Learning in vivo

Differentiating ‘eWIL’ (electronic work-integrated learning) ‘blended WIL’ and ‘virtual WIL’

Schuster and Glavas (2017: 56) indicate that although not yet formally defined, ‘blended WIL’ refers to the intersection with technology describing work-integrated learning “delivered in online and face-to-face environments”; whereas ‘virtual WIL’ refers to learning provided through virtual realities; and ‘eWIL’ (electronic WIL) “used to more broadly indicate the integration of information communication technology (ICT) within WIL”. They state that “the use of technology has the ability to extend WIL experiences to a greater number of students and may play a key role in less resource-intensive models of WIL” and that “technology may also offer the opportunity to develop more authentic experiences as work increasingly occurs within a digital space rather than at a physical place”, but has enjoyed insignificant attention in contrast to e-learning in the workplace.

“Work integrated learning (WIL) is a strategic priority for universities aiming to enhance graduate employability in an increasingly competitive labor market” say Schuster and Glavas (2017: 55). “Work integrated learning (WIL) combines academic study and formal learning with student exposure to real-world practice settings to better prepare graduates for entry into the workforce” they (p. 56) qualify, and add that there is a “growing demand for work-ready graduates”, which is driving “the need for more extensive incorporation of WIL in higher education curriculum” and therefore “becoming a key strategic priority of universities, industry and government”. They observe that WIL may incorporate “a range of approaches, with diverse and distinct emphases” including “placements, internships, practicums, supervised practice and simulations”, which “are most commonly visible in offline environments; however, technology is increasingly being used to augment WIL experiences”. The aim remains “to integrate theory with workplace practices through authentic, real-world experiences, allowing learners to engage with industry and community partners on authentic activities that are planned for and assessed”.

“Technology has the potential to advance the ways in which WIL is both managed and applied by overcoming the key challenges of accessibility and resourcing”, however “the role that technology can play in WIL has received” little attention, say Schuster and Glavas (2017: 56). They remark that by “employing technology to support and deliver WIL can remove geographical barriers … and allows, for example, rural (regional) and external students to engage in WIL based activities”. Furthermore, virtual placements may enable students to apply acquired “knowledge and skills to complete a real-world project in a team using technology to be virtually, rather than physically, present within the workplace” (p. 57). Potential benefits of technology further include supporting “WIL for larger cohorts of students in an equitable and pedagogically rigorous manner” and for developing 21st century skills “such as: (i) learning and innovation (learning to create together), (ii) digital literacy (information-savvy and media fluency) and (iii) career-based skills (being work-ready and prepared for the real world)”. Furthermore, “eWIL has the capacity to facilitate collaboration between students and industry professionals via online platforms … such as virtual simulations, and also has the potential to develop more sophisticated higher-order thinking skills relative to traditional WIL, such as internships and practicums, where students are not normally involved in critical and consequential decision making or problem solving”. Emphasising the importance of students being “exposed to authentic learning environments that enable them to observe, interact and respond to real work problems in real work settings that best emulate the working environment with its associated complexities”, Schuster and Glavas (2017: 57) indicate “that technological developments have made it possible to create virtual environments that almost exactly mimic work-based settings”.

A key challenge, similar to traditional WIL, indicated by Schuster and Glavas (2017: 57), is the notion of willing partnering and interaction with, reciprocity by, and access to industry organisations in order deliver eWIL. Other challenges for eWIL they indicate “is a lack of support systems”, “technological platform”, “the requirement for quality software” and “extensive staff training in the use of technology”. These challenges, they say, “highlight that, at least initially, the development and implementation of eWIL can be resource-intensive”. Furthermore, students from disadvantage and diverse backgrounds, and those with certain disabilities or those “who may require assistive technologies”, may not directly benefit from eWIL.

Based on a systematic literature review of peer-reviewed articles, by Schuster and Glavas (2017), they developed a typology of eWIL (p. 64) presented below. “The typology includes four categories: Technology-Supported, Technology-Facilitated, Technology-Blended and Technology-Based.” Both ‘Technology-Supported’ and ‘Technology-Facilitated’ represent the use of technology to support WIL processes, however, more extensively in the latter. Similarly, with ‘Technology-Blended’ and ‘Technology-Based’ eWIL’, the latter more extensively, such as entirely virtual or digital. They acknowledge “that theoretically there are likely to be numerous attributes which may influence the implementation of the typology”. The aim of their research was “to identify the preliminary attributes that illustrate diversity in how technology can be applied and further implemented in WIL”.

