1 Principles of work-related learning (DRAFT) Sabine McKinnon and Anoush Margaryan Caledonian Academy, Glasgow Caledonian University Work-related learning activities should be designed so that they: 1. involve students in authentic activities 1 that match as nearly as possible the real-world tasks of professional practices in a given discipline Are students involved in solving a real problem which stems from needs and activities in the workplace? (Bereiter, 2002; Merrill, 2002; Edelson and Reiser, 2006) Do the activities enable students to experience both good and bad examples of work they are expected to produce, processes they are expected to employ or behaviours they are expected to demonstrate in the workplace? (Jonassen, 2002) Are the activities designed in such a way that students can only carry them out in collaboration with others? 2 (Glaser, 1991; Nielsen, 2009; Cormier, 2008; Engestroem and Middleton, 1996) 2. define learning outcomes that state what the students will be able to do in the workplace Do the outcomes identify the standard of the expected performance rather than what the students ǁill kŶoǁ aďout, uŶderstaŶd or desĐriďe? (Collis and Moonen, 2001; Oliver and Herington, 2001) Are learning outcomes assessed authentically, i.e. through methods that resemble as closely as possible the ways in which performance is assessed in the workplace? (Gulikers, 2006) 3. are based upon students’ current state of knowledge and interest Do the activities enable students to build upon, relate or apply knowledge and skills from relevant past experiences? (Andre, 1997; Bransford, Brown and Cocking, 2000) Does the learning process demand the application and transfer of knowledge into a new professional context or setting, beyond the ones they worked on during the course? (Tuomi-Groehn and Engestroem, 2003) 4. require students to take on an active rather than a passive role in the learning process 3 Does the task require that students demonstrate critical, independent thinking? (Pintrich and Zusho, 2002) 4 Are students involved in risk-taking associated with new behaviours? (Bates, 2008) Are they supported in coping with resulting levels of anxiety? (Bates, 2008) 5. accommodate cultural diversity Are students offered a range of national and international work related learning opportunities? (Collis, 1999) Do learning activities accommodate culturally diverse value systems, learning styles and modes of communication and interaction? (Palfreyman and McBride, 2007; Arya et al, 2003) Are students prepared for working in a multi-cultural work environment? (Hofstede, 1991; Trompenaars, 1993; Guirdham, 2005) 1 AutheŶtiĐ aĐtiǀities are defiŶed as learŶiŶg tasks that ŵatĐh as ŶearlLJ as possiďle the real-world tasks of professionals in practice in a given discipline; problems inherent in the activities are ill-defiŶed aŶd opeŶ to ŵultiple iŶterpretatioŶs rather thaŶ easilLJ solǀed ďLJ the appliĐatioŶ of edžistiŶg algorithŵs. For details see Reeves, T.C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. http://elrond.scam.ecu.edu.au/oliver/2002/Reeves.pdf 2 Others include fellow students as well as mentors, supervisors, practice trainers in the workplace. 3 This principle is implicit in the notion of authentic activity (see principle 1) but it is so central to work-related learning that an explicit statement is required. It is ďased oŶ defiŶitioŶs of self-regulated learŶiŶg aŶd learŶer autoŶoŵLJ ;see footŶote 4Ϳ. 4  “elf-regulated learning is an active constructive process whereby learners set goals for their learning and monitor, regulate, and control their cognition, ŵotiǀatioŶ, aŶd ďehaǀiour, guided aŶd ĐoŶstraiŶed ďLJ their goals aŶd the ĐoŶtedžtual forŵat of the eŶǀiroŶŵeŶt. ;PiŶtriĐh aŶd Zusho, 2002, p. 64)