Work-Integrated Learning: Good Practice Guide - CHE

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3.6.3 Work-integrated learning in a 3-year diploma/Bachelor’s degree (HEQF Level 7) 3.6.4 Work-integrated learning in a 4-year professional Bachelor’s degree (HEQF Level 8) 3.6.5 Work-integrated learning in a Master’s degree (HEQF level 9) 3.6.6 Work-integrated learning in a doctoral degree (HEQF level 10) 3.7 the formal accreditation of work-integrated learning 3.7.1 the accreditation of work-directed theoretical learning 3.7.2 the accreditation of problem-based learning 3.7.3 the accreditation of project-based learning 3.7.4 the accreditation of workplace learning 3.8 recognition of prior learning in a work-integrated learning curriculum 4 tEAcHINg ANd LEArNINg Work-INtEgrAtEd LEArNINg 4.1 teaching for transfer 4.2 Student learning in work-integrated learning 4.3 Academic and workplace collaboration in teaching and learning 4.4 Pedagogical approaches for different WIL curricular modalities 4.4.1 Work-directed theoretical learning 4.4.2 Problem-based learning 4.4.3 Project-based learning 4.4.4 Workplace learning 5 ASSESSMENt oF/For Work-INtEgrAtEd LEArNINg 5.1 Principles of work-integrated learning 5.2 Formative assessment for work-integrated learning 5.3 Summative assessment of work-integrated learning 5.4 developing assessment tasks 5.4.1 demonstrating knowledge and understanding 5.4.2 thinking critically and making judgements 5.4.3 Solving problems 5.4.4 Performing procedures and demonstrating techniques 5.4.5 designing, creating and performing 5.4.6 Managing and developing oneself 5.4.7 Accessing and managing information 5.5 Assessment criteria for work-integrated learning 5.6 Assessment for work-integrated learning curricular modalities 5.6.1 Work-directed theoretical learning 5.6.2 Problem-based learning 5.6.3 Project-based learning 5.6.4 Workplace learning 6 PArtNErSHIPS For Work-INtEgrAtEd LEArNINg 6.1 Introduction to partnerships for work-integrated learning 6.2 Partnerships for the different work-integrated learning curricular modalities 6.2.1 Partnerships for work-directed theoretical learning 24 24 25 26 27 27 27 27 27 29 31 31 32 32 32 32 33 36 37 41 41 42 43 44 44 44 44 45 45 45 45 45 46 46 47 48 48 51 51 51 51
6.2.2 Partnerships for problem-based learning 6.2.3 Partnerships for project-based learning 6.2.4 Partnerships for workplace learning 6.3 Managing partnerships 6.3.1 Initiating partnerships 6.3.2 Implementing partnerships 6.3.3 Maintaining partnerships 6.3.4 reflection and evaluation 7 MANAgINg Work-INtEgrAtEd LEArNINg 7.1 Introduction to the management of work-integrated learning 7.2 Managing work-integrated learning: the institutional level 7.3 Managing work-integrated learning: the departmental level 7.3.1 Work-directed theoretical learning 7.3.2 Problem-based learning 7.3.3 Project-based learning 7.3.4 Workplace learning 7.4 Managing resources for work-integrated learning 7.4.1 Financial resources 7.4.2 Staff resources 7.4.3 Physical resources 8 coNcLuSIoN BIBLIogrAPHY gLoSSArY oF tErMS 52 54 55 56 56 57 57 57 58 58 58 60 60 60 61 62 63 63 64 64 65 66 71
Page 1: Council on Higher Education Work-In
Page 4 and 5: the cHE is an independent statutory
Page 9 and 10: ForEWord the Higher Education Quali
Page 11 and 12: cHAPtEr oNE INtroductIoN ANd BAckgr
Page 13 and 14: the case study below is an example
Page 15 and 16: and Business. the workplace is pres
Page 17 and 18: In their roles as researchers, univ
Page 19 and 20: is acquired and drawn on in practic
Page 21 and 22: 3.1 Introduction to curriculum cHAP
Page 23 and 24: esultant learning model encompassed
Page 25 and 26: HEQF (equivalent): Level 5 Foundati
Page 27 and 28: a first year course in Mechanics of
Page 29 and 30: is not always appropriate in an und
Page 31 and 32: 3.6.1 Work-integrated learning in a
Page 33 and 34: Work-directed theoretical learning
Page 35 and 36: 3.7 the formal accreditation of wor
Page 37 and 38: 3.8 recognition of prior learning i
Page 39 and 40: this section examines teaching and
Page 41 and 42: case study 12: Work-directed theore
Page 43 and 44: of whether their attempts to arrive
Page 45 and 46: Service learning has become a stand
Page 47 and 48: case study 19: chemistry experienti
Page 49 and 50: In this section, we turn to matters
Page 51 and 52: case study 21: Formative assessment
Page 53 and 54: elated to problem solving include a
Page 55 and 56: professional genre would normally r
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• the problem is clearly outlined
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cHAPtEr SIX PArtNErSHIPS For WIL 6.
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Role of the external/professional p
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• Invite students to solve an aut
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interns with potential employers. t
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four key areas: 1) the development
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7.3.3 Managing project-based learni
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the process described in the flowch
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cHAPtEr EIgHt coNcLuSIoN university
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Boud, d. and Symes, c. (2000). Lear
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Mahomed, S. (2007). An evaluation o
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gLoSSArY oF tErMS Action learning:
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understanding. Inquiry learning is
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Professional technical education: (
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sees what a student sees, but the t
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AcroNYMS Ac Advisory committee AcE
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NotES Work-Integrated Learning: Goo
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Published by: Council on Higher Edu
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