Implementation of the learning in the workplace and community LiWC policy in an undergraduate comput

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Implementation of the learning in the workplace
and community (LiWC) policy in an undergraduate
computing course The pros and cons of three
possible approaches
HEALTH, ENGINEERING AND SCIENCE
Grace Tan 28 August 2008
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University Strategic Plan

• Commitment 2 Career
• Aims to provide a context for student learning
  which enhances the learning experience, improves
  employment and career outcomes, provides students
  with opportunities to contribute to their
  communities and prepares students to be future
  ready.
• 25 Learning in the Workplace and Community a
  universal feature of VU courses implemented
  through the Learning in the workplace and
  community policy (LiWC)

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Current Practice

• The Computer Science degree
• a three-year full-time program
• total of twenty-four units of study
• Figure 1 Current course structure (LiWC 12.5
  of the course)

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The LiWC Context

• The Industry-based Project unit
• a final year mandatory unit
• emphasises consolidation of problem solving
  skills
• relies on teamwork
• The Professional Communication unit
• a co-requisite unit for the Project
• targets advanced written and oral communications
  skills
• improves students job-hunting skills
• The Learning Activities
• Occur in a group context
• Are project-based
• Have an outside focus

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The Players and the Roles
English Teacher
teaches communication skills
Project Team
consults with
liaises with
Academic Supervisor
Client
develops
monitors progress
ensures validity
specifies requirements
receives product
Project
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Model 1 Unit-level incorporation of LiWC
Practice

• Incorporates two types of LiWC pedagogies
  contextual learning and project-based experience
• Figure 2 Unit-level incorporation of LiWC (LiWC
  25 of the course)
• Pros gradual introduction of work-based
  practice across all three-year levels retention
  of current course structure and academic content.
• Cons student LiWC experience limited to
  contextual learning demands on staff teaching
  the LiWC units to implement the LiWC components.

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Model 2 An additional internship year

• Incorporates two types of LiWC pedagogies
  project-based experience and work integrated
  learning experience
• Figure 3 An additional internship year (LiWC
  34 of the course)
• Pros a comprehensive LiWC experience for the
  students with emphasis on job readiness
  retention of the current academic content of the
  course.
• Cons extend course duration and cost need to
  develop assessment for the LiWC component need
  for administrative support to manage the
  internships.

Current course offering
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Model 3 Workplace experience (semester-long)

• Separates the work-based component from the
  academic content, but fits both learning
  components into a standard three-year course
• Figure 4 A semester-long workplace experience
  (LiWC 25 of the course )
• Pros retained course duration student
  experience inclusive of working in the workplace.
  
• Cons reduced academic content of the course
  need for the development of suitable assessment
  for the internship component need for support to
  manage the internships.

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Key Issues

• Course structure and duration
• Administration Models 2 and 3 will require the
  assistance of a dedicated work placement
  coordinator.
• Unit deliveries and assessment practices In
  Model 1, the assessment in the six
  work-integrated learning units will need to
  promote the development of problem-solving
  skills, personal development, and social skills
  within a community or industry focused setting.
• In Models 2 and 3, academics need to develop
  appropriate assessment models to evaluate the
  merit of students LiWC experiences.
• International students disadvantage by Model 2
  in a further year of study and habitation.
• Offshore partnering institutions May have
  implications on overseas jurisdictions,
  contractual arrangements and the availability of
  resources and support.
• Pathway arrangements May have to be reworked.
• Industry alliances - Provide a steady supply of
  LiWC opportunities.
• Accreditation requirements The time and
  content compromises in Model 3 may impact upon
  the level of accreditation and potentially lead
  to its downgrading.

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Conclusions

• Appears to be no clear winner among three
  outlined models
• Identifies the key issues, and the pros and cons
  in each of the models
• Any model would impact upon course design and
  delivery
• To encourage discussion, and seek input and
  feedback on how best to embed LiWC practice
  within the course

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Contact Details

• GRACE TAN
• HEALTH, ENGINEERING AND SCIENCE
• SCHOOL OF COMPUTER SCIENCE AND MATHEMATICS
• PHONE [phone]
• FAX [phone]
• EMAIL grace.tan_at_vu.edu.au

WWW.VU.EDU.AU