Download Procedural Manual on Experiential Learning

Procedural Manual on
Experiential Learning
To govern the implementation of the Council
approved Policy: Experiential Learning
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Presentation Outline
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•
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Purpose of the presentation
Important contextualisation information
The structure of the draft Procedural Manual
The ultimate responsibility of academia
– The activity flow regarding work-integrated learning
– A continuum of simulated work experience
– Applied learning experiences
• The student as stake holder
• Collaboration of institutional role players
• External role players
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The purpose of this presentation
• Ultimately, the objective is to obtain Senate’s
approval for this draft Procedural Manual on
Experiential Learning – this presentation serves
to inform and consult.
• Once approved, the manual will govern the
implementation of the Policy: Experiential
Learning.
• The intend is to ensure good governance;
adequate institutional resources; and
collaboration among different role players.
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Experiential learning …
• is the process of making meaning from direct
experience, &
• an interplay between theory and practice
• is learning through reflection on doing
• as educational method facilitates exposure of
students to realistic experiences and important
contextual characteristics of relevant disciplines
• includes work integrated learning (WIL) and
simulated work experience (SWE)
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HEQF definition of work-integrated
learning (WIL)
WIL “is a structured part of a qualification
the volume of learning allocated to WIL
should be appropriate to the purpose of
the qualification and to the cognitive
demands of the learning outcome and
assessment criteria contained in the
appropriate level descriptors”
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Contents of the draft Procedural Manual
• Seven parts and two appendices – MoU & MoA
– (1) Introduction; (2) Table of Content; & (3) Glossary
of Acronyms/Abbreviations
• (4) Academic Departments
– WIL activity flow; design, dev. & facilitate SWEs; and
other applied learning experiences
• (5) Students
• (6) Institutional Management of Support (x10)
• (7) External Role Players (x4)
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Ultimately Academic Responsibility
• Responsibility for teaching and learning rests
within the relevant Colleges; Schools; Academics
• HE Monitor 12: Good Practice Guide of WIL
differentiates in addition to workplace learning (WPL);
work-directed theoretical learning (WDTL); problembased learning (PBL); and project-based learning (PJBL)
• Imperatives espoused by CHE [7.2 of Policy: EL]
– Criteria 1 & 15 for Programme Accreditation
– Criteria 4, 7-8 and 11 for Institutional Audits
– HEQF: to place students if WIL credit bearing [5.1 of
Policy
]
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Activity flow with regard to WIL -1
1. Revision/design of the curriculum in accordance
to Unisa’s approved Framework for the Team
Approach, due diligence & compliance; as well
as marking of WIL modules on AIMS.
2. Mustering support from relevant occupational
field/s and SETA/s:
– Networking; MoUs & MoAs [7.1 of Policy]; CPD
points; and pivotal grants for workplace experience
3. Tutorial letters and workplace learning
guidelines – points (a) to (h).
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Activity flow with regard to WIL -2
4. Formal mentorship agreements and mentor
guidelines.
5. Compulsory WIL clearly stated in registration
information – points (a) to (d).
6. Students without experiential learning providers
must be placed by their academic department –
points (a) to (e) [7.1,7+8 of Policy].
7. Mentoring, monitoring and assessment of WIL.
8. Electronic communication means to obtain
assessment input from workplace supervisor/s
and/or mentor [7.3+4 of Policy].
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Activity flow with regard to WIL -3
9. Academics responsible for quality assurance
of WIL module/s and imperatives of
professional and/or statutory bodies.
10. College/school/academic departmental WIL
structure should, for example, include:
– a functional advisory committee/process, with
adequate representation
– a teaching and learning WIL committee
– adequate administrative support
11. Responsible for continuous review.
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Design, development & facilitation of
Simulated Work Experiences
Written
simulations,
e.g.
assignments
through eportfolios ;
technologybased
assessment;
and complex
case studies
[7.3 of
Policy]
3-D models,
such as a
mannequin,
low fidelity
& part-task
Screenbased
simulation
software,
DVDs, virtual
realities
Standardised
real
simulations
or role plays,
e.g. by
trained
actors
Intermediate
fidelity PC
controlled,
programmeable; but not
fully interactive
Interactive
PC
controlled
model
driven;
known as
high-fidelity
simulation
platforms
Neither end of the continuum is better. Relevance of mode matters!
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Applied learning experiences other
than WIL or SWE
• Such as laboratory and/or learning in natural
settings.
• Practical laboratory teaching is differentiated
from WIL in that it supplements theory and
gives students the opportunity to experience
and master the application of specific theory
in the controlled environment of a laboratory,
a contact session, a green house, etc.
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STUDENTS
• AB4R3.
• Select qualification –noting
compulsory WIL.
• Satisfy pre & co-requisites to
register for WIL module/s.
• Ideally employed suitably!
Or seek help for placement.
• Register if in position to
complete WIL module/s.
• Submit mentor details.
• Submit specified evidence.
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Institutional Management of Support
• Vice-Principal Academic: Teaching & Learning
serves as custodian.
• Responsibility for policy formulation and
support systems, standardised procedures and
appropriate resources rests with Executive
Director: Tuition and Facilitation of Learning.
• Vice-Principal: Institutional Development
develop, drive, communicate, market and
monitor Unisa’s integrated strategies.
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Collaboration of internal role players -1
• Institutional WIL office main role is enabling
systems, processes and resources.
• Curriculum and Learning Development (DCLD)
• Directorate Programme Accreditation and
Registration (DPAR)
• Student Admissions and Registrations (DSAR)
• Information and Communication Technology
(ICT) – enable transparent record keeping and
the tracking of student progress throughout
WIL periods [7.6 of Policy]
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Collaboration of internal role players -2
• Regional Services – supportive role as needed
• Department: Corporate Communication and
Marketing (CCM)
• Directorate: Community Engagement and
Outreach
• Unisa Foundation
• Agreements and Intellectual Property
• Finance Department
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External Role Players
• Statutory / Professional Bodies
• Sector Education and Training Authorities
(SETAs)
• Experiential learning providers
• Mentors
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