What is LiWC?

LiWC is variously known in Australia by terms such as work-integrated learning (WIL), work-based learning and professional learning. Often terms such as 'real world learning' and 'authentic learning' are also used to describe this type of educational approach.

LiWC types

Different disciplines and professions have historically developed particular approaches to LiWC. LiWC activities provide students with the opportunity to learn in the workplace and community, for the workplace and community (projects determined by the organisation), and through the workplace and community (where the organisation serves as the vehicle for student learning).

LiWC typically fall into four broad categories, namely:

1. Placements - students work in business, government or community organisations which vary in terms of remuneration, duration, structure (block, part-time, intermittent) and how the placements are sourced (as in individual or university).
2. Industry or community projects - typically require individual students or teams of students to undertake a project based on a real situation, problem or need encountered by a business or community organisation.
3. Workers as learners - includes models such as apprenticeships, traineeships, cadetships, workplace/ enterprise learning and work-based learning. Although each of these models is distinct, they share a common element whereby the primary role of the learner is worker rather than student. They include entry level qualifications through to post graduate qualifications such as MBA's. Apprenticeships and Traineeships are the most formal examples of this model whereby students combine work in an organisation with structured training in an accredited course. There is a substantial variety in terms of how courses can be structured and the level of integration between the learning program and students' work.
4. LiWC activities in simulated workplace environments - They may include laboratories, consultancies, studios, training restaurants, moot courts, practice firms and virtual businesses, that emulate the complexities of a real work situation and are endorsed by industry/community bodies.

Related FAQs: What constitutes a LiWC activity?
 

LiWC contexts

The contexts for LiWC differ. LiWC incorporates both learning in the workplace and learning in the community so LiWC activities can take place in, or in partnership with, business, government and not-for-profit organisations as well as in the community. These different contexts may be valuable for different reasons, so it is worth exploring the different options and reflecting on what educational goals can be achieved by engaging students in learning in different contexts.

Not all types of LiWC involve students being placed outside of the university. For example, students may be physically located in the university but involved in working on a project for, or with, an industry or community partner. In these types of activities students may primarily interact with the partner organisation by phone or email.

Simulated environments are also considered legitimate sites for LiWC especially where they are required for practical, professional or ethical reasons. Simulated learning environments are designed to reflect a real workplace in its function and operation, in which students can experience a range of inter-related activities and scenarios. To be valid, a workplace simulation must be realistic and authentic and be endorsed by industry.

Related FAQs: What is the difference between learning in the workplace and learning in the community?

What is not LiWC?

LiWC aims at providing students with an opportunity to have real and meaningful engagement with industry and community and although the amount, frequency and types of interactions students will have will vary widely between LiWC types and activities, this is actually a key benefit of LiWC.

LiWC therefore differs in some key ways from activities which can be classified as 'work-related' learning and 'work-referenced' learning where students learn about work rather than in, for or through, work. These activities typically include role plays, case studies, lab work and guest speakers and other activities aimed at preparing students for the realities of work and constitute important approaches in all sectors of tertiary education.

'Work-related' learning and 'work-referenced' learning, which are synonymous, mostly do not constitute LiWC because students do not get the opportunity to actively engage and interact with the industry or community partner. Nevertheless, these approaches can be helpful in effectively preparing students for LiWC and can contribute to the 25% requirement if the preparatory activities explicitly prepare students for an LiWC activity.

It is also possible to reframe these activities as LiWC by ensuring that students actively engage with industry or community during the activity. The following FAQs and example provide some suggestions for reframing this type of activity.

Related FAQs: What is the difference between "work-related" learning, "work-referenced" learning and learning in the workplace and community?
Related FAQs: Does the lab work that I offer in my unit fit the LiWC requirements?
Related FAQs: I sometimes use role plays to demonstrate industry practice: do these qualify as LiWC?
Related FAQs: Do guest speakers from industry or community organisations qualify as LiWC?
Related FAQs: My case study is based on a real situation: does this qualify as LiWC?

Case studies are valuable because they are frequently about work and to make them LiWC they should also be in, for or through work.

Case studies and LiWC
An example of how case studies might be transformed into a LiWC learning activity.

LiWC examples

There are many examples of good practice in LiWC at VU. Case studies of good practice will be uploaded shortly.

The Australian Collaborative Education Network website contains a number of WIL curriculum vignettes collected as a result of the Australian Learning and Teaching Council national project; Work Integrated Learning: a national framework for initiatives to support best practice.

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