students with advice once the students make a mistake, overlook an object or break a rule, which result in the experimental progress toward successful completion impasse.

The advice is designed in both text and voice message formats for greater accessibility.

The case-based virtual agents are embedded in the Help system in order to reduce the working load of the 3D virtual laboratory. The case-based virtual agents play a video stream to demonstrate a procedure of the experiment once a request is explicitly made.

Yu, J.Q.; Brown, D.J. & Billett, E. (2005). Development of a Virtual Laboratory Experiment for Biology. European Journal of Open, Distance and E-Learning, 8(2). Electronically accessible from http://www.eurodl.org/materials/contrib/2005/Jian_Quing_Yu.pdf

Experiential learning in a distance e-learning context

Knud Illeris (2016: 201), inducted in 2006 to the ‘International Adult and Continuing Education Hall of Fame’ (2018) in the fields of continuing education and adult learning, remarks that ‘workplace learning’ and work-based learning’ taking place directly in the workplace “became popular slogans in the context of vocationally orientated education”. He indicates the paradoxical nature of this popularity in the light of historical trend that the bulk of curriculums were transferred from workplaces to formalised education. Illeris (2016: 202) points out “this has been absolutely clear: more and more schooling and less and less educational training at the workplaces”. Enterprises furthermore want education to be financed by the state. Illeris instead emphasise the need for lifelong learning during work life, with the view of continuously ‘upgrading’ the base qualifications of employees.

Many aspects evolved since the beginning of the twentieth century, when cooperative education systems and sandwich education programmes were introduced in Northern America and Europe respectively, and subsequently spread internationally. Among the many changes, there had been an explosion of e-learning, say Arthur and Raine (2016), who indicates two main reasons. First is technological advances associated with the Internet that resulted in substantial affordable educational resources, networked learning, new ways in which knowledge is imparted, etc. The second reason is the importance of knowledge for economic growth. “At a time of budget constraints …” say Arthur and Raine (2016: 144) “… efficiency drives and a continuous emphasis on optimising value-for-money, the contemporary and emerging technologies offer unique opportunities for the education sector.” The emphasis on e-learning and diminishing opportunities for workplace learning as part of the curriculum, prompt the pursuance of simulations and educational alternatives to real-life experience, in order for graduates to gain competence.

Dadze-Arthur and Raine (2016: 146) explain that “e-learning, also referred to as distance learning or online education, can be understood as learning that involves students doing all their classroom activities outside the traditional classroom, at a distance from their school or college, and supported by technology-based tools”. Unisa (2018) states that the university “is the largest open distance learning institution in Africa and the longest standing dedicated distance education university in the world”. It therefor makes sense that Unisa would favour simulations and other electronic facilitated experiential learning to actual placements of students.

Beard, Wilson and McCarter (2007: 4) remark that a limited number of underpinning theories exist with regard to e-learning, which is often “technology-led rather than theory-led”. They coined the expression E²-learning with regard to the fusion between experiential learning and e-learning. According to Baasanjav (2013: 576) the term “refers to the possibility of bringing together everyday experience and communication technologies”. Dadze-Arthur and Raine (2016: 146) simply uses experiential-electronic learning (EE-Learning), qualified as the notion of ‘experiential learning in a distance-learning environment’, which is generally to be understood as a combination of experiential learning and e-learning with the goal to create a strong, interactive learning community.

Bates (2014) responded to a colleague stating that experiential learning cannot be done online that “experiential learning is [indeed] like most design models: it is independent of the mode of delivery. What matters is how well it is done.” Bates points out that there is a range of teaching design models that embed real world contexts into learning, namely problem-based learning, case-based learning, project-based learning, inquiry-based learning, cooperative (work- or community-based) learning, and apprenticeships.