Schuster, L. & Glavas, C. (2017). Exploring the dimensions of electronic work integrated learning (eWIL). Educational Research Review, 21, 55–66. https://doi.org/10.1016/j.edurev.2017.04.001

Empowerment through virtual experience programmes — virtual internships

Mid 2022, Standard Bank South Africa announced the launch of an initiative of virtual internships, with the aim of helping “students gain practical skills and experience that mirrors the work they will do”. The Head: Youth Development, Maymoona Ismail, explains that “the Virtual Experience Programmes aim to bridge this gap between education and industry” by means of video-guided “content, case studies and assessments” (TechFinancials). The virtual internships are free, self-paced and completely online “bite-sized 5-6 hour virtual work experience programs that give students a genuine career advantage” (Forage). Upon successful completion students will receive certificates to add to their resumes.

The virtual internships is one of several dedicated youth development and employment (YDE) initiatives towards “enabling access to inclusive quality education, job creation and supporting economic development in order to reduce inequality” (Digital Street).“Access to education is critical to unlocking the full potential of today’s youth, and we want to supplement their studies with insights that will allow young people to make more informed study and career decisions that lead to job creation,” says Ismail.

Two of the Virtual Experience Programmes are already live (Africa.com), namely ‘Accessing Work Opportunities’ and ‘Getting Ready for the World of Work’ (ITWeb) including “skills such as job searching, business communication and networking, personal branding, interview preparation and more” (Hypertext). Five more programmes to follow in August 2022 include “retail and investment banking, software development, engineering, and data science”. Those interested may sign up for free at https://bit.ly/SBWorkReadiness

Getting Ready to Join the Workforce Virtual Experience Programme - Register

Accessing the World of Work Virtual Experience Programme - Register

Forage recognises that there is a gap between the worlds of education and work. Forage endeavours to empower educators free of charge, to integrate scalable project-based learning, from leading international companies, into curriculums and internship programmes. Forage already offers more than 70 programmes in a range of fields (catalogue).

What competences; which experiences; and feasibility?

For teaching and learning, the central—“constituting something from which other related things proceed or upon which they depend”—issue, is the expected/stated outcomes (such as knowledge, skills, and attitudes), and/or competencies.

Once the expected outcomes and/or competencies are known, careful consideration must be given to which learning experiences are most likely to accomplish those; and the feasibility of providing such.

Certain learning is best acquired (or accomplished) through contextual experience/s, application, and reflection. A number of conditions are of significance pertaining contextual experiences, such as:

• The degree of authenticity (or genuineness) for learning that is provided
• The degree of fidelity (or proximity) with regard to reality
• The extent of interactivity (and immersivity) made feasible

The extent to which the occupational-field/the profession/the community-of-practice/vocational representatives were involved in determining the learning outcomes; and in particular the expression of willingness to support the teaching, by providing real-life learning opportunities, is a major deciding factor. Without adequate support, and the provision of access to contextual learning experiences, the options are reduced; and workplace-learning placements become a substantial challenge.

Workplace/clinical-field/professional/vocational realities, however, do not always permit actual exposure. This could be due to for example security/confidentiality/safety/sensitivity. In such circumstances, the realities could be simulated in a variety of ways in order to provide alternative experiences with the objective of achieving the stated learning outcomes.

The aforesaid highlight some of the teaching-design considerations, however, there are many other issues to consider, and a range of options and possibilities. Some of the potential modes of teaching include:

• Work-integrated/workplace/work-based learning, clinical training/professional practice/placement
• Project- and problem-based learning, work-based project, and live projects
• Case-based learning, case studies, case methods, life course/experience, and story telling
• Studio-based learning, studio-work, studios, and problem solving
• Service learning, community engagement, and role plays
• Virtual learning environments, virtual reality, and a range of potential simulations
• Non-placement work-integrated learning
• Work-directed theoretical learning, and projects

Placement and non-placement work-integrated learning (NPWIL)

Through this blogpost I attempt to provide some guidance regarding the scope of placement and non-placement forms of work-integrated learning (WIL).

Work-integrated learning (WIL) is generally associated with placements, whereby students spend periods of time in the workplace. However, in recent years, many innovations–without placement time–with regard to integrating work practices into teaching and learning occurred. There has been “evidence to suggest universities were exploring and experimenting with new ways” and an uptake of non-placement WIL activities, “to include a range of simulated, virtual, authentic and industry-based activities” say Dean, Eady and Yanamandram (2020: 1-2). The global Coronavirus (COVID-19) pandemic escalated experiments, which were further leveraged through technological platforms, and described by some as a learning revolution. It most certainly served as impetus for questioning the dominant modes of WIL, and extending interest into alternative WIL models. Examples of non-placement WIL (NPWIL) “may include (but not limited to) authentic industry projects, simulations, field work, creative studio work, digitally enabled or virtual WIL and other NPWIL experiences”.

