LEARNING IN THE WORKPLACE and COMMUNITY

Case Studies

Click on the links below for an explanation of each Learning and the Workplace activity and corresponding case studies.

• Project in a workplace
• Practicum/placement
• Apprenticeship/traineeship
• Co-operative education/internship
• Project in the learner's workplace
• Workplace/enterprise learning
• Work-based learning

Project in a workplace

Case studies
Purpose: provide an introduction to the industry associated with the area under study. The project provides a 'real world ' activity that students could confront as novice professionals immediately after graduation.  It is assumed they have limited experience of working in the practice area under study in the project.
Characteristics:
Assessment: Determined by institution. Often students are asked to work in groups. Assessment of group work undertaken by lecturer/teacher with limited input from workplace 'supervisor'.
Delivery: Block or continuous.
Duration: Short term (less than a semester).
Good Practices associated with model: Clear specification of outcomes for LiWC - who they relate to subject/course outcomes,
Preparation for entry to workplaces (learning objectives),
De-briefing session ,

Assessment task (s) linked directly to LiWC component,
Evaluation of student experience while undertaking LiWC.
Teaching and learning issues associated with this model:
Assessment of individual input to group activities,
Organization  of 'sponsors' for projects time consuming- a coordinator of projects is required,
Supervision of projects needs to be shared around amongst teaching staff.

Developing Hardware and Software for New Media Arts Workplaces

Model: Project

Brief Description:Program area: VU TAFE Multimedia Program (School of FEAES)
Students: Advanced Diploma of Multimedia, Interactive Media stream, level varied as it was open to all interested
What: two intensive 5-day workshops in Performance Technology plus mixed-mode employment skills workshops and guest speakers.

When: throughout 2006 including TAFE holidays and in-class activities

Delivery: This project was delivered throughout the 2006 University year as a series of two progressive five-day workshops combined with specialist in-class employment workshops. The performance workshops culminated in an end-of-year installation exhibition at the VU Multimedia graduate exhibition.

The workshop format was based on the successful embodiment Max MSP/Jitter workshop pilot conducted at Victoria University’s Department of Visual Art, Design and Multimedia during Easter, 2005. More information on this workshop can be found at: http://home.mira.net/~favilla/workshop.htm

The three workshops were:

• embodiment (5 days) – exploring the potential of live performance through technology such as  Max MSP and Jitter, combined with the use of sensors and triggers
• Interface (5 days) – constructing custom triggering hardware and software using PicAxe kits and related software
• Employment skills (various) – combination of Industry guest speaker series, 2-day Business Planning workshop and career/folio development workshops

The course of performance workshops were optional and taught within the framework of a newly created stream of the existing Advanced Diploma of Multimedia, catering specifically for artists who wish to enhance their practice by learning and adopting new technology. The employment workshops were delivered to current Advanced Diploma students as embedded within classes and were not optional.

Assessment: Assessment was by the workshop facilitator in the context of the Radio Film,TV and Multimedia Training Package. Competencies were assigned to workshop activities and assessed according to the competency performance criteria and evidence. Specific forms of assessment varied according to the workshop and activity.

For information about this model contact: Stefan Schutt
School of Creative Industries

www.art.tafe.vu.edu.au

Scriptwriting Performance 2005 (Virgin Flights)
Model: Preparation for work in a field of practice
Brief description: Students learning in the theatre industry, following the process from page to stage, working with directors, actors and audience. The Sunshine Community Theatre group developed and performed scripts written and workshopped by the TAFE PWE scriptwriting Class. The whole process was videoed and edited into documentary format.
Delivery: Students and/or VU staff negotiate placement. This pilot project was voluntary and students were able to choose their level of engagement with the process. Some students attended all rehearsals and workshopping sessions, while others attended only the performance.
Assessment: There was no formal assessment, as student participation was voluntary. However the process allowed considerable opportunities for feedback to the students who were involved.
Teaching and learning issues associated with this model: Ideally in the future submission of scripts to Sunshine Community Theatre will be made a compulsory part of the subject and will be embedded in the assessment, providing a context for the work of all scriptwriting students For information about this model and for copies of the DVD contact: Merrilee Moss, Professional Writing and Editing (TAFE ) merrilee.moss@vu.edu.au

