ORCID Profile
0000-0002-4929-1959
Current Organisation
University of Wollongong
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Publisher: Springer Science and Business Media LLC
Date: 07-04-2022
DOI: 10.1007/S13384-022-00519-2
Abstract: This study draws on the tradition of transdisciplinarity to extend the boundaries of interdisciplinary educational work. In this paper, we apply the concepts of liminality and third space to examine a case of a professional immersive experience (PIEx), designed in response to the catastrophic disruption of work-integrated learning opportunities by the COVID-19 pandemic. The study uses a participatory reflexive methodology to interrogate the range of ways liminality was manifest in PIEx. First, we examine liminal learning in the virtual environment, which facilitated the unfolding of connections between different spaces, locations and people. Second, we seek to understand the PIEx experience through the concept of third space, highlighting the fluidity of roles, where educators, students and industry partners generate new knowledge and practices together. Lastly, we examine the experience through the boundary-crossing lens of transdisciplinarity. We conclude by gesturing towards a new understanding of work integrated learning, as it could take place in the future, well beyond the walls of the university.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-11-2022
Abstract: Work integrated learning (WIL) equips students with real-world experiences by bridging the worlds of academia and work, theory and practice, reflection and action. Through WIL, students are able to gain critical life skills such as teamwork, problem-solving, communication, and professionalism, which are key for employability (Freudenberg et al., 2011 Jackson, 2015). They also get to apply the knowledge gained from classroom learning to practical projects, preparing themselves for the workforce. With the increasing demand for job-ready graduates, WIL remains a strategic priority for many higher education providers calling for significant investment in curriculum design (Billett, 2014). Along with the noted benefits, the challenges and factors that require careful consideration for successful WIL design are well established (Jackson, 2015). Past studies have examined approaches and best practices for effective WIL, with more recent work focusing on technology and connectivity in a post-pandemic era (Dean & C bell, 2020 Schuster & Glavas, 2017). In particular, the foundation lies in strong partnerships between higher education and industry, which is responsive to the needs of all stakeholders (Choy & Delahaye, 2011 Smith & Betts, 2000). In our presentation, we discuss the considerations and lessons learned by educators in delivering a WIL subject for data science students in an Australian higher educational institution. Here, the underlying technicality of the subject involving data sharing and access, confidentiality, and intellectual property rights adds to contextual challenges. Additional challenges include the need to design a valuable student experience which can be scaled up for larger cohorts. The design of project-based learning experiences requires domain expertise, personalized mentorship, and pre-defined outcomes, prompting the shift towards a more problem-based approach where outcome spaces can evolve for transdisciplinary learning (Kligyte et al., 2021). We derive insights from designing an interdisciplinary space for WIL projects with particular focus on the perspectives of different stakeholders involved and managing their expectations and boundaries. This involves co-defining shared problem spaces for projects to create a common understanding across all stakeholders (Billett, 2015) to inform more appropriately aligned authentic assessments (Ajjawi et al., 2020) that are embedded in project work guiding, supporting and managing team formation and group dynamics to empower students to work as autonomous groups (Brewer et al., 2020) and the use of relevant tools and platforms to facilitate operations and aid learning (Schuster & Glavas, 2017). Feedback from students and industry partners has improved significantly across a 3 year period, with the current subject offerings receiving the highest student and industry satisfaction scores to date. The work contributes to the design of effective WIL by learning from practical experiences of educators before, during, and following the pivot to online learning due to the COVID-19 pandemic, with lessons transferrable to other WIL contexts. Future work will build on the findings by triangulating with additional data sources including student work.
Publisher: Informa UK Limited
Date: 15-06-2023
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Adrian Buck.