Whereas my employer opted about a decade ago to use experiential learning as umbrella term, differentiating WIL and simulated work experiences (SWEs), others broadened the range of WIL to include forms of non-placement. Dean, Yanamandram, Eady, Moroney, O'Donnell, and Glover-Chambers (2020) indicate that over the last decade WIL has moved away from the narrow conception of ‘work placements’ to a much broader and widening lens. An earlier typology of WIL entails three models, namely professional programmes, service learning and cooperative education; where students reside in different ‘workplaces’. Another typology delineates different types of WIL experiences, based on ‘on-site’ activities, namely systematic training (e.g., apprenticeships); the structured work experience (e.g., field experience, mandatory professional practice, co-op and internships); and institutional partnerships (e.g., applied projects, service learning). Dean, et al. (2020) indicate that boundaries with regard to WIL are often unclear because of complexities of multiple variables and understandings. They convey five innovative models that are growing, given the advancements in technology, globalisation and creativity, including micro-placements, online projects or placements, competitions such as hackathons, incubators or start-ups and consulting.

Dean, Yanamandram et al. (2020) caution against the use of WIL ‘type’ nomenclature for categorisation, because of variations in terminology, yet relatively similar definitions. They support the notion of classification based on the defining features of WIL rather than specific modes or models of WIL. Dean, Yanamandram et al. (2020) cite a typology by Kaider, Hains-Wesson and Young (2017: 158), comprising a two dimensional grid, namely authenticity vertically and proximity horizontally, depicted in my blogpost ‘Evolving work-integrated learning typologies and frameworks’.

The authenticity axis portrays the learning activity, and the assessment thereof, with regard to the extend students work on problems, processes and projects that they may encounter in the future workplace, and to what extend artefacts that students need to produce would reflect the practice. The proximity axis represents the degree of closeness of learning experiences to real workplaces or practice contexts, and the degree of direct interaction with industry practitioners or community members on work related activities. Kaider et al. (2017) overlaid their grid with exemplars of activities that could take place across three different stages of university education. However Dean, Yanamandram et al. (2020) find this problematic and present both the Universities Australia typology based on the delivery of WIL activities, and the University of Wollongong, Australia, university-wide approach of a WIL Curriculum Classification (WILCC) Framework. Informed by all these, I propose a three-dimensional-kind of typology (or framework), based on Kaider et al. (2017: 159) authenticity-proximity axes, but overlaid by my three broad categories I propose, namely: (a) foundational, (b) applied, and (c) comprehensive, depicted in the diagram below.

Kaider et al. (2017) do not include a grouping for both low-authenticity and low-proximity, because they do not regard such means of teaching and learning as WIL.

Foundational WIL as ‘category’

The four groupings serve as examples of credit-bearing WIL which require of students to observe, explore, analyse or reflect on the application of theory in practice. Activities should be purposefully designed to provide for career development learning, developing of identities, and to guide the learning and reflection of students about the discipline, concepts, skills, ethics and aptitudes. Foundational relates to groundwork or laying the basis for future practice.

Applied WIL as ‘category’

These three groupings also serve as examples of credit-bearing WIL which generally require of students, or provide students opportunities to practise, while also critically reflect while directly engaging in work practices. Applied WIL activities compliment theoretical learning and should be purposefully designed with practical purpose in mind, involving engagement with the actual phenomena.

Comprehensive WIL as ‘category’

This category includes examples of large scope or extensive coverage generally of substantial credit-bearing WIL. However, in some cases internships may involve postgraduate work under supervision with the aim of professional registration. Such WIL should be purposefully designed to provide students opportunities to practise and reflect on actual work with supervisory guidance and feedback. University staff generally provide briefing/debriefing, reflection and support sessions, monitoring and assessment. Students may further be required to participate in activities to share, reflect on and integrate their learning experiences. Comprehensive WIL displays both high levels of authenticity, and high levels of proximity to future work practice.