David Kolb’s cyclical theory (1984) is deemed synonymous with experiential learning. He synthesised three earlier models of learning through direct experience, namely the models of Dewey (1938), Lewin (1946) and Piaget (1972). Kolb argues that concrete real-life experiences (CE) provide a reference point for learning. Specific meanings and emotional stimuli in turn serve as material to consider and examine from a variety of perspectives, which entail reflective observation (RO). This in turn result in the looking for patterns, building concepts, testing of theories, and drawing logical conclusions about future implications, a process of abstract conceptualization (AC). People complete the cycle by drawing upon previous insights to solve problems and make decisions, the stage of active experimentation (AE). Kolb (1984) asserts that for learning to be effective in acquiring knowledge or skill, people need to engage fully in four successive stages. Dunlap, Dobrovolny and Young (2008) emphasise that Kolb’s cycle presents itself as scaffold in the design of E²-learning. As result of the transactional distance involved in e-learning, students easily experience real-world projects as frustrating, ineffective, and demoralizing. Kolb's model is therefore promoted as design-mould to provide structure and sequence for students.

In 2011, the South African Council on Higher Education (CHE) published ‘Work-Integrated Learning: Good Practice Guide’ (CHE, 2011), which differentiates several work-integrated learning (WIL) curricular modalities, as alternatives to actual workplace (WPL) or work-based learning (WBL) namely:

• Work-directed theoretical learning (WDTL), which entails theoretical forms of knowledge are introduced and sequenced in ways that meet both academic criteria and are applicable and relevant to the career-specific components
• Problem-based learning (PBL), a pedagogic approach that involves students learning through the structured exploration of a practice-based or research problem
• Project-based learning (PJBL), which brings together intellectual inquiry, real world problems and student engagement in relevant and meaningful work

34 (p. 17) of the South African ‘Higher Education Qualifications Sub-Framework’ (HEQSF, 2014) states that “In the HEQSF, WIL may take various forms including simulated learning [SWE], work-directed theoretical learning [WBTL], problem-based learning [PBL], project-based learning [PJBL] and workplace-based learning [WPL]”. §34 further states that “The selection of appropriate forms of work-integrated learning depends on the nature and purpose of the qualification type programme objectives and outcomes, the NQF level at which the WIL component is pegged, institutional capacity to provide WIL opportunities, and the structures and systems that are in place within professional settings and sites of practice to support student learning.” (acronyms added).

 

References:

Baasanjav, U. (2013). Incorporating the experiential learning cycle into online classes. MERLOT Journal of Online Learning and Teaching, 9(4), 575—589.

Bates, T. (2014). Can you do experiential learning online? Assessing design models for experiential learning Accessible from https://www.tonybates.ca/2014/12/01/can-you-do-experiential-learning-online-assessing-design-models-for-experiential-learning/

Beard, C.; Wilson, J.P. & McCarter, R. (2007). Towards a Theory of e-Learning: Experiential e-Learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 6(2), 3-15. https://pdfs.semanticscholar.org/95b4/bf51ed82edf9bb529574d65df250fb595df7.pdf

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

Dadze-Arthur, A. & Raine, J.W. (2016). Experiential Learning and Teaching at a Distance: How Distinctive an Experience? In Developing Public Managers for a Changing World. Published online: 19 Dec 2016; 141-159. Permanent link to this document: https://doi.org/10.1108/S2045-794420160000005008

Dunlap, J; Dobrovolny, J; and Young, D (2008) Preparing e-Learning Designers Using Kolb's Model of Experiential Learning, Innovate: Journal of Online Education: Vol. 4: Iss. 4, Article 3. Available at: http://nsuworks.nova.edu/innovate/vol4/iss4/3

Illeris, K. (2016). Working and learning, chapter 18, 201-216. In Learning, Development and Education, from learning theory to education and practice—the selected works of Knud Illeris. New York: Routledge.

International Adult and Continuing Education Hall of Fame. (2018). About the Hall of Fame (https://www.halloffame.outreach.ou.edu/about.html), 2006 Hall of Fame Inductees (https://www.halloffame.outreach.ou.edu/by_year/HOF_2006.html), and Knud Illeris (https://www.halloffame.outreach.ou.edu/2006/illeris.html).

