scholarly journals Rapid transformation of work integrated learning from the farm to virtual reality

2021 ◽  
Vol 3 (1) ◽  
pp. 32-33
Author(s):  
Stuart Barber ◽  
Rebekah Brown
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Student Learning ◽  
Small Group ◽  
Class Group ◽  
Multiple Choice ◽  
Integrated Learning ◽  
Individual Property ◽  
Standard Format ◽  
Work Integrated Learning

All veterinary schools in Australasia require students in the first half of their course to complete work integrated learning (WIL) during vacation time on a range of animal enterprises.  This allows students to gain an understanding of how the enterprises function on a day to day basis and compare to the theoretical training that students receive on-campus.  The time on-property required is equivalent to 60 days of work with a requirement to visit several enterprises (AVBC, 2016).  COVID-19 required immediate cessation of all on-property placements.  Given the limited number of holiday weeks available for WIL we developed an on-line experiential program to support student learning.   The backbone of the online WIL experience relied on previously developed or developing virtual reality (VR) farm resources; the 4DVirtual Farm and DookieVR (Barber etal, 2016).  These resources allow students to visit properties via multiple 360 images through time on a property, allowing virtual travel through time and place to see what happens on an enterprise throughout a year.  They also integrate environmental variables and both 360 and standard video to provide access to further information.  They are viewable using mobile phones, laptop and desktop systems as well as VR viewers. The basic VR resource allows students to take their own tour around the property however the week of experiential learning was planned to reinforce the students’ ability to see what happens on the individual property throughout the year.  This compares to an individual property visit where a student gains more “hands-on” insight for a much more limited timespan of the year, usually 1-2 weeks.   The week of synchronous, experiential learning used Zoom as the primary tool to allow communication between staff and students with content managed on the learning management system, Canvas.  The standard format for each day involved an initial entire class group session, mostly in didactic information transfer from staff to students and then a mixture of small group, full class or individual tasks.  Assessment of content understanding was evaluated on a regular basis using multiple choice questions or word responses using PollEverywhere.  The large class group of 100-250 students broke into small virtual rooms of 6 to 8 students.  Each day this small student group had a task to complete and submit via Feedback Fruits, which then allocated individual students to provide written feedback on the group report by the next day.  Time was allocated for students to review these reports both individually and then to discuss the multiple reports that group members were assessing and submit feedback.  In addition, each small group reported on a relevant name to the veterinary industry, either from current or historical times.  A short video detailing the link of this name to the veterinary industry was posted to Flipgrid for both staff and other students to review.  Student understanding of the week was measured at the commencement and completion of the week using an online multiple choice quiz as well as receiving student feedback by an online survey.  This presentation will cover the background, development and design of the week and associated material.   References   AVBC (2016), Standard 9.3 Extra Mural Studies (EMS or Workplace Learning), page 32, Australasian Veterinary Boards Council, https://avbc.asn.au/wp-content/uploads/documents/public/AVBCStandardsAug2016.pdf Barber S,  Hallein E, Shallcross D,  Weston J,  Jacobson C,  Bramley E,  Celi P,  McGowan M (2016), Final report:  Development of 4D farms to improve student learning and safety, Office of Learning and Teaching https://ltr.edu.au/resources/ID12_2365_Barber_Report_2016.pdf  

Improving Experiential Learning in Sport Management Through Work-Integrated Learning

2021 ◽  
pp. 1-10
Author(s):  
Susan B. Foster ◽  
David A. Pierce
Keyword(s):  
Experiential Learning ◽  
Sport Management ◽  
Cooperative Education ◽  
The United States ◽  
Research Review ◽  
Integrated Learning ◽  
Work Experiences ◽  
Curricular Innovation ◽  
Integral Role ◽  
Work Integrated Learning

Experiential learning has played an integral role in curricular innovation since the inception of North American sport management education. However, internationally, work-integrated learning, and specifically cooperative education, have proven to be robust methods for preparing students for the workforce with little to no mention of these terms as applied to sport management curricula in the United States. This educational research review positions involving both of these structured pedagogies that combine classroom instruction with highly contextualized, authentic work experiences of at least two semesters to improve experiential learning and calls for more research to be done to demonstrate its efficacy. Recommendations are made to spur faculty to consider ways these pedagogies can be applied to their sport management curricula. In addition, this review addresses keys to successfully implement them on campus.

Support for student learning in work-integrated learning

2021 ◽  
pp. 96-106
Author(s):  
Anna D. Rowe ◽  
Theresa Winchester-Seeto
Keyword(s):  
Student Learning ◽  
Integrated Learning ◽  
Work Integrated Learning

Work-Integrated Learning Praxis

2016 ◽  
pp. 278-289
Author(s):  
Bruce Calway
Keyword(s):  
Experiential Learning ◽  
School To Work ◽  
Research Paradigm ◽  
Integrated Learning ◽  
Research Projects ◽  
Learning Research ◽  
Work Integrated Learning ◽  
Holistic Research ◽  
Future Work ◽  
Selection Of

Education practices, like Work-Integrated Learning, result from a confluence of educational issues, and contextual and philosophical influences. This chapter commences with an overview of the Work-Integrated Learning philosophy, the contextual modifiers and the education issues that provide the framework for Work-Integrated Learning education practices. Issues in investigating or researching Work-Integrated Learning and research paradigm possibilities are explored. It is contended that adoption of a holistic research paradigm for future Work-Integrated Learning research projects is needed to avoid simplistic assessments of Work-Integrated Learning that fail to advance experiential learning (e.g. Dewey, 1938) in school-to-work and workforce scenarios, in any meaningful way. Selection of the neo-positivist research paradigm is argued.