References

Dean, B., Eady, M.J. and Yanamandram, V. 2020. Editorial: Advancing Non-placement Work-integrated Learning Across the Degree. Journal of University Teaching & Learning Practice, 17(4), Available at: https://ro.uow.edu.au/jutlp/vol17/iss4/1

Dean, B., Yanamandram, V., Eady, M.J., Moroney, T., O'Donnell, N., & Glover-Chambers, T. 2020. An institutional framework for scaffolding work-integrated learning across a degree. Journal of University Teaching & Learning Practice, 17(4). Available at: https://ro.uow.edu.au/jutlp/vol17/iss4/6

Kaider, F., Hains-Wesson, R., & Young, K. 2017. Typology of authentic WIL activities and assessment, Asia-Pacific Journal of Cooperative Education, 18(2), 153-165. Available at: https://www.ijwil.org/files/APJCE_18_2_153_165.pdf

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

Virtual reality made feasible with cardboard viewer

... for the participant that is ... for less than R100

Virtual Reality (VR) experiences are enabled by a motion sensitive screen built into a goggle or headset, which the user (student) wears and thereby immersing themselves in a 360-degree visual environment, by steering the motion sensitive device with head movements, explain Zertuche, Connors, Scheinman, Kothari and Wong (2020). Users (students) are able to navigate the specific computer generated, real or artificial, three dimensional virtual environment, as substitute for ‘real life’ experiences, as if they were actually physically present. The virtual environment/reality could range from static images to full-motion video, with associated audio. VR technology has, since its introduction, reduce in expense, and is now widely used in different industries. VR has emerged in medical education as a cost-effective and impactful tool.

Zertuche et al. (2020) found that facility tours by VR not only have the potential of replacing in-person site tours, but also more efficient with regard to time consumed and elimination of transportation costs. Photos of the relevant sites were taken with a 360-degree camera, and made accessible through the free Google Cardboard application (app) for VR. Participants were given cardboard-constructed goggles to be worn over the eyes, held in position with elastic headbands. The inexpensive cardboard goggles held the users’ smart phone. As the user turns her/his head, either left, right, up, or down, the viewer’s perspective moves accordingly, which enabled 360-degree visualization of the virtual environment. The users were encouraged to browse the images thoroughly, and ask as many questions as they deem necessary.

How to Assemble Google Cardboard DIY Kit

Zertuche, J-P., Connors, J., Scheinman, A., Kothari, N. & Wong, K. 2020. Using virtual reality as a replacement for hospital tours during residency interviews. Medical Education Online, 25(1). Electronically accessible from https://doi.org/10.1080/10872981.2020.1777066

Artist and repertoire professionals search for talent from a pool of potential

In ‘Creating virtual internships in the music business’, Channell and Anderson (2010: 173) indicate that “Mozart was one of the first to leave the patronage system [working as servants to powerful noblemen] to play music for the masses” and that “Beethoven was able to make a living as a musician by playing for audiences and not solely relying on the aristocracy for total financial support”. The challenges Mozart and Beethoven faced, remain challenges facing musicians, who “rely upon the general public to not only provide income, but also to provide a venue to touch the lives of others through their music”.

“Music is made accessible to the populace through the work and dedication of the people in the music industry. The music industry seeks talent and then brings that artist to the masses through recording contracts and concert tours” indicate Channell and Anderson (2010: 173). Historically, musicians “were expected to ‘pay their dues’ to get to the point where an [artist and repertoire] A&R professional [the division of a record label that is responsible for talent scouting] would consider listening to an untested, unrecorded performer. The system expected artists to go through the trials of night clubs, becoming warm-up acts for regional bands, and finally becoming regional acts themselves. Eventually, artists might be heard by an A&R professional who might sign them to a recording contract or give advice on how to improve the act. This system eradicated less popular performers, and only those with audience appeal or fortitude prevailed and were rewarded with a contract.” (Channell & Anderson, 2010: 178). However, “Sometimes, being signed by a major label requires being in the right place at the right time and knowing the right people. Many talented individuals and performing groups have not been discovered because their timing has not aligned with the schedules of A&R professionals. This does not make the performers less talented, it is merely the fact that they have not yet been in that right place, or have not networked appropriately.” (p. 177)

https://www.musicgateway.com/blog/how-to/what-is-ar-and-how-does-it-work

Aspiring musicians were often required to relocate to musical hubs, which could be cost prohibitive because internship programmes historically do not pay well. Many promising musicians are further restricted due to family or other reasons. The digital age impacted the above significantly. Channell and Anderson (2010: 178) indicate that “With the advent of digital recording, MP3 technology, and social networking, music sharing is only a click away. Many performers are now opting to build a fan base through social networking sites by allowing streaming audio of their latest releases, podcasts of interviews, blogs, and other interactive technologies to build fan support with the hopes it will translate into online sales of recordings.” Through virtual internships and the use of technology, the process of talent discovery is expedited. Aspiring musicians no longer “have to wait to be signed by a major label to be able to present his or her music to the masses.”

The Radford University ‘music business program’ and RM64, ‘a boutique artist management company’, developed a partnership with the aim of reaching out to a broader audience outside of the local area, through a real-world virtual environment. “Using virtual interns, record labels and management firms will have an increased number of trained A&R professionals out in the field searching for new talent” say Channell and Anderson (2010: 177).