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 http://www.gov.za/sites/www.gov.za/files/38116_gon819.pdf and/or http://www.che.ac.za/sites/default/files/publications/CHE%20-%20Higher%20Education%20Qualification%20Framework%20-%20EDITED%20171013.pdf

Practice-based education as means to preparing graduates for occupational practice

The publication ‘Practice-based education — Perspectives and Strategies’ presents and deals with “PBE as a notion and an approach to education that is grounded in the preparation of graduates for occupational practice” states Higgs (2012: 3).

Trede and McEwen (2012: 27) use practice-based education (PBE) as umbrella term for a set of educational work-integrated practices, which share a situated and contextualised approach to professional education at universities. They observe that PBE is located in a contemporary space of regulated national standards and competency frameworks that are emphasising technical skills and knowledge. There is a preoccupation with graduates being work-ready, what they can do, and with procedures—in order to ‘hit the ground running’ when employed. Trede and McEwen (2012: 28) argue that PBE should provide a holistic perspective of professional practice, as being socially-situated and contextualised. Professional identity formation is an equally important aspect of PBE.

Higgs (2012: 6, 8-9) presents (Table 1.2 Download Higgs_J_pp8-9) a range of dimensions of teaching and learning activities (or standards) involved in achieving learning outcomes, namely:

• Curriculum design (qualified as the planned content, learning activities and assessment)
  • Standard 23—Staff in workplace learning placements ensure a relevant balance between student learning and client services
• Curriculum review (specified as continuous quality improvement)
• Risk management of the curriculum
• Actual PBE teaching and learning activities
  • Standard 29—Distance students have learning activities to develop practice skills, cultural capabilities, interactive skills, professional identity, etc.
• Inclusion of work-integrated learning (WIL) or workplace learning (WPL) activities
  • Standard 31—Provide WPL activities to gain real-world and/or simulated experiences to develop sound decision making in practice
  • Standard 32—Provide WIL strategies (e.g. simulations, e-learning, visits by industry partners and clients) to bring the practice work into the classroom (E-learning is of particular value to distance students.)

Higgs (2012: 6, 10-11) presents (Table 1.3 Download Higgs_J_pp10-11) the infrastructure and resources necessary for good PBE, namely:

• Staffing (including numbers and expertise)
• Staff support and development systems
• Student support systems
  • Standard 39—Systems and schemes are in place to support students and their participation in learning opportunities (e.g. WPL placements)
• On-campus workplace learning environments
  • Standard 40—To enable students to gain relevant work experience either to complement real-world experience or, when real workplace learning is not feasible, the school/faculty provides alternative learning opportunities, e.g. via simulated learning and workplaces or university clinics/farms, etc.
  • These strategies provide for:
    • developing practice skills & knowledge of the occupation
    • developing professional identity
    • learning to work in practice communities
    • developing relevant interaction and social capabilities
    • developing professional decision-making and self-appraisal skills
  • Standard 41—Resources create an up-to-date practice-relevant setting that enables student to experience their practice world, e.g.
    • real/simulated clients
    • practice workloads
    • real/simulated interactions with practice communities, clients and local communities
• Learning resources

Higgs, J. 2012. Practice-based education — the practice-education-context-quality nexus, 3-12. In Higgs, J. et al. (Eds.). Practice-based education — Perspectives and Strategies. Rotterdam: Sense Publishers.

Trede, F. & McEwen, C. 2012. Developing a critical professional identity — engaging self in practice, 27-40. In Higgs, J. et al. (Eds.). Practice-based education — Perspectives and Strategies. Rotterdam: Sense Publishers.

Higgs, J., Barnett, R., Billett, S., Hutchings, M. & Trede, F. 2012. Practice-based education — Perspectives and Strategies. Rotterdam: Sense Publishers.