Computer Science - work based project
The Department of Computer Sciences and Mathematics requires all final year students in Bachelor degrees offered by the department to undertake a work-based project during the final semester of the final year.
Delivery: Students are organised into groups to undertake the project, which is organised by the Department in consultation with an industry-based organisation. The project is, as closely as possible, a 'real life' activity that students could confront in their first year of work in the industry. Groups are required to visit the sponsor at least three times during the project and work in situ if required. They receive guidance and support from institution-based supervisors. Students are enrolled in a subject for which the project is the main learning activity.
Assessment: The group project is assessed against a written report (with contributions from members of the group) and an oral presentation (again, with contributions from each member of the group). It is worth 40% of the final marks for the subject. 
For information about this Case Study contact: Dr. Hao Shi, Department of Computer Science and Mathematics or visit the website http://www.staff.vu.edu.au/haoshi/ .

Practicum / placement
Case Studies
Purpose: to develop students' professional skills and provide o rientation to professional vocational practice area.
Students are enrolled in courses of study usually with a view to entering a specific practice area (for example, Nursing or Social Work). It is assumed they have limited experience of working in the practice area to which they will be exposed during the practicum, and that they require exposure to appropriate professional practices associated with the practice area.
Characteristics:
Assessment: determined by the institution, but it is often aligned to the requirements of professional bodies so that students can achieve accreditation for practice.
Delivery: Block or continuous.
Duration: not more than 50% of course of study.
Supervision: Curriculum determined by institution. Supervision shared between institution and the sponsor organisation, with reliance on sponsor to give detailed feedback about student's performance.
Good Practices associated with model:
Clear specification of outcomes for Practicum - how they relate to subject/course outcomes,
Orientation/Preparation, including information about professional behaviours,
Competencies/outcomes specified for assessment tasks associated with Practicum,
Assessment criteria set by workplace and/or institution,
De-briefing after each block experience in workplace,
Evaluation of student experience while on Practicum, including feedback about whether students are getting adequate orientation to the professional practices expected,
Mixed mode delivery, to facilitate communication between institution and site of Practicum for students as well as work based supervisors.
Teaching and learning issues associated with this model:
Reliance on institution based supervision,
Need for intensive briefing and debriefing activities each time students enter workplaces,
Organisation of work placements and supervision can be time consuming for the teacher, but can only be managed by a teacher with strong professional links with the practice area.

Bachelor of Arts - Professional Writing - Case study in depth

Brief Description: Students undertake a placement in a workplace in the second semester of their final year of the degree. Students spend 15 days on the placement organised, in a way that suits the student and the host employer.
Preparation: How is the student prepared for the experience? How are staff of partner organisations prepared? What information/ training are they provided with?

Prior to undertaking the placements students have to attend a series of careers sessions. The role of selecting the workplace varies between students themselves or the teaching staff.

Education Design: What are the planned learning outcomes? Describe how the learning outcomes include generic attributes. Outline any use of e-learning. How is this activity linked to the rest of the course? How is the activity integrated with the curriculum? How is what students learn during the activity used in the rest of the course?

The experience is designed to provide them with real workplace experience and to encourage them to explore a vocational pathway. Students learn in a real context how to implement their writing skills. Students have to do three different forms of writing during the placement.

Supervision: Who supervisors the students learning? How? How do you communicate with the student throughout the experience? How often?

Students are required to work with a professional writer and spend a substantial amount of their time in the workplace. Students’ placements in the past have been diverse ranging from local government departments to PR organisation

Delivery:What happens?

Assessment: How is student learning assessed? How do the assessment tasks reflect the planned learning outcomes?  Are assessment reports, presentations etc based on the sort of reports, presentations that are used in the workplace? Students are expected to produce a folio of work. They also keep a learning journal in which they reflect on the work they are producing. A number of students each year obtain paid work as the result of the experience. Students finish their placement at different times so it is difficult to get them together for a group de-brief. Academic staff therefore de-brief with the students individually.

Evaluation: How is the activity evaluated? Who provides feedback? How is this feedback used? How is quality assured?

