Augmenting students’ Learning for employability through post-practicum educational processes

A webinar series

The Service Learning Unit and Professor Stephen Billett have hosted a series of webinars focussing on the purposes of post-practicum interventions and approaches to enacting them.

You can now watch the three webinars below:

Webinar 1 – Purposes and approaches to post-practicum interventions

This webinar will focus on the purposes of post-practicum interventions and approaches to enacting them. The presentation will draw upon studies from both phases of the grant and a survey of healthcare students about the purposes for post-practicum interventions and preferences for how they are enacted. The student’s perspectives will be presented along with purposes and approaches adopted in the individual projects.

The question addressed within this webinar is: For what purposes and through what approaches would post-practicum interventions be effective for your field of teaching?

Watch webinar 1 here.

Webinar 2 – Models and processes of post-practicum interventions

This webinar draws upon the projects across the two phases of the grant to suggest ways in which post-practicum interventions can be developed and enacted. Specifically, it will focus on the models of post-practicum interventions trialed in these projects and how specific teaching and learning strategies were used to augment those experiences to promote employability. The presentation of models and processes will offer participants some bases to consider what may work in their area of teaching.

The question addressed within this webinar is: What are the qualities of models of post-practicum interventions and their enactment that would be pertinent for and effective in your field of teaching?

Watch webinar 2 here.

Webinar 3 – Engaging time-jealous students

Across the many projects within the two phases of this grant, the issue of student engagement, particularly focused and effortful participation became an enduring concern. It seems that contemporary students are not time poor (i.e. without time), but are, instead time jealous (i.e. needing to use their time effectively because of overlapping and competing priorities). As with learning, how students come to engage in, integrate and reconcile experiences provided by both university programs and workplaces, is central to the quality and extent of the outcomes of these experiences. Superficial or reluctant participation will lead to weak educational outcomes. Consequently, it is necessary to identify how best students can come to engage in these kinds of experiences in focused and effortful ways and, through though that, optimise the learning potential of these experiences.

The question addressed within this webinar is: How can contemporary, time jealous, students be assisted to engage effortfully in post-practicum activities to achieve effective outcomes?

Watch webinar 3 here.

Addressing the standing of occupations

In a recent article in the Conversation, I argued that the standing and status of vocational education will always be problematic unless the standing of the occupations it serves can be addressed.

This article suggested that without addressing issues associated with occupations, the challenge to enhance the status and image of vocational education cannot be addressed. Click here to see the article.