Odgers Berndtson's CEO for one day leadership selection initiative #ceox1day

An “opportunity to assess [prospects] without any obligations” (p. 136) of creating permanent employment expectations, has long been advocated as one of the benefits for companies to participate in cooperative and work-integrated education. Odgers Berndtson, an acclaimed executive-search global consultancy, took the initiative to design “the CEO X 1 Day program” with the aim “to uncover promising future leaders and give students the opportunity to walk in the shoes of a senior executive”. It entails a rigorous recruitment and selection process:

1. Applicants must first complete and submit an online application. A team of executive search experts at Odgers Berndtson review each applicant’s resume of “paid and unpaid work experience, extra-curricular activities, community involvement or charity work, and awards”, academic transcripts, and written essay about thoughts on leadership.
2. Screened applicants must next complete an online leadership assessment with the view of creating “a profile of their competencies and leadership potential”. Odgers Berndtson search consultants assess the strengths and competencies of applicants with regard to confidence, ambition, stress handling effectivity, political astuteness, dependability, and values; as well as ability to learn and develop new skills.
3. Further screening is done through a short 15-20 minutes telephonic interview by an Odgers Berndtson search consultant who will evaluate each applicant’s “quality of answers to the interview questions and their ability to articulate themselves over the phone”.
4. Semi-finalists are there after invited to half-day face-to-face sessions during which they “will be assessed on how they think on their feet, work in a group situation and their overall fit … through activities like case studies, presentations and in-person interviews” with Odgers Berndtson search consultants. Odgers Berndtson reciprocates in that search consultants give semi-finalists “feedback on the online leadership assessments they completed in Phase 2”.
5. Each finalist will spend a full day shadowing a CEO—an opportunity to spend one-on-one time—to learn about the CEO’s background, career path, and how the CEO create value in the organization. Finalists will attend meetings with the CEO’s leadership team and tour the host company’s facilities to ensure it is a meaningful and memorable experience. The one-day experience will be unique to the host company.

Marketing a critical element of Cooperative and Work-integrated Education

What brings; and the glue that holds; the essential ingredients of cooperative and work-integrated learning (CWIE) together, is ‘marketing’. Kevin Wheeler, the CEO and founder of Global Learning Resources and the Future of Talent Institute, and is co-director of the Australasian Talent Conference in Australia, makes the point: ‘Recruitment is marketing’. He tells a short story and concludes that recruitment has a lot to learn from it and from marketing. I submit that CWIE should pay attention:

Once upon a time we sold products much as we “sell” jobs and organizations today. Merchants waited for a potential buyer to show up. The buyer was supposed to know what he wanted and asked for it. Most of the merchandise was kept in drawers or under the counter. A customer had to ask for something specifically and the merchant showed him only one particular item. There was no engagement, no selling, and no touting the benefits of the product.

But department stores such as Macy’s changed all this by displaying items openly and running ads targeted, in particular, to women. It offered well-known socialites the newest fashions and relied on gossip and word of mouth to attract new referral customers. Window displays created dream worlds and played to emotions. They encouraged salespeople to engage with the customers, build relationships, and even try on clothes or demonstrate the product.

My colleagues keep telling me that it unreasonable that the Department of Higher Education and Training policy—the HE Qualification Sub-Framework, §35—holds universities responsible for placing students for credit-bearing workplace learning. Wheeler states that “talent scarcities remain and the primary differentiator between companies often is only their brand, public image, and emotional appeal” and that “talent attraction has never been more difficult” (emphasis added).

Based on the “useful strategies, methods, and ideas” that Wheeler gives, I would like my colleagues to take note:

First and second impressions count—read what Wheeler state about SAP versus Google

What are the views and perspectives of stakeholders in the relevant occupational fields about the academic departments that are teaching qualifications which include work-integrated learning?

What does the Internet presence of those academic departments portray?

Networking for CWIE partners entail marketing

To create differentiation and improve [stakeholder] engagement, [academia] must actively pursue a marketing function.

Good stakeholder attraction and networking starts with design.

Apple is a great example [says Wheeler] of a company with a powerful brand carefully built around. Everything Apple does evokes quality, elitism, beauty, and perfection. From its retail stores to its simplest product, people describe Apple as elegant and sleek, and relate that to the highest of quality. This spreads to Apple’s recruitment brand, which also focuses on being elite, smooth, and innovative. The company’s recruitment site is beautiful and elegantly designed. It attracts you by its photography, videos, and wording.

