Implementing Emerging Technologies to Support Work-Integrated Learning in Allied Health Education

2018 ◽  
pp. 266-300 ◽  
Author(s):  
Ganeshan Rao ◽  
Mary-Ann Shuker ◽  
Robert Loudon
Keyword(s):  
Allied Health ◽  
New Technology ◽  
Education Institution ◽  
Integrated Learning ◽  
Allied Health Education ◽  
Adoption And Implementation ◽  
Educational Requirement ◽  
Institutional Adoption ◽  
Work Integrated Learning ◽  
Support Work

The adoption and implementation of new technology to support work-integrated learning (WIL) is often challenging for staff and students. In this chapter, the authors discuss the processes and decisions involved from early piloting to potential institutional adoption of relevant technology (emerging or otherwise) and provide practical tools for the readers' use. The discussion is supported by evidence from allied health programs at a large higher education institution in Australia and identifies issues, controversies, and problems involved in new technology adoption. The importance of clarifying the pedagogical need before looking to technology is reinforced. Guidelines for identifying emerging and/or innovative use of current technologies are described, followed by discussion of considerations for selection of technologies that best align with the educational requirement.

Work Integrated Learning in Higher Education Hospitality Courses

2015 ◽  
pp. 249-269
Author(s):  
Rajka Presbury
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Education Institution ◽  
Hotel Management ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Key Concepts ◽  
Work Integrated Learning ◽  
Masters Students ◽  
Management Career

This chapter reports on a qualitative study looking at Work Integrated Learning (WIL) in a higher education institution. The empirical dataset for this qualitative study was collected through student and industry focus groups and individual semi-structured interviews with Masters students and managers of hotels in Sydney, Australia. The study provides an understanding of the key concepts, issues, and methodologies of applying WIL practices. The results show that a formal qualification together with a structured work placement develops students' knowledge and skills and is beneficial in developing a hotel management career.

scholarly journals Relevance Of A Leadership Development Programme To Develop The Leaders Work-Integrated Learning Competencies

2014 ◽  
Vol 13 (6) ◽  
pp. 1213
Author(s):  
Prakash Singh ◽  
Christopher Malizo Dali
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
School Principals ◽  
Education Institution ◽  
Development Programme ◽  
Power Relationships ◽  
Research Approach ◽  
Integrated Learning ◽  
Learning Competencies ◽  
Work Integrated Learning

Today, more than ever, leaders need to demonstrate appropriate work-integrated learning competencies (WILCs) to process and manage emotional dynamics intelligently in their work environment. The challenge is to develop these leaders WILCs that can enable them to understand the contextual environments and the power relationships among employees in their organization. This study, therefore, explored the extent to which WILCs, including their emotional intelligence, can be developed and employed in their organizations to enhance collegial leadership practices. Consequently, this study focused specifically on the adequacy of the Advanced Certificate in Education (ACE) school leadership (SL) programme as a leadership development programme (LDP) offered by a higher education institution (HEI) to develop the WILCs of school principals. The LDP is intended to provide the principals, as leaders, with the opportunity to develop a deeper holistic commitment to their studies in a working school situation. Ideally, the LDP would provide a basis upon which school principals acknowledge the complexity of learning across multiple epistemic sites, rather than from a reductionist view with university modules and schools as separate entities. To investigate this, the qualitative research approach was appropriately used in this study. The findings on the interpersonal WILCs revealed that the school principals acknowledged their awareness of their employees feelings, needs and concerns and were adept at inducing desirable responses in them. Evidently, the findings of this study have confirmed the need for leaders to have interpersonal WILCs that can empower them to succeed in creating the necessary collegial climate in their organisations.

Current and Emerging Tools for Flexible Remote Learning

2018 ◽  
pp. 106-125
Author(s):  
Sapha Mosawy
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
University Students ◽  
Allied Health ◽  
Emerging Technologies ◽  
Education Sector ◽  
Integrated Learning ◽  
Work Integrated Learning ◽  
Local Students ◽  
Remote Learning

Distance learning is becoming increasingly common in the higher education sector. Student flexibility and inability of students to access education in remote regions are the main drivers of remote learning. There are many tools available that enable remote learning to reach geographically isolated and remote students as well as to provide extra flexibility to local students. This chapter explores current and emerging tools for flexible remote learning. Specifically, this chapter looks at current and new tools used in remote learning as effective tools for university students as well as graduate continuing learning. The tools, benefits, and models of remote learning are discussed. The objective of the chapter is to discuss the current and emerging tools in remote learning and its importance in emerging technologies and work-integrated learning in allied health.

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