Pre-conference workshops

Two in the morning and two in the afternoon at RMIT University

Before each conference ACEN runs a series of indepth preconference workshops to enable ACEN members to explore current WIL topics with leading experts in the field. This year we are pleased to offer four diverse topics – two in the morning and two in the afternoon.

The fee for each workshop is $220 (inc GST). Register for preconference workshops when you register for the conference.

Monday morning 9.30am-12.30pm

(includes morning tea)

Assessment design for WIL

Presenters: Associate Professor in Educational Research Rola Ajjawi, Professor David Boud, Dr Joanna Tai, Deakin University.

Associate Professor in Educational Research Rola Ajjawi, Professor David Boud, Dr Joanna Tai, Deakin University

Aim: This workshop, for both WIL academics and practitioners, aims to challenge existing WIL assessment design, with an emphasis on courses without corresponding direct and/or obvious vocations. We will be drawing on the results of an ACEN grant and extensive research in assessment for learning.

Learning outcomes: At the end of the workshop, the participants should be able to:

  1. Discuss tensions in assessment design and delivery
  2. Consider ways in which tensions might be used for productive learning
  3. Design assessment that helps students learn effectively in work setting

Brief plan of workshop: We will draw upon examples of tensions and assessment practices from participants, and we will use exercises where they (re)design assessment in their own setting. Participants will also workshop a framework for WIL assessment design in small groups.

Intended audience: Those responsible for designing and delivering WIL activities, students and/or industry partners.

Sustaining Scalable Non-Placement based WIL Opportunities

Presenters: Associate Professor Venkat Yanamandram and Dr. Bonnie Dean, University of WollongongAssociate Professor Venkat Yanamandram and Dr. Bonnie Dean

Aim: The aim of the workshop is to showcase an innovative, scalable, and sustainable model that incorporates work integrated learning (WIL) into a curriculum. An additional aim is to elicit from participants other scalable WIL models, and present sustainable interdisciplinary WIL opportunities.

Learning outcomes:

  1. Discover how to build an innovative model of non-placement based work integrated learning (WIL)
  2. Identify how to gather evidence of impact arising from this scalable WIL model
  3. Understand how to make a WIL model sustainable across a degree program

Brief plan of workshop:

  1. WIL Pedagogy
  2. Introduction to non-placement WIL (Applied WIL)
  3. Engagement with participants: Different models of scalable and sustainable WIL
  4. Scaling, Applying and Sustaining a Model of Applied WIL at UOW
  5. Engagement with Participants: Potential inter-disciplinary opportunities at respective Universities
  6. A method of gathering evidence of impact arising from this scalable and sustainable model

Intended audience: Academic and professional staff engaged in degree programs that do not require to offer internships or placements, but want to learn to offer non-placement based scalable and sustainable WIL opportunities for undergraduate or postgraduate students.

Monday afternoon 1.30pm-4.30pm

(includes afternoon tea)

Virtual WIL: Technology-enabled WIL placements and projects

Presenters: Associate Professor Harsh Suri, Friederika Kaider and Wayne Read Deakin University, Leoni Russell RMIT University, Annette Marlow University of Tasmania.

Harsh Suri  Deakin Uni Harsh.Suri@deakin.edu.au  Friederika Kaider, Leoni Russell, Wayne Read, Annette Marlow

Aim: The aim of this interactive workshop is to build capacity for designing high quality virtual/online WIL placements and projects.

  • To identify a variety of high quality WIL activities that could be offered to students solely in an online forum
  • To undertake a multi-stakeholder analysis of technological requirements for offering a quality virtual WIL experience.
  • To evaluate typical risks associated with Virtual WIL and strategies for managing those risks.
  • To design strategies for offering a high quality virtual WIL experience for a given scenario.

Brief plan of workshop: World Café style discussion: 3 groups, with scribe

  1. What types of high-quality WIL activities could be offered to students solely in an online forum?
  2. What legal and safety considerations need to be considered and implemented for each of the stakeholders?
  3. What technological requirements are needed by each of the partners? What supplementary resources would be beneficial?
  4. Design activity: Each group will engage in a hands-on experience of designing strategies for offering for a high-quality virtual WIL experience for a context given to them.

Intended audience: WIL practitioners (including WIL coordinators, WIL unit chairs and professional WIL teams)

  • Representatives from potential host organisations
  • Decision makers involved in formulating WIL policy across all stakeholder groups

Service-learning curriculum development

Presenters: Carol-joy Patrick, Lisa Andersen, Kate Lloyd, Dianne Chambers, Debra Jones, Griffith University

Carol-joy Patrick Lisa Anderson Kate Lloyd Dianne Chambers Debra Jones

Aim: This workshop will increase participant capacity to create or improve Service-learning (SL) curriculum units through a workshop approach to identifying and applying elements of good SL unit construction to enable a transformative experience for students and to generate positive social impact.

  1. Develop an understanding of generating positive shared value on both student development and external partners through rigorous SL design.
  2. Basic principles of SL course construction and the areas where it differs from normal WIL course construction.
  3. Identification of elements of course construction which lead to opportunities for students to experience transformative change.
  4. Increased awareness of strong versus weak SL course construction.

Brief plan of workshop:

  1. Review the principles of good WIL unit construction. Consider sample good WIL units and SL unit construction. Identify similarities and differences in unit design with special consideration for learning outcomes and how learning outcomes are supported by unit activities.
  2. Review the advice in the literature about SL unit construction. Review the evidence on generating shared value for students, external communities and the institution. Review evidence for transformative opportunities for SL Students.
  3. Apply the evidence and differences identified to an existing or new WIL unit to apply the learned principles.

Intended audience:

  • Those wishing to know more about the differences and similarities between SL and normal WIL curriculum
  • Those wishing to expand the range of WIL opportunities available for students
  • Those involved in development and delivery of SL units
  • Those who belong to universities elements supporting students in volunteering activities.
  • Those wishing to enhance the public purpose role of their institution through enabling students to enact social responsibility as part of professional practice.

Hosted for ACEN by

RMIT University logo

2020 Conference partners

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University of Melbourne

Welcome Event Sponsor

University of Queensland

Why Partner?

Connect with leading innovative universities, students, graduates, and alumni

Supporting Associations

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National Association of Field Experience Administrators

HERDSA