Your learning environment.
The expectation is for you to undertake a self-directed learning approach to this subject it is self-paced with expectations. Self-directed learning is defined as:
“In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” (Knowles, 1975, p. 18)
To ensure you are fully prepared for the assessment component of this subject there are progress expectations placed on you to ensure you are well prepared to complete the required assessable material.
The subject is offered in blend mode, where Students will be supported to complete some of the activities in workshops and tutorials, online and or face to face, however, students are expected to do some of these outside of the classroom, either independently or with class colleagues. Associate Degree students are encouraged to be independent learners, but additional support is available through the Portfolio Coaches and Tutors on request.
Subject Structure - Typology of work integrated learning
The integrated approach of curricula design in the associate degree program within the University College sees the alignment of theoretical discipline subjects with practical or practical-based experiences through teaching and learning activities.
Effective Work integrated learning (WIL) curriculum involves strategies that build student capacity for inclusive WIL experiences. This approach to curricula design sees the alignment of theoretical discipline subjects with practical or practical-based experiences through teaching and learning activities.
This strategy of an inclusive WIL curriculum ensure that students focus on the integration of practice-based learning activities and experiences with learning in an academic setting in ways that allow them to connect disciplinary learning with workplace application by:
* activities that integrate disciplinary and workplace relevant knowledge and skills
* bringing professional practice to the core of the curricula using WIL as the organiser for both the discipline and practical learning.
* using student placements as learning environments, where students engage in meaningful and consequential workplace activities that are designed to achieve enriched and integrative learning.
The work-related experience for the Practice and Portfolio subject is integrated in your discipline subject as part of the discipline assessment which is based on a method or approach to practice from Table 1. In the first year (or equivalent part-time) of any Associate Degree you will be exposed to a minimum of 3 types of practice methods or approaches – a minimum of two from Group 1, minimum of one from Group 2, and the option of any from Group 3. In the second year (or equivalent part-time) of any Associate Degree you will be exposed to a minimum of 4 types of practice experiences or approaches – a minimum of one from Group 1, minimum of two from Group 2, and one of any from Group 3.
The practice and portfolio subjects also allow students to further explore ‘The Self’ (i.e. who they are and what they believe in) and ‘The Other’ (i.e. who they are in the work context, and their work-specific attributes) through engaging in learning activities that encourage critical reflection and that generate ideas for goal setting. Activities within the toolkit therefore enable students to explore ‘who they are’ and ‘where they want to go’ so they can set goals and action plans around this.
In the latter stages of a programme of study, the integration will become more explicit via reflection activities related to your educational and career aspirations.