Students finish their placement at different times so it is difficult to get them together for a group de-brief. Academic staff therefore de-brief with the students individually.

Partnership: How are partnerships developed and maintained? What is the partner organisation’s role? Does the partner organisation have any involvement in the design, supervision and assessment of students’ experience? Is there any ongoing communication between VU staff and staff of the partner organisation? Is there any formal arrangement, .e.g. Memorandum of Understanding (MOU) or learning contract between VU and host organisation?

There are a growing number of regular employers who take the students from this course. Many local employers give VU first preference. But there is also competition with many employers already having established links with other universities. In order to build networks of employers willing to take the students, academic staff have called on their own professional contacts, cold-called businesses, got articles in the local paper and built links with new employers through guest lecturers and past students. Because of the diverse interests of students and the variety of contexts for professional writers, in some cases they have built relationships with employers knowing that they may not be needed for two or more years.

Challenges: What are the challenges or issues associated with offering this kind of activity? There are a growing number of regular employers who take the students from this course. Many local employers give VU first preference. But there is also competition with many employers already having established links with other universities. In order to build networks of employers willing to take the students, academic staff have called on their own professional contacts, cold-called businesses, got articles in the local paper and built links with new employers through guest lecturers and past students. Because of the diverse interests of students and the variety of contexts for professional writers, in some cases they have built relationships with employers knowing that they may not be needed for two or more years.

For information about this model contact Dr. Enza Gandolfo  -  enza.gandolfo@vu.edu.au
Faculty of Communication, Culture & Language.

Professional Legal Practice
Brief description: The Law school offers an elective subject Professional Legal Practice which allows students who have at least 350 hours of workplace experience to engage in professional development and reflective practice activities.   This is presently offered in semester one but there is student demand for this to be a summer school subject.When students have reached the ‘hurdle’ requirement of 350 hours they enrol in the elective subject.  
Delivery: This is a flexible delivery subject administered through webCT which allows students to engage in online discussion and critically reflect on both their own experiences and the experiences of other students.
Assessment: Students are required to prepare an initial report on their workplace, their position and their career plan, worth 20%.  Throughout the semester they engage in online discussion of events and issues which arise in the workplace, from which they generate a series of reflective journal reports, worth a total of 40%.   At the end of semester the students use these journals, along with reflection on their initial report to produce a final self assessment report worth 20%.
For information about this model contact: Dr Scott Beattie, Law School Coordinator of Work Integrated Learning scott.beattie@vu.edu.au

Preparation for work in a field of practice - School of Nursing

Brief Description: School of Nursing and Midwifery, Bachelor of Nursing, Years One, Two and Three, Clinical practicum during September to November
Delivery: The system is pedagogically designed to allow students to intuitively input drug calculation problems into a web interface, thereby automating the entire calculating process.
Assessment: Individual students are assessed in the clinical setting at interim and final stages of a clinical education block. The ANMC (2005) domains of Professional and Ethical Practice, Critical Thinking and Analysis, Management of Care and Enabling are employed as indicators of student clinical performance, and is to be reported in the form of a written clinical performance appraisal. A satisfactory (100%) grade is required for successful achievement of the clinical subject. For more information about this model contact: Dr Trish Burton, School of Nursing and Midwifery
Trish.Burton@vu.edu.au

A hybrid model – a work-based project model with  ICT industry placements
Model: The School of Computer Sciences and Mathematics requires all final year students in Bachelor degrees offered by the department to undertake a work-based project during the final year.

• work on a real software development project
• apply software engineering and database methodologies to design and implement a complete project
• tackle issues developers face on a daily basis, eg liaison with clients, working in a team, documenting the project, developing a user manual, etc.
• improve oral and written communication skills

Delivery: The projects are team projects so that students gain experience in working in teams and it allows them to complete more substantial projects.Students are organised into teams to undertake the project, which is organised by the School in consultation with an industry-based organisation. The project is, as closely as possible, a 'real life' activity that students could confront in their first year of work in the industry. Teams are required to visit their project sponsors at least three times during the projects and work in situ if required. They receive guidance and support from institution-based supervisors. Students are enrolled in two project units for which the projects are the main learning activity. Year-long project with 8 weeks ICT industry placement s for selected students during the Semester breaks.
Assessment: of group work undertaken by project supervisors with project requirements from external project sponsors. The group project is assessed against a written report (with contributions from members of the group) and an oral presentation (again, with contributions from each team member). It is worth 40% of the final marks for the unit. For further information regarding this model contact: Dr. Hao Shi http://www.staff.vu.edu.au/haoshi
School of Computer Science and Mathematics

