Scaffolding Work Integrated Learning Excursions
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Scaffolding work-integrated learning excursions
In South Africa, work-integrated learning (WIL) excursions are crucial in preparing university students for the world of work. As higher education institutions (HEIs) evolve to promote equity and inclusivity, these excursions are continuously refined to enhance student learning outcomes. This scholarly book explores how WIL excursions support self-directed learning (SDL) and foster skills essential for the 21st century, such as active learning, intercultural sensitivity, and epistemological access. A key focus is on the 2023 WIL excursions at North-West University (NWU), which align with South Africa’s National Development Plan 2030 and the University Capacity Development Grant’s (UCDG) goal of equipping graduates to address contemporary societal challenges. The book examines first-year excursions across three faculties – Education, Health Sciences, and Law – using both virtual and in-person experiences to develop intercultural citizenship, communication, and a sense of belonging. Through research-based insights, the chapters highlight how these excursions were designed and implemented to help students recognise personal biases, deepen cultural awareness, and take responsibility for their own learning. Additionally, the book underscores how students were encouraged to identify their learning needs and access resources that promote ongoing self-directed growth. By linking WIL to SDL, the book provides novel perspectives on fostering inclusivity and preparing students for their academic journeys, professional careers, and contributions to a more socially just world.
Innovative curriculum design
The focus of this book is original research regarding the implementation of problem-based learning and pedagogies of play as active approaches to foster self-directed learning. With the Fourth Industrial Revolution (4IR) in mind, educational institutions need to rethink teaching and learning for the future. As such, active engagement can be encouraged, as evident in this book, where problem-based learning drives learning through real-world problems, while pedagogy of play focuses on innovative environments where the action of play and learning are integrated with the aim of developing SDL. The following are addressed in the chapters: an overview of problem-based learning and pedagogy of play, metaliteracy, playful problem-based learning tasks, computational thinking in game-based tasks and geometry, solving puzzles, applying LEGO®, using drama as the pedagogy of play and implementing educational robotics. The empirical research findings disseminated in this book aim to inspire academics in the research focus area of self-directed learning with active learning approaches in the school and tertiary classroom that hold affordances to enhance 21st-century skills. Active learning is an umbrella term for pedagogies that mainstream student engagement, such as problem-based learning, cooperative learning, gamification, role-play and drama. This scholarly book highlights various engaging pedagogies.
Educators’ Work Integrated Learning Experiences
This edited volume explores the power of educators' work-integrated learning experiences as transformative narratives, transcending classroom boundaries. Through critical reflection and storytelling, teachers share their personal journeys across diverse cultural contexts, offering fine-grained descriptions of their growth and development. Drawing on the belief that storytelling serves as a meeting ground for culture, cognition, and emotions, educators narrate their encounters and immerse readers in “glocal” realms. This book celebrates the immersion and excursion stories that shape educators' lived experiences and personal histories, illuminating how this knowledge can inspire highly impactful classroom practices for all students. This volume is intended for in-service and pre-service educators, teacher educators, school administrators, as well as undergraduate and graduate students in Social Sciences and Humanities. Its primary goal is to delve into educators' stories as they engage in work integrated learning programs across diverse global-local contexts.