WILNZ Community
Webinar Recordings
Global Models of Quality in Work-Integrated Learning
Facilitated by Matthew Campbell, University of Queensland, AUSTRALIA & Anne-Marie Fannon, University of Waterloo, CANADA
7 July 2022
WIL Virtual Internships
Facilitated by Nima Riini, and Olaf Sparrow, Wintec/Te Pūkenga
21 July 2022
ACEN National Survey Results WIL and COVID-19
ePortfolios
Kristina Hoeppner – Catalyst
Virtual Internship Webinars
A series of helpful resources and discussions on Virtual WIL
Part One: How to Vet 3rd-party Virtual Internship Providers
Part Two: How Employers can Pivot to Support Interns Remotely
Experience from the Field
Impact of COVID-19 on WIL
Beyond Working from Home: New Ways of Doing WIL
ACEN Critical Conversations
Journals
International Journal of Work-Integrated Learning
Special Issue of Journal of University Teaching and Learning Practice
This special issue comes at a pertinent time when non-placement modes of WIL increase across the tertiary sector. The manuscripts in this special issue contribute valuable insights, knowledge and exemplars of practice in the scholarship of WIL.
This special issue includes articles by:
- Lynette Hodges and Andy Martin (Massey University)
- Theresa Winchester-Seeto, co-authoring two articles.
- Bonnie Dean and Michelle Eady from Australia, both of whom have been prominent in recent ACEN online activity.
The works of Hodges and Martin, and also one of the Winchester-Seeto papers, have previously been presented at NZACE (now WILNZ) conferences. Great to see them in print as journal articles.
Articles
Remote Teaching vs Online Learning
Useful articles and guidelines on remote practices of WIL and general education in response to an emergency.
Quality in Work Integrated Learning
A Framework to support assurance of institution-wide quality in work integrated learning
Resources following the 8 June 2023 webinar on WIL AND EMOTIONS Structured reflection
Gibbs model (1988) incorporates all the core skills of reflection:
- Description of the event
- Feelings and thoughts – self awareness
- Evaluation – judgement about what has happened
- Analysis
- Conclusion and synthesis – explore the issue
- Formulation of an action
Moon’s (2000) sequence of reflection stages that participants move through:
- ‘noticing’
- ‘making sense’
- ‘making meaning’
- ‘working with meaning’
- and in some cases ‘transformative learning’
Gibbs G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford Further Education Unit.
Moon, J. A. (2000). Reflection in learning and professional development: Theory & practice. Kogan Page
T-graduate model – Martin, A. J., & Rees, M. (2019). Student insights: Developing T-shaped professionals through WIL. International Journal of Work Integrated Learning, 20(4), 365-374.
Student wellbeing – Morris, S., & Cranney, J. (2022). Promoting student wellbeing through dedicated units on the psychological science of wellbeing: rationale, nature, and student evaluations. Psychology Learning & Teaching, 21(3), 264–277. https://doi.org/10.1177/14757257221098024
UK WIL Good Practices
ASET (UK) Good Practice Guides – including placement for students with disability
Canada WIL Good Practices
CEWIL (Canada) – a range of hints for good practice
Australian WIL Good Practices
ACEN – a range of resources of many kinds
New Zealand WIL Good Practices
New Zealand Good Practice for International Placements
2023 Gold Plus Sponsor
2023 Gold Sponsors
2023 Silver Sponsors
