Design Education Across Disciplines by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9783031231520
Publisher: Springer International Publishing

Case Study: Operationalising WIL Into Tertiary Education

The Graduate Certificate of Learning Design (GCLD) at University of Technology, Sydney is a new course, having its first intake in 2020. It caters to the increasing demands for learning designers in both higher education and corporate fields. It is offered at a graduate level, and the students are drawn from school education, higher education, corporate settings, and non-government organisations. Many students are already working in learning design, or similar roles. Other students are drawn from the broader education sector (lecturers and teachers). A significant proportion (approximately 30%), however, have no experience in education or learning design. This mix of students presents both opportunities and challenges in terms of the design of the course. The students are generally older (30 + ) as one would imagine with a postgraduate course, and a majority (approximately 65%) are female.

The course is delivered entirely online in as flexible a way as possible, offering a mix of synchronous and asynchronous learning materials in small, six-week subjects (Heggart & Dickson-Deane, 2021). There is no set pathway through the course, and students are able to enrol in the eight subjects in any order. It is a program of study which has multiple elements of WIL embedded seamlessly throughout the program and each individual course. Designing for transfer of knowledge in a program of study cannot be done in one course or another, but must be strategically planned, scaffolded, and thus would require an intense collaboration between practice, theory and research—industry and academia. This case utilised significant user and market research in addition to detailed stakeholder interviews with prospective students, practising learning designers, and employers from a range of industrial sectors. In addition, at the conclusion of the first cohort, further research was undertaken via interviews with graduating students to determine the effectiveness of these interventions. The effectiveness was measured in terms of them [students] gaining employment. Thus providing an avenue for the outcomes of the program to be infused and redirected as influencing factors into the curriculum and pedagogical practices. The case outline three elements which created a framework for the learning design (see Fig. 8.1).1.

Contextualised assessments tasks

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