Fuelled “by improving technology and the growth of social media”, says Channell and Anderson (2010: 176), virtual internships “are becoming more common”; providing “students with an opportunity to work on projects” and obtain relevant learning experience through the use of technology. They differentiate different types of internships, namely (a) “project-based internships require students to maintain a blog of their progress throughout the project term”; and (b) internships that “go beyond basic blogging to include typical business communications with the provider”, such as teleconferencing and “written reports about the internship experience”. Virtual internship programmes allow students to complete their prerequisite experiential learning by “finishing assignments and participating in hands-on activities that can be implemented from anywhere with Internet access”. The host “company will ask the intern to complete assigned tasks through a virtual environment just as it would if the student were physically in the office”. Students stay “in touch with facilitators, who assist and monitor their progress and performance, and subject mentors, who are experts in the specific field of study”.

Channell and Anderson (2010: 174) indicate that “a good internship should adhere to a set of standards”, which “should be consistent for all internships”. They present “eight principles of good practice are listed for all experiential learning activities as outlined by the National Society for Experiential Learning”, which are (p. 175):

1. Intention – Both the student and the internship provider must be clear on expected outcomes as well as set goals and objectives for projects.
2. Preparedness and Planning – There must be clear plans for the internship. Both the intern and the provider must understand the expectations, start, and end dates.
3. Authenticity – The internship must provide real world experience. Applicable skills learned for the intern’s individual growth in the field.
4. Reflection – An opportunity must exist for both the intern to reflect on what they are and have learned as well as the provider to reflect on the work attempted throughout the process.
5. Orientation and Training – The intern must be given a background of the company, expectations as well as how projects are to be completed. This may include various training activities that will help the intern learn the culture of the provider as well as the basics used in the industry.
6. Monitoring and Continuous Improvement – The intern is entitled to have consistent feedback on their progress. It is important in the learning process to have feedback to work toward improvement.
7. Assessment and Evaluation – At the end of a task, and the internship as a whole, the provider bears the responsibility of providing clear assessment of skills learned and an evaluation of the interns work.
8. Acknowledgement – It is vital for all parties to acknowledge the accomplishments that were achieved through the time period of the learning experience.

Channell, T.L., & Anderson, D.M. 2010. Creating virtual internships in the music business. Journal of the Music and Entertainment Industry Educators Association, 10(1), 173-183. Electronically accessible from https://doi.org/10.25101/10.9

Virtual learning environments (VLEs) could potentially accelerate a significant increase in knowledge

Cunha, Terreri and Len (2020) report on research with regard to the success of a virtual learning programme with regard to paediatric rheumatology in Brazil. They start off by sketching the background and scope of the need for training of resident medical practitioners, who are responsible for the first care of children as it would cause delays in referral, diagnosis and treatment if inadequately trained. Medical educators have since the 1960s developed computerized education and virtual learning environments (VLEs), which “stand out as a safe and potential tool in the literature, supporting the teaching-learning process”, Cunha, Terreri and Len (2020: 2) remark. They outline the approach to the training:

• teachers of reference services in paediatric rheumatology and paediatricians were invited to each suggest ten topics considered of utmost practical significance to the training
• after all the submissions were accrued, the original participants were sent a Survey Monkey assessment and asked to rate the 36 topics suggested in the first request using a Likert scale from 1 to 7 (1 = strongly disagree and 7 = strongly agree)
• after statistical analysis six themes emerged:
  • History and physical examination in rheumatology
  • Warning signs that may indicate rheumatic disease
  • Musculoskeletal pain in childhood
  • Differential diagnosis of acute arthritis
  • Vasculitis: Kawasaki disease and Henoch-Schonlein purpura
  • Juvenile idiopathic arthritis
• a specialized system analyst used ASP.NET 4 associated with the Bootstrap framework to build the web system, making use of a Microsoft SQL Server 2012 database
• a trained and qualified in paediatric rheumatologist created video lessons and interactive clinical case sessions, which were reviewed by professors in the field
• freely accessible scientific articles were selected to complement the teaching
• the virtual learning environment, of each module, comprised a ten to 25 minutes of video lecture, an interactive case study and the mentioned scientific articles
• residents in training could only change modules after watching each video class in full and having answered the entire interactive case report

Cunha, Terreri and Len (2020: 7) observed Paediatric Rheumatology VLE to be an effective tool that brought about a significant increase in knowledge. They conclude that the internet has ushered in a new era, allowing for “students to quickly access information and virtual learning environments”, but remark that “not all educational sites are equally effective”.