Based on Wheeler, herewith some ideas:

• Let graduates, key players in the occupational field and students talk about the qualification; the benefits of CWIE participation; and stories from the workplace. Develop a series of short videos, photo stories, or audio stories—there can be a viral effect as people watch [a] video and forward it on to friends who would be a great fit.
• Use the media that are most popular with the target group.
• Use social media to communicate [achievements], and comment on news items, discuss [developments in the field] or service offerings, and provide information to potential [stakeholders]. Many [university departments] have Facebook or LinkedIn pages, but they need to be regularly updated and promoted to be effective.
• Make use of links in communiques.
• Provide tools that [enable] potential [stakeholders] to screen themselves [and the benefits they could derive as potential partner and assess] themselves for culture fit.

Real-time and Continuous Data are required for build the most useful websites and social media tools. Examine data such as the number of hits, retweets, likes, and clicks for patterns and actions. Learn what is working best in engaging the right prospects. Data also can be an engagement tool.

Engagement is about serving up content that interest [prospects] and that gives them something valuable. Social media and engagement are about understanding people, how they react, and what they want. And this is why analytics is core to how [networking academics] understand what attracts and how to best communicate.

Think of [CWIE networking] as a journey. For some it will be the first time they have heard of [the university], others will know some but not a lot, and for others [the university] may be an old story. But no matter, there should be compelling content that enlightens, engages, and keeps [prospective partners] involved.

Intrigued by 2015 CSOS Internship Programme

The Community Schemes Ombud Service (CSOS) is being established. How realistic is it to pursue this objective through interns? Who will mentor such interns? What will the training programme of such interns entail?

CSOS: Internship Programme 2015

• Posted on December 8, 2014

Closing Date: 12 December 2014

Location: Sandton

Stipend: R5 000

Requirements

Applicants must be graduates in any one of the fields specified below and must be at least 18 – 35 years old. Successful interns will be expected to sign an internship agreement.

Preference will be given to candidates with a driver’s licence.

Fields:

• Human Resources
• Law
• Finance
• Administration – Data Management
• Information Technology

NOTE: Applicants must list their preferred area of interest / study on the covering letter ♦ Applicants without an indication of the preferred field will not be accepted ♦ If you apply for more than one post, please submit a separate application for each post.

How To Apply

Applications, including cover letter, CV, and certified copies of qualifications and ID must be addressed to the Chief Ombudsman, Mr. Themba Mthethwa, Community Schemes Obmud Service (CSOS) , 62 Wierda Street, Sandton 2191 or emailed to: [email protected]

Enquiries: Ms Laurie Less: Executive Manager, Corporate Services: 010 593 0533

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).

Organisational learning is crowd-sourced

What will the 2020 learning organisation look like? How will learning be enabled? Online Educa Berlin (OEB) suggested 20 August 2014 "Fast-forward to 2020, the not too distant future, and try to envisage your workplace." Finding difficulty? Jeanne Meister sketches as follow:

A new hire in the year 2020 experiences her first day on the job. It starts with new hire on-boarding materials accessed on a wearable device, learning about company products and services happen on an online game, and finally transparency in manager ratings guides the new hire to select her manager.

Best of breed companies already portray new ways of working and learning, such as "crowd-sourced learning where employees are both consumers of learning as well as contributors to the organisation’s intellectual capital, where leaders teach and are role models for continuous learning and finally where there is greater transparency in leadership", says Jeanne Meister. The German-based Adidas Group successfully uses a blend of social and online-learning she says. Topic-specific learning modules are provided through the virtual online learning campus, which includes videos, quizzes, PDFs and external blogs, MOOCs and YouTube clips, says Meister.

Many stories and sometimes sharing of chapters

Cooperative Work-integrated Education “should provide opportunity for [workplace] engagement
and [contextual learning] rather than relying on lectures and [workshop or laboratory experiences] from” academia (replaced ‘cross-cultural engagement and education’ with [workplace] engagement and [contextual learning]; and ‘lectures and teaching’ with lectures and [workshop or laboratory experiences], Richmond et al, 2010: 66) in my opinion.