Experiential learning in accounting work-integrated learning: a three-way partnership

2015 ◽  
Vol 57 (2) ◽  
pp. 204-218 ◽  
Author(s):  
Evangeline Elijido-Ten ◽  
Louise Kloot
Keyword(s):  
Experiential Learning ◽  
Online Survey ◽  
Study Data ◽  
Accounting Students ◽  
Integrated Learning ◽  
Content Type ◽  
Performance Reviews ◽  
Medium Enterprise ◽  
And Performance ◽  
Work Integrated Learning

Purpose – Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context. Design/methodology/approach – Case-study data for this research were collected from the case university’s processes, semi-structured in-depth interviews with employer representatives and online survey with WIL students. Findings – The analysis reveals that both SMEs and large firms provide good training opportunities that enhance the student’s experiential learning particularly when proper WIL structures for pre-placement processes, training, supervision and performance reviews are in place. The results also confirm that WIL is seen as a positive experience by employers and students alike. Originality/value – There is a three-way partnership between the university, employers and students in a WIL contract. Calls for collaborative research involving all three parties have been made to enhance WIL programs. This study is a response to this call.

scholarly journals A Descriptive Analysis of a Health Management Work Integrated Learning Course: moving from Health Services Management learning to employment readiness

2019 ◽  
Vol 14 (2) ◽  
pp. 56-67
Author(s):  
Duncan McConnell ◽  
Russell Linwood ◽  
Gary Day ◽  
Mark Avery
Keyword(s):  
Experiential Learning ◽  
Health Services ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Health Management ◽  
Descriptive Analysis ◽  
Integrated Learning ◽  
Management Learning ◽  
Work Integrated Learning ◽  
Management Work

Health Management Work Integrated Learning is a 40 credit point penultimate course of experiential learning in the Master of Advanced Health Services Management M(Adv)HSM now offered by the School of Medicine Health at Griffith University. WIL was initiated in 2009 within the School of Public Health (Lilley et al (2009) based on a Teaching and Learning Grant to meet an existing experiential learning need identified for students studying in the enabling professional area of health management. After 15 semesters of delivery of these courses (completed at December 2016), it is timely to report on the quantitative attributes on the course to inform the post-graduate literature on this type of education. An objective of this review is to influence both curricula and student decision making regarding the future conduct and enhancement of tertiary preparation for health services management HSM employment. WIL has experienced a large increase in student enrolments in recent years suggesting that there is both strong demand for this nature of learning and student satisfaction with the quality of the learning modality in preparing for a career in HSM.

Using Interprofessional Simulation to Enhance Student Knowledge and Promote Collaborative Practice in Disaster Management

2021 ◽  
pp. 237337992098757
Author(s):  
Matthew Fifolt ◽  
Michelle Brown ◽  
Elena Kidd ◽  
Meena Nabavi ◽  
Heather Lee ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Disaster Management ◽  
Interprofessional Education ◽  
Collaborative Practice ◽  
Theory And Practice ◽  
Knowledge Gain ◽  
Student Knowledge ◽  
Complex Situation ◽  
Incident Command

Introduction. Experiential learning activities, such as simulations, strengthen student learning by allowing students to apply didactic knowledge to real-world settings. Moreover, simulation-based interprofessional education supports teamwork and skill development as outlined in accreditation standards for many health and health-related academic programs. The purpose of this article is to describe the role of interprofessional simulation in enhancing student knowledge and promoting collaborative practice for disaster management. Method. Multiple data sources were used to assess a simulated EF-5 tornado disaster event including an observational protocol, a disaster simulation survey, and a survey from the Office of Interprofessional Simulation for Innovative Clinical Practice. Results. Students reported increased satisfaction and knowledge with applying skills associated with interprofessional practice, including communication, teamwork, and collaboration. Additionally, students identified skills that could be broadly applied to a range of work settings on graduation such as seeking role clarity, utilizing job action sheets, and responding to a complex situation. Notably, students reported increased levels of knowledge gain of the incident command structure after applying knowledge from didactic sessions to the simulation. Conclusion. Simulation is an innovative strategy for integrating theory and practice to best prepare graduates for the dynamic world in which they live and work. Experiential learning opportunities appeal to the assumptions of adult learning, promote the skills that employers value, and bridge the competencies of multiple academic disciplines that frequently operate in silos. Institutional leaders should view experiential learning as a critical component of student learning and an investment in workforce development.

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