Cunha, A.L.C., Terreri, M.T., & Len, C.A. 2020. Virtual learning environment in pediatric rheumatology for pediatric residents. Revista Paulista de Pediatria, 38. Accessed electronically from http://dx.doi.org/10.1590/1984-0462/2020/38/2018189

Virtual experiential learning is feasible

If swimming schools can further mastery through virtual swimming school, instead of letting learners slide back; and if township children can continue with violin lessons amid lockdown using WhatsApp; then surely higher and further education can achieve work-integrated learning virtually.

The COVID-19 pandemic may have grounded flights and put the world into lockdown, and the legendary African safari might be on hold; but inventive conservationists introduced virtual safaris in living rooms through cameras mounted to vehicles. Paid-for private tours by means of Zoom video calls will soon start. A zoo introduced drive-through animal viewing affording families the opportunity to ‘visit’ a zoo while in isolation.

Lockdown abruptly halted traditional workplace-based experiential learning. Solutions are explored for especially students that would have graduated at the end of 2020. As the economy is gradually reignited traditional workplace-based experiential learning might still be hampered. Institutions are recommended to virtually engage the relevant communities of practice and professional or vocational bodies, in order to seek opportunities to virtually ‘exhibit’ relevant graduate attributes, problems experienced and critical cross-field outcomes [CCFOs] that need to be attained. Filming need not be professionally done. Students can virtually engage with the virtual exemplars and through structured online learning gain their prerequisite ‘experience’.

If numerous virtual concerts work, if drive-though strip shows are supported, why would virtual experiential learning not be feasible?

Online programmes which include work-integrated learning could pose serious pedagogical challenges

An increasing need for the flexibility of fully online study while earning, in order to enhance career trajectories, is prevalent. However, “implementing online learning can pose serious pedagogical challenges particularly when programs contain work-integrated learning (WIL) components”, if not perceived as ‘can’t be done’, say Quinn, Cioffi, Hill, Kor, Longford, Moller and Rathore (2019: 1). Contrary to online learning frequently being perceived as a passive and second class; the practical outcomes are accomplishable.

A wide-dispersion of online students renders it impractical to include a shared physical learning site. Quinn et al. (2019) report, for example, on the creation of an interactive virtual learning environment, in collaboration with construction companies, through significant state funding, portraying the construction of an eight-storey building. This high quality resource is supplemented by “comparatively low-cost environments demonstrating the construction of a residential, industrial, and multi-storey building construction sites”, including “embedded images, explanatory videos and documents which students can interact with” (Quinn et al. 2019). Virtual site visits, “comparable to traditional site visits”, are embedded in online learning materials in order to “motivate students to reflect on and refine their understandings based on the authentic context they are experiencing”.

Quinn et al. (2019) report the benefits construction management, for example, students reap from repeat visits to the same site, namely appreciating “the spatial constraints (e.g. how construction products are related to one another in a particular building site) and temporal constraints (e.g. the dependencies for coordinating subcontractors)” as well as “how these constraints change over the life of the building project”. However, difficulties in aligning the timing of visits to construction sites could result in students developing a piecemeal understanding of the construction worksite. Virtual field trips include, for example, augmented realities; simulations; and learning environments making use of 360-degree images of the construction of a building over time; contribute to a four- dimensional virtual work-integrated learning environment.

Quinn, D.; Cioffi, E.; Hill, S.; Kor, M.; Longford, A.; Moller, R.; & Rathore, P. (2019). Implementing work-integrated learning in online construction management courses. Journal of University Teaching & Learning Practice, 16(1). Available at: https://ro.uow.edu.au/jutlp/vol16/iss1/9

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

Role of mental models in simulations

The Latin of simulation (simulō) means to imitate/pretend, which may have a negative connotation in that simulations might be regarded as false/unreal representations. Plato’s conception of mimesis (μίμησις, Greek term for simulation) had been an imperfect copy or fictitious replica of reality. In contrast, Aristotle notion of mimesis had been a “means to know nature through representations which can be valid and acceptable” (Landriscina, 2012). This, Landriscina points out, is an important shift in emphasis “from imitation to representation” where mental models are key to simulations.

