WIL Good Practice - WILNZ | Work-Integrated Learning NZ

Webinar Recordings

Good WIL dialogue

GoodWIL Dialogue Webinar of 7 July 2022 – Global Models of Quality in Work-Integrated Learning, Facilitated by Matthew Campbell, University of Queensland, AUSTRALIA & Anne-Marie Fannon, University of Waterloo, CANADA

GoodWIL Dialogue Webinar of 21 July 2022 – WIL Virtual Internships, facilitated by Nima Riini, and Olaf Sparrow, Wintec/Te Pūkenga

ACEN National Survey Results WIL and COVID-19

ePortfolios with 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

Slides
Video

Part Two: How Employers can Pivot to Support Interns Remotely

Slides
Video

Online WIL

Beyond Working from Home: New Ways of Doing WIL

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.

Journal of University Teaching and Learning Practice (JUTLP)

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

Final Report

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