Graduate Program in Exercise Rehabilitation
Brief description: The School of Human Movement, Recreation and Performance requires all students enrolled in the Graduate Program in Exercise Rehabilitation to undertake a Practicum in a 'real life' setting before graduation.
Delivery: Students are placed in workplaces where the skills of Exercise Rehabilitation professionals are already working, or where they are required. Students case - manage a series of individuals in workplaces who are in need of exercise rehabilitation with intensive guidance and support from institution based supervisors. Case management is conducted in block placements at strategic periods during the 2-year program.
Assessment: Individuals are assessed against Cases presented for assessment. An important feature of the assessment is the capacity to report information in both 'lay' and scientific forms for the different audiences who will read the material- patients and other health professionals. There is an emphasis on developing skills to perform professional roles w ith a range of clients.
For information about this model contact: Dr Steve Selig, School of Human Movement, Recreation & Performance and Centre for Rehabilitation, Exercise and Sport Science or visit their website http://www.staff.vu.edu.au/exrehab/ and http://www.staff.vu.edu.au/hmrpcpd/

Apprenticeship / traineeship
Case Study
Purpose : To develop workplace competencies within a particular industry. Students combine work with structured training in a course.
Characteristics:
Assessment: Students must enter into a training agreement and successfully complete all core modules. Assessment is competency based and conducted by trained assessors of the institution.
Delivery: Workplace and classroom delivery
Duration: Long term (more than one year)
Good Practices associated with model:
Strong links between teaching in the classroom and experiential learning.
Evaluation of integration of workplace and classroom based elements.
Programs can be tailored to suit needs of employers.
Teaching and learning issues associated with this model: Students must be employed before they can enrol in the course of study.

Certificate III in Marine Craft Construction
The Department of Building and Construction offers an Certificate III in Marine Craft Construction which is part of the Metals and Engineering Training Package. The training package is national and accredited with ANTA. The course provides boat building and shipwright training. Students are employed as a boat builder or shipwright apprentice and enter a training agreement.
Delivery: Workplace and classroom delivery
Assessment: Participants enter into a training agreement and successfully complete all 4 foundation units, 32 points of Stream A subjects with the remaining points resulting from  modules drawn from the Module Bank. Assessment is competency based and conducted by trained assessors of the institution.
For information about this model contact: Rick Mitchell, Department of Building and Construction. For general information about apprenticeships visit the Jobs Plus New Apprenticeships Centre at www.jobsplusnac.com.au .

Co-operative education/internship

Case Study
Purpose: Provide students with experience -as-workers for an extended period during a course of study so that they learn processes and practices associated with an area of professional practice. Students are paid by sponsor organisations, and are both 'workers' and 'students' during the experience. They return to the student role for the last year of study before graduating.
Characteristics:
Assessment: No formal assessment of year-long activities. Students cannot graduate without undertaking the activity in courses where it is compulsory.
Delivery: Students and/or VU staff negotiate placement.
Duration: long term (one year).
Good Practices associated with model:
Clear specification of outcomes for Co-operative Education  - how it relates to course outcomes,
Orientation/preparation for Co-operative Education experience,
Co-operative Education activities linked to assessment for course as a whole,
Institution-based supervisor who visits or otherwise communicates with 'student workers',
De-briefing to occur at the end of the Co-operative year.
Mixed mode delivery processes used as a means of ensuring continuous  communication with students during course of activity.
Teaching and learning issues associated with this model:
Requires the institution to source placements for students,
Briefing and debriefing conducted by specialist staff employed to source placements and visit students,
Assessment for degree not directly associated with placement

