Good Practice in Learning in the Workplace and Community (LiWC)

LiWC encompasses a broad range of models and practices. The elements of good practice below are based on research conducted from learning in the workplace however they are consistent with good practice in community and service learning activities.

Elements of good practice in LiWC

It can be difficult to define the essential elements of good practice in LiWC because of its diversity. Below is a summary of some of the elements consistently identified in the literature as the foundations of good practice in LiWC.

The activity is beneficial for all parties: learner, university and partner organisation
LiWC activities that are built on genuine partnerships between university and external organisation are more likely to lead to beneficial outcomes.
LiWC is an integral part of the curriculum
LiWC activities that are built into the course are more likely to lead to quality outcomes than those that are ‘bolted on’ to a course.
Intended learning outcomes that include generic attributes are clearly defined
Because learners are at multiple sites distant from teachers, it is necessary to be very explicit in defining intended learning outcomes for learners and other interested parties. Learning outcomes may be negotiated with the learner and be enshrined in a learning contract.
Critical reflection and debriefing on learning from experiences in the workplace and community is an integral part of the activity for students, Workplace Supervisors and VU staff.
Systematic reflection on what is being learnt by the learner needs to be built into intended learning outcomes, learning activities and assessment tasks
Assessment tasks accurately reflect intended learning outcomes and emphasise authentic products and processes
Because learners are not in regular contact with their teachers, it is critical that assessment tasks clearly signal what is to be learnt and emphasise products and processes that are work-related. In many cases, portfolio assessment may be appropriate.
Assessment criteria, including levels and standards, are clearly defined
Because learners are learning at a distance, they need clear guidance on how their work will be assessed and local mentors also need this information.
All parties are adequately prepared for the activity
Learners, university staff and staff of the partner organisation, especially if acting as mentors or supervisors of learning, need to be clear about what the activity entails and prepared for the roles they are expected to play.
Learners are supported in the workplace and community
Support for learners, including online support, can be provided at a distance by the university and, where possible, locally by staff of the partner organisation.
The quality of the activity is subject to continuous review and improvement
Formative evaluation of the activity based on feedback, where possible, from all stakeholders needs to be an integral part of the activity.
The activity is resourced appropriately
LiWC is almost always more costly than classroom teaching because of the high transaction costs of developing and maintaining partnerships and supporting learners in multiple sites.

Keating, S. (2006) Learning in the Workplace: A Literature Review, Post Compulsory Education Centre , Victoria University . View full report.

See aslo: LiWC models and Case studies of LiWC activities

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