Model For Work-Based Learning

Overview

Work-based learning, in which professional work experience is closely integrated with professional study, now forms an important part of many courses in tertiary institutions. A Model for Work-Based Learning offers a plan designed to enhance the professional experience through facilitated mentoring and reflective learning, and is based on an internship that has proven highly successful over the last ten years at the University of Canberra. This strategy, which features collaborative teaching and learning, is ...

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A Model for Work-Based Learning

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Overview

Work-based learning, in which professional work experience is closely integrated with professional study, now forms an important part of many courses in tertiary institutions. A Model for Work-Based Learning offers a plan designed to enhance the professional experience through facilitated mentoring and reflective learning, and is based on an internship that has proven highly successful over the last ten years at the University of Canberra. This strategy, which features collaborative teaching and learning, is applicable to other professional courses within tertiary environments. Part 1 describes the research base for all aspects of the model and shows how a program based on the theoretical model can be implemented, bringing together facilitated mentoring and theory. Part 2 contains a range of activities that can be used by educators during all aspects of the work experience, from preparing students and mentors through assisting the student's move into the professional workforce. The conclusion explores the crucial success factors of the work-based learning model. This volume is an invaluable guide to educators and mentors in the workplace.

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Editorial Reviews

Reference and Research Book News
Work-based learning, where professional work experience is closely integrated with professional studies, now forms an important component of many higher education courses, though the design, implementation, and monitoring of such learning is subject to much debate. Alderman and Milne (communication and education, U. of Canberra, Australia) offer educators a work-based learning model designed to enhance the experience through facilitated mentoring and reflective learning, based on a successful internship for an undergraduate course in library and information science used at the U. of Canberra over the past decade. In addition to the detailed discussion of the model and its components, the text features an extensive section of supplementary activities and sample documents, which educators can use during all aspects of the work experience.
Australian Academic & Research Libraries
Overall this is a well written and clearly presented volume that will be particularly useful to anyone involved in developing an internship or similar program, regardless of discipline. Even those with more experience in the area will find this a useful tool for assessing their own programs.
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Product Details

  • ISBN-13: 9780810850200
  • Publisher: The Scarecrow Press, Inc.
  • Publication date: 9/28/2005
  • Pages: 212
  • Product dimensions: 5.80 (w) x 8.46 (h) x 0.65 (d)

Meet the Author

Belle Alderman is a Professor of Children's Literature in the Division of Communication and Education at the University of Canberra in Australia. Patricia Milne is Head of the School of Information Management and Tourism at the University of Canberra.

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Table of Contents

Part 1 List of Tables and Figures Part 2 Preface Part 3 Part I Chapter 4 1. Introduction: Linking Worlds of Learning for Enhanced Learning Outcomes Chapter 5 2. Experiential Learning: Theory and Practice Chapter 6 3. Strategies for Enhancing Student Learning Chapter 7 4. Facilitated Mentoring: Enhancing Student-Centered Learning Chapter 8 5. Monitoring Levels of Learners' Achievement and Evaluating the Model Chapter 9 6. Practical Application of the Model Chapter 10 7. Conclusion Part 11 Part II Chapter 12 8. Supplementary Material Chapter 13 9. Overview of Student Modules Chapter 14 10. Creating Resumes Chapter 15 11. