Read the full article here.
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.
As a means of advancing our understandings and practices as adult educators, this webinar explores how adults’ learning can be mediated by the interrelations amongst person + education + community. Click here to register for the webinar.
Drawing upon some preliminary findings from a current study funded by the Australian Research Council, this presentation will refer to the experiences and learning of 30 Australians who comprise both male-female, Australian born, migrant and refugee migrant and from a range of educational and occupational backgrounds. Click here to access the webinar.
In this webinar, we discuss how to generate quantitative measures from qualitative data. You can click here to watch the video recording of the webinar, where we discuss ways of analysing and presenting data to extend and optimise its analysis and secure greater reliability and validity of research findings.
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.