The post-title is borrowed from the late at night words of Teacon Simeonoff, a leader from Old Harbor community—the Alutiiq, or southern coastal people of the Native peoples of Alaska—while sitting with ten other people around a campfire on a nearby island, who said: “We all have a story and sometimes we share the same chapters” (abstract Richmond et al, 2010: 63).

Richmond, L.; Di Piero, D.; Espinoza, F.; Simeonoff, T. & Faraday, M. 2010. We Shared the Same
Chapter: Collaboration, Learning, and Transformation from the 2008 Subsistence, the Environment, and Community Well-Being Native Youth Exchange in Old Harbor, Alaska Project. Journal of Higher Education Outreach and Engagement, Volume 14, Number 4, pp. 63-82.

Work-integrated learning often NOT adequately engaged

Work-integrated learning is not seen as community engagement, a senior and influential colleague asserts. During the past two decades a new form of scholarship has been emerging, publishes Barker (2004, 123), namely the scholarship of engagement that entails the “broadening and deepening the public aspects of academic scholarship …[meaning] scholars are finding creative ways to communicate to public audiences, work for the public good, and, most important, generate knowledge with public participation”. Barker cites Ernest Boyer (1990) who argues that scholarship of engagement, among others, “incorporate reciprocal practices of civic engagement into the production of knowledge” (124).

Barker (2004, 125-6) remarks that “service-learning and experiential learning are two well-known practices that incorporate civic involvement”. However, scholarship of engagement goes much further. Barker (2004, 127) observes that “engaged scholars typically make a conscious effort to stress the pedagogical value of collaborating with publics instead of providing information
to or services for publics”.

Conway (2006, 134) reports that the title of the 2005 Outreach Scholarship Conference has been “Transformation through Engagement”, which conveys the notion of making a difference. Engaged scholarship is about “sharing knowledge, conveying skills, and helping others solve problems”. The role of higher education includes “the integration and application of knowledge in service to society”. Engaged scholars “work shoulder-to-shoulder with citizens to put knowledge to work in the community and integrate new ideas and technologies into practical systems”.

Conway (2006, 135) makes the point that “cooperation is not collaboration”. Scholarship of engagement is not about extending university resources; or the taking of science (or science-based
answers); to address community or public problems. Instead, it is about truly collaborative efforts, as equals, recognising that problems solving requires the blending of experiential and scientific knowledge. It is about practising participatory and action research; not dreaming up projects and then persuading a community to participate.

Conway (2006, 134) shares the example of the Oregon coastal commercial fishing industry that comprises many strong, family enterprises (a fishing community of place, but also a community of specific interest). University-based research and technologies have been extended to help address complex natural, societal, and political challenges experienced. Through a co-learner mode,
instead of academic expert, scientific knowledge contributed to solving environmental challenges.

Good work-integrated learning practice, where the workplace of individual students are carefully considered and contracting between university, organisation and student could well be examplary of scholarly engagement in community.

 

Barker, D. 2004. The scholarship of engagement: a taxonomy of five emerging practices. Journal of Higher Education Outreach and Engagement, Volume 9, Number 2, 123-137.

Conway, F.D.L. 2006. Sharing knowledge, power, and respect: keys in bringing communities together to improve science, practice, and relationships. Journal of Higher Education Outreach and Engagement, Volume 11, Number 1, 133-143.

Enabling distant laboratory learning via mobile technologies

“Online laboratories are necessary for distance or mobile learning for the same reason laboratory practices are important in traditional educational settings” reports Auer, Edwards and Zutin (2011: 229). They observe that although there appear to be general agreement that laboratory experience is necessary; there is little consensus about what the basic objectives thereof are. They further report (p. 223) that during the four years 1993 to 1997 only 6.5 per cent of the articles published in the Journal of Engineering Education used laboratory as keyword; and during the subsequent four years 1998 to 2002 even less, namely 5.2 per cent. Little has been published about what laboratory experience is expected to accomplish, with no specific objectives or outcomes stated.

