Virtual WIL Technology Enabled WIL Placements and Projects

Virtual WIL: Technology Enabled WIL Placements and Projects – Progress Report Dr Harsh Suri, Ms Friederika Kaider, Dr Wayne Read Deakin Teaching and Learning Conference, 13 th November, 2019

Project Objectives Ø identify affordances of virtual WIL placements and projects Ø develop framework and guidelines for designing and implementing quality virtual WIL experiences Ø compile tranche of case studies of varying approaches to virtual WIL Ø identify technologies to aid development and implementation of virtual WIL

Project Rationale Ø design online WIL opportunities which reflect changing nature of work, especially digitally-based gig and contract economies Ø improve access to placements/projects for all students, especially international and equity groups (as specified in National WIL Strategy) Ø engage wider range of host organisations and communities in providing WIL opportunities locally and globally

What Is Virtual/Online WIL? A virtual placement or industry/community project which utilises an ICT-supported environment where students, individually or in teams, interact directly with host organisations and each other, which may be independent of time, space, geographical boundaries and disciplines. (adapted from Rintala &Shrader, no date)

Our Definition of Virtual WIL Characteristics of virtual/online WIL: Ø students and industry communicate with each other via a range of online platforms Ø tasks or problems presented online to students with briefing from industry or community representatives Ø students present their solution to industry or community representatives online Ø industry or community representatives provide online feedback to students on their work

PPp (Photo: Pixabay)

Research Design Literature review Desktop review of existing practice Case studies Interviews and focus groups with: • students • WIL academic practitioners • industry/community representatives Ø Analysis against quality standards Ø Ø

Case study example 1: multi-disciplinary global project SMART Farm Learning Hub – UNE § collaboration between 7 universities and 15 industry and Ag/Tech companies § each university produces a learning module focused on inputting genuine farm data into a Real Industry Technology Learning System (RITLS)

Case study example 1: multi-disciplinary global project Smart. Farm Learning Hub - UNE § showcases latest technologies aimed at improving productivity, environmental sustainability, safety, workflow and social/business support networks on Australian farms § students across world access, analyse data and outline subsequent management decisions to increase on-farm profitability, productivity and sustainability § multidisciplinary - natural and agricultural ecosystems, poultry, livestock and canine sciences, precision agriculture and zoology (Sue Gregory, https: //smartfarmhub. education)

Case study example 2: simulated learning environment The Empathy Simulator – Curtin § computer-based program featuring avatar named ‘Jim’, an elderly gentleman with mild dementia § students receive biographical information briefing about Jim § students engage Jim in conversation, identify problems he’s having and manage responses throughout the online exchange Photo: The Empathy Simulator: https: //www. youtube. com/ watch? v=q. L 4 BXXX 1 AX 4

Case study example 2: simulated learning environment § clinical educators observe students’ responses to Jim during virtual learning experience based on learning outcomes § Curtin Communication Interaction Scale (CCIS) developed as instrument to measure communication, empathy, knowledge and confidence of students § multiple sources of feedback: clinical educator and CCIS after first exchange § students reflect on performance and feedback and revisit Jim § CCIS is repeated after students’ second attempt, identifying improved performance and highlighting areas for further development (Janet Bielby, https: //news. curtin. edu. au/media-releases/intelligent-computer-avatar-helpstransform-healthcare-training/)

Case study example 3: global placement International Virtual Placement – QUT § centered on concept of collaborative global education § utilises virtual platform comprised of online chatting, video conferencing, discussion forums, blogs and wikis § students apply for work placements with a broad range of potential international employers e. g. government, law firms, community and industry (Davies & Shirley, 2007) (Photo: Pixabay)

Case study example 3: global placement International Virtual Placement – QUT Example: § Minter. Ellison Virtual Internship has four core online modules that match four major lines of business. § In each module students hear from line of business leaders and receive task instructions from lawyers. § As students complete each module they receive real work samples from lawyers to demonstrate how a Minter. Ellison lawyer would have approached each task. § Students are asked to reflect on their own performance. https: //www. insidesherpa. com/virtual-internships/theme/Djh. D 8 Yky. Gyi. Scm 9 vd/Minter. Ellison

Case study 4: Deakin remote placement Problem: Deakin IT student from SEBE unable to complete core ‘located’-placement requirement needed to graduate. Faculty sought alternative. Solution: • Trial of 6 week full-time remote online placement. § Student based in Melbourne (not fixed working environment); supervisor, project team and organisation based in Sydney. § Daily communications using various digital platforms for work completion, work sharing, team meetings and student-supervisor placement performance review processes.

Case study example 4: remote placement “Thanks to you, I will finally complete my Bachelor of Information Technology at Deakin University. I can’t express how grateful and appreciative I am. Your patience did not go unnoticed when it came to working and communicating with me from a remote position. Thank you for helping me develop my selfconfidence in a professional context and for giving me the opportunity to refine my mobile engineering skills whilst working on your projects, and the ability to improve my written communication skills with yourself and the rest of the team. I valued the trust that you put in me to offer a remote based internship opportunity. This was a great learning experience and I will forever remember and look back fondly at the opportunity that was given to me. ” Student X, IT, SEBE

Case study example 4: remote placement Outcome for student: Course complete and student offered ongoing contract work with host organisation. Outcome for academic team: Evidence of quality learning outcomes met Outcome for organisation: Successful completion of project by deadline, organisational requirements, exceeding the industry supervisor expectations. Next steps: Review of process with detailed risk assessment for managing non-traditional placements. Goal: Offer flexibility of arrangements for placements Including remote online placements (case-by-case basis). (Pixabay)

Your contribution 1. Own example of practice 2. Colleagues’ examples 3. Interview participant 4. Referral for prospective interview participants: • Students • Academic WIL practitioners • Industry or community representatives Contact: Harsh Suri on harsh. suri@deakin. edu. au

Thank you Øfor today’s participation Øfor your prospective contribution Øto ACEN for the research funding grant

References Bielby, Janet. https: //news. curtin. edu. au/media-releases/intelligent-computeravatar-helps-transform-healthcare-training/) https: //www. youtube. com/watch? v=q. L 4 BXXX 1 AX 4 Campbell, Mathew, Russell, Leoni, Mc. Allister, Lindy, Smith, Lorraine, Tunny, Rick & Thomson, Kate. (2019) A Framework for Assuring Quality in Work Integrated Learning & Quality and Standards for Work Integrated Learning (Unpublished draft report). Davies, Iyla T. and Shirley, Melinda J. (2007) Internationalising Work-Integrated Learning for Law Students. In Proceedings 15 th World Conference on Cooperative Education (WACE) 2007, Singapore. Gregory, Sue. https: //smartfarmhub. education) Rintala, Ulla & Shrader, Claudia. (no date) Scenarios for virtual and virtually supported work placements. European Union. https: //www. eurashe. eu/library/modernisingphe/mobility/virtual/WG 4%20 R%20 euvip%20 annex 12. pdf Winchester-Seeto, Theresa. (2019) Quality and Standards for Work Integrated Learning (Australian Council of Deans of Science).