In model-based instruction the underlying model assume a significant function, namely the identification of similarities and differences between the model and the phenomenon it represents. The process results in transforming ideas; confuse and approximate; resulting in more precise and rigorous comprehension. This, Landriscina says, also “happens when a student compares his own mental model of a system with that of a simulation”. He illustrates this with Plato’s example from Politics (Statesman) of cognitive role of the models, or paradeigmata (παραδείγματι):

one of the characters of the dialogue refers to the model of the weaver, where the technique of the politician is compared to that of the weaver who weaves fibers of different nature to create a single fabric

Senge (1990, cited by Landriscina) describes mental models as “deeply ingrained assumptions, generalizations, or even pictures and images that influence how we understand the world and how we take action”. Seel (2003, cited by Landriscina) examined the relation between mental model and education and formulated a teaching and learning theory: Model-Centered Learning and Instruction. Seel differentiated mental-; conceptual-; and design and instructional models:

• Mental model, the internal and subjective model of a system
• Conceptual model, which is objective and shared by a scientific community
• Design and instructional model, used for building the user interface and the learning tasks

To serve as simulation model, the conceptual model must be stated in mathematical terms (rules and equations) in order to be developed as computer programmes. In order to create simulated learning; a mental model of the phenomenon must be formed, studied and use as a basis for prediction, inference, and explanation. Landriscina (2012) cautions by means of Senge’s (1991) words that “simulations with thousands of variables and complex arrays of details can actually distract us [students] from seeing patterns and major interrelationships” and result in misconceptions by students. However, with “black-box simulation models”, for example SimCity® the student interacts with the various scenarios and applications without observing the rules of the game the creators programmed.

Landriscina, F. 2012. Simulation and Learning: The Role of Mental Models. In Seel, N.M. (Ed.) Encyclopedia of the Sciences of Learning. Springer Science + Business Media.

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.

Are computer games constructive tools to foster learning?

Konstantin Mitgutsch (2012: 572) shares “insights into the experience-based process of learning and its recursive motion, structures, and patterns”—“the recursive process of experiencing unknown situations and of restructuring former experiences”. He starts (p. 571) by asking the blog title question and by indicating it “reaches back to the roots of the institutionalization of education in general”. He continues to indicate that “ludologists, educators, psychologists, anthropologists, and philosophers” in the 18^th and 19^th centuries recognised and promoted the potential of playing. He adds that “players achieve an enormous amount of information through playing digital games”.

Digital games have been capturing academic interest since the early 1980s. Initially the dominant focus of research had been on risks and environmental effects. In contrast the focus of contemporary research shifted to the “positive and beneficial aspects of playing”—“A frequently applied term used to describe learning in games is digital game-based learning (DGBL)” (Mitgutsch, 2012: 572-3). He quotes the Federation of American Scientists (2006: 3) believes that “computer games are a constructive tool to foster learning”:

The success of complex video games demonstrates games can teach higher-order thinking skills such as strategic thinking, interpretative analysis, problem solving, plan formulation and execution, and adaptation to rapid change.

Although the PC-games industry develop and sell games that foster learning, it must be kept in mind that the focus is on profits and market preferences, rather than on an educational rationale. Mitgutsch (2012: 574-5) summarises literature that focus on reasons why computer games engage learners as well as several aspects that support the learning process.

Learning “is often reduced to an act of acquiring” while it is often overlooked “that every learning process starts with a particular experience of something”—people cannot necessary “choose to make a particular experience like” ordering from a catalogue; instead experience happens (Mitgutsch, 2012: 575). John Dewey in 1916 pointed out that learning from experience entails making backward and forward connections between what is done/tried and what is gained as result—it is not a linear act of acquiring; but rather “a circular process of suffering, doing, experimenting, transferring, and playing”. Games offer exploratory territories and therefore serve as powerful learning enablers.

Mitgutsch, K. 2012. Learning through play – a delicate matter: experience-based recursive learning in computer games, Chapter 36, pp. 571 - 584. [Retrieved 25 June 2012 from: http://www.springerlink.com/content/h2534141vvm55m32/fulltext.pdf] in J. Fromme & A. Unger (eds). 2012. Computer Games and New Media Cultures—A Handbook of Digital Games Studies. Dordrecht: Springer Science and Business Media. Retrieved 25 June 2012 from: http://www.springerlink.com/content/978-94-007-2776-2/#section=1083651&page=1

Simulations may achieve the positive impacts and learner motivation of real-world learning

Contextual dichotomy has been found to negatively impact and adversely affect learning. Situated in real-world contexts, on the other hand, has been found to positively impact learning and learner motivation reports Lunce (2006: 37). Although the article referenced below reports on research about simulations in classroom contexts, it contains important pointers that may apply to distance education.

Educational simulations are based on internal model of a real-world systems or phenomena. In order to facilitate learning certain elements, however, may have been simplified or omitted. Lunce (2006: 37) identifies three general types of models on which educational simulations are built:

• Continuous models which are constructed using calculus in order to represent systems with infinite numbers of states.
• Discrete models employing statistics and queuing theory to represent systems with quantitatively discrete states.
• Logical models making use of sets of heuristics, implemented through a high-level computer programming language.