Auer, Edwards and Zutin (2011: 222) assert that “synchronous active interaction with experiments and problem-solving helps individual or collaborative learners directly acquire applicable knowledge that can be used in practical situations, which is why pedagogical theory and practice considers laboratory experimentation an essential part of the educational process, particularly in the sciences and engineering”. Online access to remote laboratories through Internet is gaining importance. The domain of Online Engineering is an interdisciplinary field comprising engineering, computing and telematics catering for live interactive engineering activities such as “programming, design, control, observation, measuring, sensing, and maintenance” to both remote and localised users (p. 222).

Auer, Edwards and Zutin (2011: 224) differentiate three kinds of engineering laboratories:

• The development laboratory is used by practicing engineers to obtain experimental data in order to answer specific questions and/or to design and develop products. Furthermore to ascertain if a specific design performs as it is intended.
• The research laboratory serves to seek broader and new additions to knowledge to generalise and systemise.
• The educational or instructional laboratory serves to allow undergraduates to learn what they as graduates would be assumed to understand and know.

Web-based laboratories were introduced in 1996 by universities in undergraduate engineering education. The field of remote engineering since matured; the number of remote laboratories dramatically increased; and the range of disciplines in which remote laboratories used expanded. The need for remote access to experimentation and for flexibility with regard to time and place of laboratory access are powerful motivators — “Anytime and anyplace learning is presently revolutionising learning in the workplace” (p. 226). Developments of mobile technology further accelerated advancements.

Auer, M.E.; Edwards, A & Zutin, D.G. 2011. Online laboratories in interactive mobile learning environments, pp. 119-248. In N Pachler, C Pimmer & J Seipold (Eds). 2011. Work-based Mobile Learning — concepts and cases. Oxford: Peter Lang.

Synchronous online laboratory learning

Active laboratory experiment-interaction and problem-solving are considered essential parts of science and engineering education, because they enable direct acquisition of applicable knowledge for use in practical situations. Synchronous experimentation offers immediate feedback, rather than delayed. “Online (Remote) laboratories” report Auer, Edwards and Zutin (2011: 222) “available via internet” are therefore gaining importance. They define Online Engineering “as an interdisciplinary field utilising the areas of engineering, computing and telematics, where specific engineering activities like programming, design, control, observation, measuring, sensing, and maintenance are provided to both remote and local users in a live interactive setting over a distributed, physically dispersed network (for example: internet or intranet)”. They add that “high bandwidth internet connections world-wide and other derivative capabilities in the areas of real-time communication, control, teleconferencing, video streaming and others have made multi-site collaborative work, utilising state-of-the art equipment in remote laboratories across the globe a current reality”.

According to Auer, Edwards and Zutin (2011: 226) there are already a number of remote laboratories in operation and that the range of disciplines being catered for is growing as universities collaborate internationally. The portability and advancement of mobile technology further serve as powerful motivator for growth of online laboratory experiences.

Auer, M.E.; Edwards, A. & Zutin, D.G. 2011. Online laboratories in interactive learning environments, pp. 219-248. In N. Pachler; C. Pimmer & J. Seipold (eds). 2011. Work-Based Mobile Learning— Concepts and Cases. Oxford: Peter Lang.

Work-based mobile learning

“On-the-job training has been the educational ‘delivery’ [method of] choice over many years”, however, work-based mobile learning appears to be gaining interest as “one of the most important means of providing knowledge, skills and competencies” in the workplace observe Auer, Edwards and Zutin (2011: 219). His shift is due to increased wireless networks and mobile technology developments.

Apprenticeships represent a rudimentary form of work-based education. Modelled on the mediaeval guilds, the artisan personally tutored those wishing to learn the craft. They learned through “observation, imitation, practice and feedback” (p. 220). The increased pace of progress; greater volumes and complexity of learning required; and obsolescence of jobs resulted in more frequent career changes and the need to acquire entire new knowledge and skills.

Whereas traditionally work-based training consisted of formal education followed by organisational specific orientation and training; life-long learning became a necessity. Both individuals and organisations are more and more required to adapt—often quickly—to evolving situations in order to retain relevance in the marketplace.