Co-operative Education/Internship Model   

Extending Workplace Learning Opportunities for Undergraduate Psychology Students & promoting workplace-based development of interpersonal skills
Brief Description: The School of Psychology offers the Bachelor of Psychology (Interpersonal & Organisational) to enhance the development of applied interpersonal & organisational theory/skill in undergraduate students to make them work ready for a range of graduate workplace settings. In 1st semester of 3rd (final) year, students undertake the subject ‘Fieldwork’, in which they complete a minimum of 48 hours of workbased learning in a psychology-related field of potential graduate employment. The goals of this subject are to help students develop job search skills, introduce them to the world of work, help prepare them for graduate employment & to promote their capacity to apply theory & skill previously learned in real-life work settings. The workbased learning is supported by a fortnightly workplace preparation & peer supervision class by the subject co-ordinator.
Delivery:Students seek & obtain Fieldwork opportunities in a relevant potential graduate setting. Individualised tasks & duties are negotiated b/w student, workplace & university, & students spend a minimum of 4 hours per week undertaking these during Semester 1, while concurrently attending the fortnightly peer supervision group at university. Applied knowledge & skill developed during ‘Fieldwork’ is consolidated in the subsequent core unit ‘Skills in Context’, in which students plan, deliver & manualise a training workshop for the class on an applied skill/skill set developed during ‘Fieldwork’.
Assessment: Students develop a) learning goals (20%), a b) reflective journal (20%), c) student career portfolio CGAs (30%), d) Fieldwork Report (30%) & a e) logbook of workbased learning (hurdle requirement) For information about this model contact:
Jenny Sharples & Michelle Earle
Jenny.sharples@vu.edu.au & michelle.earle@vu.edu.au
9919 2156 or 9919 2784
School of Psychology, St Albans Campus

Internship
Case Studies
Purpose :Provides an introduction to the industry associated with the area under study and provides opportunity to develop students' professional skills resulting in enhanced employment prospects and retention of graduates within the related profession.
Characteristics:
Assessment: Curriculum determined by institution, assessment tasks negotiated according to the students' work context, s ite visits and assessment by institution staff, workplace supervision, with feedback about student's performance
Delivery: Block, students and/or VU staff negotiate placement.
Duration: Generally one semester full time, or part time equivalent
Good Practices associated with model:
Clear specification of outcomes for LiW – how they relate to subject/course outcomes,
Preparation of students as job seekers before they apply for internships
Preparation for entry to workplaces (learning objectives),
Orientation/Preparation, including information about professional behaviours,
Competencies/outcomes specified for assessment tasks associated with Internship,
Assessment task(s) linked directly to LiW component,
Evaluation of student experience while on LiW,
Clear specification of standards required at the level of study,
Institution determines curriculum.
Teaching and learning issues associated with this model:
Reliance on institution based supervision,
Need for intensive briefing activities each time students enter workplaces,
Organisation of work placements and supervision can be time consuming for institution staff,
Requires the institution to source placements for students,
Assessment for degree not directly associated with placement

Victoria University Internship Program

Higher Education: Faculty of Business and Law, School of Applied Economics

Purpose:

The internship program is designed to allow students to gain valuable work experience in their specialised area of interest and build on their knowledge by applying of principles and skills in an authentic workplace. 
Characteristics: The internship program offers both students and organisations a rewarding and valuable experience, and participation can lead to long-lasting professional relationships.

Assessment:

Students will pass the internship component of the subject if they successfully complete the minimum requirement of 96 hours at their designated organisation.

In addition, students are assessed on an
“Organisational Chart & Industry Structure” (5%);
“Internship Journal” (5%); and
“Mentor Evaluation” (50%).

Delivery: VU staff negotiate the placement: 96 hours, generally being one day a week for 12 weeks.

Duration: Short term – just under one semester.

Supervision: Supervision is provided by the mentoring organisations, with reliance on the mentors to give detailed feedback about students' performance.

Good Practices associated with model:

The Internship Program allows students to have sound preparation for entry to workplaces by focussing on learning objectives.  That is, they:

1. Apply skills, principles and techniques developed in the classroom to an authentic workplace
2. Acquire practical and meaningful work experience in their chosen area of study
3. Identify and reflect on personal interests and skills
4. Assist in making more informed career choices
5. Experience and participate in daily business functions
6. Develop vocational pathways
7. Develop new skills that are difficult to introduce in a classroom setting
8. Establish a network of professional industry contacts.

