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Practice-oriented learning

Imaginative and collaborative approaches to practice-oriented learning and teaching are emphasised in the UTS Model of Learning outlined in the UTS Strategic Plan 2009-2018. This builds on and extends our strong professional focus and our established record as innovators in professionally-focused learning environments. IML supports this priority through our work with faculties and the University's Teaching and Learning Committee. We offer support to academics and course teams in refining existing practice-oriented learning approaches and developing innovative new approaches.

One of the three distinctive interrelated features of The UTS Model of Learning is: Professional practice situated in a global workplace, with international mobility and international and cultural engagement as centre piece. This model explicitly incorporates a range of learning experiences that are relevant to the contents and contexts of practice and the practice attributes that students need to develop for the future. The following list indicates a rough continuum from less to more student immersion in practice, from activities that take place in the university context to those which would come under the description of Work-Integrated Learning:

  • Anecdotes from practice provided as illustrations in lectures
  • Video or audio examples from practice purchased or made by lecturers
  • Case studies that enable students to engage vicariously with practice
  • Student interaction with practitioners on campus or online
  • Video or audio examples from practice made by students
  • Problem-based and issues-based approaches
  • Role plays, simulations and games that enable students to experience particular aspects of practice or develop particular practice attributes
  • High fidelity simulations that situate students in a representation of a real practice situation
  • Site visits
  • Practicums
  • Internships
  • Co-operative programs
  • Cadetships
  • Work-based learning, negotiated with individual students and/or organisations

See also: the Practice Orientation theme within the UTS Model of Learning.

Industrial or Professional Experience using Work Placements

Industrial or professional experience placements are a required or optional component of many UTS courses (Science, Engineering, Building, Education, Nursing and so on). Each faculty may organise professional experience placements in ways that are suitable for their specific disciplines, for different lengths of time and at different stages of a course. The quality of student learning , and the sorts of experiences that students have in work placements, can be variable. Helping students understand the value of work placement and helping employers understand the needs of learners may help students to link learning at work with university learning. Gowing et al (1997) suggest a model for understanding work placement that encourages participants to spend time preparing their actions and reflecting on them, and gaining insight into themselves as practitioners that can be integrated into new patterns of ideas and attitudes.

Aims of Work placement:

To enrich student learning by:

  • providing the opportunity to test theory through practical application,
  • introducing students to the culture of their field,
  • engaging students in meaningful relevant work.

 To enhance the workplace environment by:

  • training the next generation,
  • generating new ideas,
  • creating links for research and consultancy.

 To improve the quality of educational programs by:

  • enriching student learning and development,
  • enriching academic institution curriculum,
  • establishing links between theory and practice.

 To form partnerships where the student, academic institution and host organisation work together bearing in mind:

  • the principles of equity and diversity,
  • respect the rights of individuals,
  • responsibility towards all involved in the work placement agreement.

Generally work placements will give students the opportunity to gain skills, attitudes and knowledge that are relevant to their careers but which also contribute to the workplace. They also allow student to think critically in their field, make contact in the work place, act autonomously and with initiative, and broaden their horizons.

Preparing guidelines and objectives of the work placement for student and employer can assist students ( and employers!) to understand their contribution to the workplace, and the contribution of the experience for the learning as a whole. Creating a learning contract that recognises student learning needs, course objectives and employer expectations can help to make work placements a valuable contribution to student learning. (Adapted from Gowing & McGregor and Taylor, 1997)

Problem Based Learning

Problem Based Learning (PBL) is a form of learning where the students reflect on and discuss problems that are particularly relevant to professional training. The aims are to increase student participation in the learning process and improve student problem solving and communication skills. PBL also aims at improving student abilities of critical thinking, identifying the nature of the problem, collecting information needed to tackle it, and synthesising a solution. There is evidence to suggest that Problem Based Learning courses increase the use of deep approaches, improve the retention of information, and develop student independence and motivation (Ramsden, 1992).

At UTS Problem Based Learning is used in a variety of disciplines. Each course uses variations in method with some developing print materials of specific cases to develop problem solving skills, or providing Computer Mediated scenarios suitable for asynchronous student discussions.

Specific student tasks in a problem based learning environment are:

  • Determining whether a problem exists;
  • Creating an exact statement of the problem;
  • Identifying information needed to understand the problem;
  • Identifying resources to be used to gather information;
  • Generating possible solutions;
    Analysing solutions; and
  • Presenting a solution, orally and/or in writing.
    (Adapted from Stepien, Gallagher & Workman, 1993)

 The extent and nature of problems needs to be related to course or subject objectives. In some instances a single problem, or project, may be the learning focus of the entire semester with conceptual material, skills and discipline knowledge embedded within the scenario. In some subjects problems are used to create realistic scenarios for students to apply concepts and practices previously presented in class. PBL is quite a common learning approach at UTS, ask your course co ordinator about materials and models that may be available in your discipline.

Role Play and Simulations

'Within higher education, role-play can prove a powerful educational medium wherever there are clearly defined human roles whose actions may be explored within simulated circumstances. As a result of the interaction between role-maker and scenario, individuals, or the rest of the class, or both, learn something about the person, problem and or situation specific to the subject areas.

There is a relationship between 'role play' and 'simulation'. Role play involves the deliberate taking on of a role for a specific educational objective, whereas 'simulation' refers to the overall structure within which a role play occurs. Depending on educational purposes, some teachers may wish to emphasises the simulation aspect of the process, that is, focus on the role play context or circumstances, rather than the contribution of roles themselves.

In an issues-based approach role players actively explore issues by assuming roles of real life human agents, informed by an explicit set of vested interests. By contesting roles in an issues-based approach, students are placed in a position where they can 'find out what it is that gives the other side its conviction'.

A problem-based approach involves students investigating specific information in order to arrive at conclusions which have not been predetermined. In this approach students may draw on knowledge of the discipline, use their own working knowledge, apply knowledge to a set of challenges, react to problems as they arise and arrive at considered solutions based on justified reasons.

In order to make role play or simulations effective teachers should consider three distinct phases:

1. Planning and Preparation; Having decided on the purpose of the session teacher and students need to research information likely to have a bearing upon the problem and contribute to the session.

2. Interaction; It is important to establish the 'rules' for interaction. This involves identifying teacher and student expectations and processes. Try to link the session (s) closely with the learning objectives of the subject.

3. Reflection and Evaluation; At the conclusion of the session students need the opportunity to identify and analyse the major issues that developed. This is to enable students to make connections between the session, subject content and life, and to plan further work on topics or issues stemming form the session. This phase provides students with opportunities to consider and evaluate their own learning experiences, those of others, and perceptions which gave rise to certain interactions. Planning, interaction and reflection are part of a cyclic learning process.

(Adapted from Edward Errington (1997) 'Role-Play', HERDSA Green Guide, No. 21)