Work-based mobile learning emerged as means to enable people to continue to function optimally. Unfortunately mature workers may oppose these developments due to fear for the unknown. To overcome this potential ‘fossilisation’ learning should be stimulating and enjoyable in order to become a habit of continuous growth and development. Furthermore, certain learning cannot be acquired in the confines of the workplace. This is where mobile learning allow for workers to learn and experience situations not commonly available in the workplace.

Auer, M.E.; Edwards, A. & Zutin, D.G. 2011. Online laboratories in interactive learning environments, pp. 219-248. In N. Pachler; C. Pimmer & J. Seipold (eds). 2011. Work-Based Mobile Learning— Concepts and Cases. Oxford: Peter Lang.

Work-integrated learning as method of structured distance learning

The South African Ministry of Higher Education and Training (MHET) published the draft Policy Framework for the Provision of Distance Higher Education in the Government Gazette on 29 May 2012.

Based on the MHET Policy’s glossary (p. 4) definition of distance education work-integrated learning (WIL) can be regarded as a method of structured distance learning:

... a set of teaching and learning strategies (or educational methods) that can be used to overcome spatial and/or temporal separation between educators and students. However, it is not a single mode of delivery. It is a collection of methods for the provision of structured learning. It avoids the need for students to discover the curriculum by attending classes frequently and for long periods. Rather, it aims to create a quality learning environment using an appropriate combination of different media, tutorial support, peer group discussion, and practical sessions (emphasis added).

This is emphasised on page 8 of the draft MHET Policy that states: "Distance education proceeds from the belief that learning can be nurtured without necessarily requiring teachers and learners to be in the same place at the same time, and that the resource based nature of distance education allows for the possibility to achieve economies of scale" (emphasis added).

Page 8 of the draft MHET Policy also points out that distance education 'requires substantial up-front investment in curriculum design and materials development, including attention to issues of structure, pacing and meaningful formative assessment, as well as considerable investment in decentralised student support' (emphasis added), which is also true about WIL. Page 12 of the draft MHET Policy continues to state: 'Online communication allows students and academics to remain separated by space and time (although some forms of communication assume people congregating at a common time), but to sustain an ongoing dialogue. Online asynchronous discussion forums, for example, reflect an instance where the spatial separation between educator and learners is removed by the ‘virtual’ space of the Internet, but where there remains temporal separation' (emphasis added). The facilitation of reflection among students during and after stints of WIL has been emphasised.

Item 4.2.2 (h), pp. 22-23 of the draft MHET Policy giving the example of teacher education should enjoy appropriate attention:

Teacher education is a good example here: it remains in the lowest CESM funding category even though new accreditation requirements require investment in a robust teaching practice placement, mentoring and supervision system. While teaching practice has been funded as a full course at funding level 1, the issue now is to define it as an experiential learning component through the funding review process and thus fund it accordingly. Similar concerns arise regarding any programmes of study that require substantive work-integrated-learning and/or practical components and/or substantial online engagement between teachers and students in synchronous and asynchronous fora. Such requirements militate against the potential of achieving economies of scale.

It needs to be pointed out that the statement above does not mention the role of the teaching community of practice, which is a very important oversight. The collaborative notion in Cooperative and Work-integrated Education is not mentioned in the draft policy. The establishment of a supportive community of practice is crucial with regard to curriculum design, especially if work-integrated learning is decided upon as most appropriate method.

Practitioners, serving as mentors for learners, are the third key players in programmes that include work-integrated learning as preferred method. The up-front investment in for quality work-integrated learning includes appropriate materials development that would structure and pace learning as well as empower workplace mentors to offer meaningful formative assessment. This is where the investment of decentralised student support of quality work-integrated learning should focus. (Page 8 of the draft MHET Policy)

Although improvement of the quality of distance education is mentioned in section 4.3 (p. 23); concern about quality and of “inadequate practical work or exposure to work integrated learning” is highlighted.

Republic of South Africa. 2012. Department of Higher Education and Training. Draft Policy Framework for the Provision of Distance Higher Education in South African Universities. Retrieved online from: http://www.dhet.gov.za/LinkClick.aspx?fileticket=ZgZKPb1fM38%3D&tabid=36