Teaching and learning issues associated with this model:

1. Briefing and debriefing conducted by subject tutors who also source placements.
2. Organisation of work placements and supervision can be time consuming for the teacher, but can only be managed by a teacher with strong professional links with the practice area.
3. The need for intensive briefing and debriefing activities before students can enter the workplace.
4. Reliance on institution based supervision.
5. Subject tutors do not go out and visit students at their work placement.
6. Assessment for degree is not directly associated with success in the work placement.

For more information on this model please contact:

Associate Professor Theo Papadopolous, Associate Dean, Teaching and Learning Support , Faculty of Business and Law.

e-mail: theo.papadopolous@vu.edu.au

One year Cooperative Education Placement
The Department of Hospitality and Tourism Management, requires all students to undertake a one-year Co-operative Education placement as year 3 of a 4 year degree. Students return to the University for the final year's study with the experience of the Co-operative program to draw on.
Delivery: Individual placements, with at least one visit from the institution during the year.
Assessment: There is no formal assessment of the Co-operative education experience that contributes to the final outcomes for the degree. However, students cannot pass the degree without having completed a one-year placement. 
For information about this model contact: Barry Broons, Centre for Work Integrated Learning, Faculty of Business and Law or visit their website http://www.businessandlaw.vu.edu.au/wil

Case study

Recreation Management
The Recreation Management course within the School of Human Movement , Recreation and Performance offers the Recreation Management Internship Program. The internship is a 340+ hour paid work placement spread over a 5-7 month employment period prefaced by a 2 day VU preparation workshop conducted by the School.
Delivery: An intern is appointed to complete a significant project for the host organisation. Internship workdays are negotiated but generally the intern works a minimum of 2 full-time days per week. Interns may also be available on a full-time basis during university breaks. Interns are chosen using normal job selection processes conducted by the host organisation. The selection process is competitive to ensure the host organisation gains the best person for the their project. Initially, s tudents attend a 2-day workshop conducted at Victoria University to prepare them for writing a resume, job interviews and also to assist them with self-understanding to enable them to select an appropriate internship conversant with their career goals. A number of guest speakers from past internship students and supervisors are used as presenters at the workshops.
Assessment: The student receives an ungraded pass for the placement component of the internship and a numerical grade for the Business Report that is completed about the internship experience.
For information about this Case Study contact: Angela Dressler, School of Human Movement , Recreation and Performance or visit their website at http://www.staff.vu.edu.au/hmrpcpd/

Project in the learner's workplace
Case Study
Purpose: To provide workers with opportunities to improve their professional/ vocational practice through institution based learning activities constructed as a work based project.  Students therefore need to be employed in a practice area in order to study, but come to institution for instruction. Study is an element of ongoing professional development.
Characteristics
Assessment: Determined by the institution in that the project is assessed against institution based criteria.  A ssessment tasks negotiated according to the students' work context.
Delivery: Institution based with students taking 'time out' from work (usually after hours) to complete a further qualification.
Duration: Variable, depending on length of course of study. 
Good Practices associated with model:
Clear specification of objectives for project against assessment criteria,
Clear specification of standards required at the level of study,
Orientation by institution staff to organisation (s) from which students come,  f-2-f primary delivery mode with online as adjunct,
institution determines curriculum,
Use of Recognition of Prior Experience and Learning as major tool in determining entry to study.
Teaching and learning issues associated with this model:

MBA Project
The MBA project provides students with the opportunity, either, to apply acquired skills, competencies and expertise to an approved consultancy based task. MBA students undertake the project, individually or in teams of not more than four. Proposals for projects will normally be developed in conjunction with the subject Business Research Methods and may or may not be sponsored by, and directly related to specific industrial, commercial or public sector management requirements.
Delivery:  All proposals for projects must be approved by an MBA Faculty panel before a student is permitted to enrol in the subject. Students must also obtain a commitment from a supervisor and an external industry or public sector organisation . The project is to be completed by the end of six months for full-time students and twelve months for part-time students.
Assessment: For group projects, the proposed contributions of each team member must be clearly designated before the project is approved and, at the conclusion, capable of being individually assessed. The external agency is involved in the assessment of the project.
For information about this model contact: Nick Billington, Victoria Graduate School of Business or click here to access their MBA program brochure which details the Workplace Project

