Design

Background

At the highest level, “work-integrated learning (WIL) is an umbrella term used to describe a range of educational activities that integrate learning within an academic institution with practical application in a workplace setting relevant to each student’s program of study or career goals” (Sattler, 2011). It is a form of experiential learning that also incorporates a common framework across institutions and sectors. Work-integrated learning or WIL as it is often referenced also incorporates concepts related to workplace learning, experiential-based learning, work-based learning, service learning, work integrated learning, cooperative education, practice-based learning, field placements, internships, apprenticeships, applied research, work simulation and the like.

NorQuest offers the following typology which explains the types of WIL in the institution:

Work Integrated Learning (WIL) Typology

Applied Research: Students are engaged in research occurring primarily in workplaces or the institution. This may include consulting projects, projects with faculty, design projects, community-based research projects or related.

Community Service Learning: (CSL) a range of activities (e.g. volunteering, assessments, research, assisting, etc.) designed for equal benefit to the student and the community with a focus on learning through critical reflection to develop skills expressed through the Skills of Distinction, including new ways of thinking, resiliency and inclusion.

Co-op: This paid work experience alternates periods of academic study with periods of paid work experience in the students’ chosen field.

Field Placement: Provides students with an intensive hands-on practical experience in a setting relevant to their subject of study. Field placements may not require supervision of a registered or licensed professional and the completed work experience hours are not required for professional certification. Field placements account for work-integrated educational experiences not encompassed by other forms, such as co-op, and practicum.

Internship: Internships are a form of paid or unpaid work experience where students spend a significant period of time, usually at or near the end of their academic study, on a work term.

Observation: In a work placement setting, students can observe situations related to their studies and critically reflect on the same.

Practicum/Clinical Placement: Involves work experience under the supervision of an experienced registered or licensed professional (e.g. preceptor) in any discipline that requires practice-based work experience for professional licensure or certification. Practica are generally unpaid, and the work is done in a supervised setting.

Work Experience: Provides students with work experience in a setting designed to meet their skills. Not necessarily related to any one program of study.

Stirling, Kerr, Banwell, MacPherson and Heron (2016) propose a three-step process for designing WIL including determining learning outcomes, deciding upon the learning assessment and preparing concrete learning plans (how the learning will happen). They suggest that these ultimately impact the what, why, when, how, who and where of the WIL. Further, standards are typically tied into WIL including professionalism and citizenship, professional judgement, communications & interactions, information literacy and professional competence & work readiness.

They further suggest four approaches for integrating theory and practice:

1. Theory informed by practice
2. Practice informed by theory
3. Concurrent approach (studying theory and practicing at the same time)
4. Scaffolding approach (continued interplay of theory and practice)

Assessments

Work-Integrated Learning (WIL) assessments should align with learning outcomes as well as the type of WIL and learning activities and should embrace the principles of learner assessment in general (CHE, 2011). Both formative and summative assessments are utilized in WIL.

Browne and Rosse (2014, 13) assert that “[a]ssessment and evaluation of student learning in WIL/CSL depends upon the purpose of the experience, the curriculum model(s) of the experience…, and the learning theories that underpin them”.

References

Browne, N. and Rosse, S. (2014) Developing the field of work integrated learning (WIL) in higher education: A scoping study and curriculum inquiry. Retrieved April 14, 2018, from http://www.waceinc.org/uwest2014/proceedings/Canada/Stephanie%20Rosse%20-%20Canada.pdf

Council on Higher Education (CHE). (2011). Work Integrated Learning: Good Practice Guide. HE Monitor 12. Brummeria: Council on Higher Education. Retrieved April 14, 2018, from http://www.che.ac.za/sites/default/files/publications/Higher_Education_Monitor_12.pdf

​Sattler, P. (2011). Work-integrated learning in Ontario’s post-secondary sector. Higher Education Quality Council of Ontario. Retrieved December 2, 2016 from http://www.heqco.ca/SiteCollectionDocuments/WIL1E.pdf

Stirling, A., Kerr, G., Banwell, J., MacPherson, E., and Heron, A. (2016). A practical guide for work-integrated Learning: Effective practices to enhance the educational quality of structured work experiences offered through colleges and universities. Toronto: Higher Education Quality Council of Ontario.