The latter (logical models) are most often used in educational simulations; whereas continuous and discrete models are most often found in scientific and engineering simulations, says Lunce (2006: 37) who groups (p. 38) educational simulations into four categories:

• Physical simulations allow the learner to manipulate variables in an open-ended scenario and observe the results, for example weather patterns in which the student can manipulate certain parameters and observe the outcome.
• Iterative simulations allow for focussing on discovery learning not readily observable in real-time, for example, phenomena from biology, geology or economics; by providing the student with opportunities to conduct scientific research, build and test hypothesis and observe the results.
• Procedural simulations give students the opportunity to manipulate simulated objects with the goal of mastering the skills required to correctly and accurately manipulate physical objects in a real-world setting with the goal of preparing the student for working in a real-world setting.
• Situational simulations model for example human behaviour as a vehicle to allow students to explore different options and decision paths. Situational simulations often employ role playing and are usually designed to be run several times with each participant playing different roles in various iterations. Situational simulations tend to be the most difficult to design due to the open-ended design and complexity of modelling human behaviour and attitudes of individuals or groups in different settings.

The notion fidelity of simulation refers to the extent of accuracy with which the simulation models the real-world system or phenomena. It further refers to the realism of learner interaction facilitated by the simulation as well as the type and frequency of feedback provided. “A well designed simulation can maintain a high degree of fidelity while abstracting or omitting distracting elements that would otherwise be present in a real-world situation”, indicates Lunce (2006: 38).

Lunce L. M. 2006. Simulations: Bringing the benefits of situated learning to the traditional classroom. Journal of Applied Educational Technology, 3(1), 37-45, Spring/Summer, 2006. Accessed via Internet on 18 May 2012 from: http://www.eduquery.com/jaet/JAET3-1_Lunce.pdf.

Replacing natural experiments by computer simulations

Simulations as viable alternative to doing experiments on natural systems, offer anchor points to integrate scientific discovery learning or inquiry learning with instructional support in educational settings (for example distance) where for a number of reasons actual experiments may not be feasible, because (Van Joolingen & De Jong, 2003: 1):

• the natural system may not be accessible due to expense of the measuring equipment required or non-availability
• of safety hazards, such as radioactive samples, toxical chemical substances or populations of certain bacteria
• performing the experiments may be unethical, for example in the case of experiments with livestock
• time scale of experiments on natural phenomena may not fit with the educational timeframe— some experiments take days, months or even years to complete or may happen so fast that it is hard to visualize the processes the learning is about
• experiments may consume rare resources

“Simulations are computer programs containing an executable model of a natural or other system, capable of computing the behavior of the modeled system by means of dedicated algorithms and presenting the results of these computations to the user” (Van Joolingen & De Jong, 2003:2).

However, caution Van Joolingen and De Jong (2003: 3-4) the creation of computer simulations embedded in instruction is out of reach of most lecturers; and off-the-shelf simulations often do not match the specific teaching requirements. Creating simulations require specific skills for the various steps in the process:

1. Creating the model that would drive the simulation—Capability to do this requires expertise of either a programming language or a special simulation language; expertise in the domain simulated and knowledge of the target language; and in the case of a general purpose programming language one must also create the algorithm to simulate the model.
2. Creating the learner interface to the simulation—Including visual representation, using graphics representing domain elements, graphs, numbers, etc. Capability to create interfaces requires expertise of the available tools as well as to create the domain specific graphics within the interface.
3. Creating the instructional design of the environment from the perspective of the learner— Instructional design expertise, such as which activities to be performed; the goals of such activities; what information/explanations would be needed at specific moments (discipline knowledge); knowing/awareness of frequently occurring misconceptions; and which instructional interventions should form part of the simulation?
4. Integrate the parts of the simulation environment to a complete system in order to create a coherent integrated simulation— This means that all parts need to co-operate and that the interactions between simulation model, learner interface and all instructional interventions should be smooth and stable. This step requires programming skills in order to create an efficient and transparent environment.

The remainder of the referenced article discusses SimQuest—a simulation authoring system developed as free and open software by University of Twente for the designing and creating of simulation-based learning environments for discovery learning—downloadable for free.

Van Joolingen, W.R., & De Jong, T. (2003). SimQuest, authoring educational simulations. In: T. Murray, S. Blessing, S. Ainsworth. Authoring Tools for Advanced Technology Learning Environments: Toward cost-effective adaptive, interactive, and intelligent educational software. pp. 1-31. Dordrecht: Kluwer. Accessed from Internet 18 May 2012 from: http://halshs.archives-ouvertes.fr/docs/00/19/06/76/PDF/SimQuest-VanJoolingenDeJong.pdf