Workplace / enterprise learning
Case Study
Purpose: Customised training negotiated with a partner organisation to provide its workers with opportunities to improve their professional / vocational practice through training delivered at the workplace.
Characteristics:
Assessment: Workplace assessment by institution and/or workplace staff
Delivery: Delivered in the workplace
Duration: Variable, depending on length and level of course of study. 
Good Practices associated with model:
Recognition of current competence is emphasised
Workplace mentors work with VU staff
Face-to-face and flexible/online teaching by VU staff
Course content is tailored to and integrated with work requirements
Action learning approaches used where appropriate

Case Study - Connex Trains
Partnership between Victoria University and Connex Trains to provide customized training for the public transport area. Training is negotiated with clients in the rail and public transport areas with comprising both on and off the job delivery. Off-the-job components at Urban Systems Training facilities, (a centralized rail specific training center) or at the client company premises. On-the-job components take place in the student's workplace. Included are Certificates to IV and Diploma courses, also specific rail accredited courses. Delivery personnel includes Victoria University staff, company workplace trainers and, where required, specialist external trainers.
Delivery:  Students attend training sessions in groups to undertake instruction and learning activities with close links to their current or planned workplace roles and applied in their workplace situations. These groups include students primarily from one company only, however some courses include mixed groups from a range of companies, eg. Preliminary Impairment Assessor, First Aid, Train Track Awareness. Instructors and teaching staff may come from a range of Vic Uni departments and organizations as required by the programs and qualifications. Eg. Frontline Management, Assessment & Workplace Training, Rail Operations Certificates, First Aid, etc. The delivery schedule is primarily designed to fit with off-peak periods in the industry.
Assessment: All programs are competency based and units are assessed in an appropriate manner to fit the planned program, this may include individual, clustered or integrated assessments. Knowledge tests, projects or assignments are generally included, as is observation of the application of training on the job or in a simulated environment, supplementary information may also be gathered from workplace supervisors or managers as required.
For information about this model contact: Carole Petchell, Manager, Urban Systems Training. Carole.Petchell@vu.edu.au

Work-based learning
Examples
Purpose : WBL offers special work-linked features enabling learning to take place at, through - and be centred on - the working environment. By using an actual work role and an organisation's objectives as the focus for academic enquiry WBL is uniquely structured to benefit both the individual employee and the employing organisation. WBL provides a generic framework to which participating individuals bring the specific content of their own work and/or other life experience. All programmes offer the opportunity to customise a programme of study, tailoring the content of the programme to the learner's own work and career needs, in partnership with the University and employer (where applicable).

Characteristics: Assessment: Students propose work-based projects, negotiated with the institution.
Delivery: Variable, can be on-campus, by distance learning or part of a corporate group supported by an online learning environment
Duration: Variable, depending on length of course and level of study. 
Good Practices associated with model:
Use of Recognition and Accreditation of Learning processes as major tool in determining program of study.
Students negotiate a study program , and undertake work based learning projects
Multiple study modes supported by an online learning environment
Significant program support to students both in the workplace and the institution
Teaching and learning issues associated with this model:

Example from Middlesex Univesity

Work-based learning is offered in a number of undergraduate and postgraduate programs at Middlesex University. One example - the MA/MSc (Work Based Learning Studies)
Delivery: Programs typically begin with a claim for academic credit for existing learning (Recognition and Accreditation of Learning), followed by a Program Planning module and then negotiation of an individual program of postgraduate study, which typically includes Work Based Learning Research Methods and Work Based Learning Project module. All postgraduate programs are available by distance learning as well as on campus. Group sessions and individual tutorials can also be arranged on or off campus.
Assessment: Assessment varies for each module but is based on written assignments. As part of the assessment, all major projects include an oral presentation.
For information about this model contact : the National Centre for Work Based Learning Partnerships, Middlesex University website at http://www.mdx.ac.uk

For information about this site, contact Debra McDonald