Define tomorrow

Utilizing work-integrated learning to enhance student participation and engagement on sustainability issues in

open and distance learning

Graeme WilsonUniversity of South Africa

Rudi Pretorius University of South Africa

Define tomorrow

Main items of presentation

1. Context for WIL, ODL and student engagement

2. Perspectives of real-world learning for EfS

3. The University of South Africa and case study context

4. WIL in the National Diploma in Nature Conservation

5. Stakeholder partnerships

6. The case study

7. Critical assessment

8. Lessons learned

9. 3 minute Video representation of the case study simulation

Content of presentation

Define tomorrow

Utilizing work-integrated learning to enhance student participation and engagement on sustainability issues in

open and distance learningWork-integrated learning (WIL)• Formal learning and work place concerns

Open and Distance Learning (ODL)• Challenges do exist • Incorporate sustainability issues

Opportunity• For transformation towards sustainability• Improve student participation and engagement• Adding value to ODL

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Student engagement and participation

Student engagement and participation• Advances worldwide in integration of sustainability in curricula, operations and

facilities• Challenges remain with engagement with societal stakeholders in teaching and

learning for transformation towards sustainability

Opportunity• Stakeholder engagement – provide a new dimension for transformation towards

sustainability• Partnerships to incorporate real-world exposure in teaching and learning• Stakeholder partnerships - prerequisite for sustainability learning

Outcomes• Enhanced student engagement with sustainability issues• Co-created knowledge is contextualized• Application and learning disciplinary knowledge and skills within the workplace

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Realities of real-world learning opportunities

Competencies for enhanced sustainability • Sustainability competencies are not automatically built by students• Student exposure to real-world learning opportunities – bridges gap between theory

and practice

Challenge• Learning opportunities to be collaboratively designed• Well coordinated• Sequential in nature• Integrated within course structures

Outcome• Improved graduateness• Yet more research on effectiveness is required

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Perspectives on contextualized, real-world learning for EfS

Competencies required• A methodology for embedding transformation towards sustainability in learning and

curricula• To use knowledge in a moral way• To distinguish and value different types of knowledge• To view issues holistically• To value and contribute to interdisciplinary collaborations• Move away from disciplinary learning to action competence

Adding value through WIL• WIL = an opportunity to apply knowledge and skills in the real-world of work• Wide range of application• Contributes to job readiness

Challenges facing WIL in ODL• Assessment• Facilitation of curricula outcomes

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WIL and EfS in Higher Education• EfS = set of core competencies• Sustainability focus for WIL seems advantageous

• Students need to deal with real-world issues (authenticates)• Need extends beyond vocational issues• Move from mode 1 to mode 2 knowledge production

Therefore WIL and EfS• Supports graduateness through work-readiness• Enhances competence “about” and “for” sustainability

Perspectives on contextualized, real-world learning for EfS

Define tomorrow

University of South Africa and case study context

University of South Africa (Unisa)• 143 year old ODL higher education institution• + 300 000 part-time students• Has the capacity, experience and reach to play a role in EfS

National Diploma in Nature Conservation (Under-graduate qualification)• Blending ODL, WIL and EfS - WIL simulation• Reflective narrative inquiry (McNaught 2005, Roberts 2002)• Qualitative assessment (Smith 2012)• Lessons learned and future perspectives

Define tomorrow

WIL in the National Diploma in Nature Conservation

WIL module• 120 credit module = 1920 notional hours• Or 60 WIL days across seven predetermined conservation categories • Gained experience through real-world placements• Mentored by industry employed staff• Assessment through assignments, logbooks, portfolios and a summative interview

Challenges• Suitable and sufficient placement venues• Suitable and adequately trained mentors and supervisors• Student location and available opportunities• Student’s limited professional conservation networks • Fairness, consistency and quality of assessment across a diversity of placements

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Stakeholder Partnership

Telperion Nature Reserve• Formal agreement Ernest Oppenheimer and Son (EOS) and Unisa• Sole access to facilities and reserve resources for WIL provision• Funded by EOS• Staffed and managed by Unisa

WIL activities provided on Telperion• 20 students per visit• One week per month• Work alongside reserve management and staff• Excursions cover academic, WIL and stakeholder expectations• Formally mentored by academic staff

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Seven day tourist visit simulation and assessment -the case study

Communication-focused excursion• Required to gain relevant experience dealing with people of all ages, genders,

races, religions and cultures• Time to strengthen personal and collective communication skills• Communication skills in, about and for the environment and biodiversity

conservation • Formative and summative assessments were conducted

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Critical assessment

1. Authenticity• Core aspect of WIL to provide real work environment• Students encountered realistic problems and solved collectively• Academics satisfied with student confidence, knowledge and engagement

2. Alignment of teaching and learning activities with integrative learning objectives• Integration between theory and practice constitutes core intellectual activity of

students• Weakness of this simulation• Future focus on science and reserve management = reflective learning objectives

3. Alignment of assessment with integrative learning objectives• Constitutes a challenge and therefore needs deliberate inclusion into assessments • Time set aside to assess each student and activity against set learning outcomes• Students responded positively to this construct

Define tomorrow

4. Integrated learning support• Important to provide support to students during WIL• No formal support materials provided – students encouraged to use internet• Students had sufficient access to information and adequately prepared

5. Supervisor access• The contact between mentor and students during WIL experience• Accomplished with a ‘soft touch’ approach interspersed with a few formal sessions• Students ‘checked in’ with their mentor to present progress and obtain feedback

6. Induction and preparation process• Administrative process to prepare students for WIL • Students selected from a larger cohort all familiar with Telperion WIL operations• Freed up time to focus on desired outcomes resulting in positive feedback

Critical assessment

Define tomorrow

Lessons learned

1. Partnership• Formalized WIL partnerships do contribute to academic and experiential learning • ‘In-house’ mentors able to provide for all student academic and WIL guidance• ‘Student-driven’ programme development and implementation = ownership of

learning• Negated challenges of finding suitable placement and mentors

2. Enhanced student participation and engagement• Programme development by students = increase motivation for participation• A working partnership between academic mentors and students to achieve

outcomes• Development of student confidence, participation, interaction and engagement• Immediacy of feedback and benefits of participation provided additional student

motivation

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3. Synergies between WIL and EfS• A mutually beneficial relationship exists between EfS and WIL• A sustainability focus, assists in transforming WIL, by adding a new dimension to

real-word learning• EfS emphasis on theory and practice, interaction and reflexivity can also benefit

from real-world experiences• ODL gains through improved graduateness and employability of student cohort

Lessons learned

Define tomorrow

3 minute video presentation of simulation

Define tomorrow

Thank you to following academics:

In South AfricaRudi W. PretoriusProf W.A.J. NelProf. E. KempenProf. M. NicolauProf. K. MearnsProf. M.J. LiningtonDr. L.R. BrownDr. D. Macfadyen

Associated with WSSD-U-2016 SymposiumProf. W. LealDr. J. NewmanDr. M. SimaDr. C. Skanavis

Acknowledgements

Define tomorrow

Graeme A. Wilson Rudi W. PretoriusBEd (hons) MSc (Geography): MBL (Business Leadership)Department of Nature Conservation Department of Geographywilsoga@unisa.ac.za pretorw@unisa.ac.za+27 11 471 2103 +27 11 471 3680

College of Agriculture and Environmental SciencesUniversity of South AfricaFlorida Science CampusRoodepoort

Private Bag x 6FloridaSouth Africa1711

Thank you

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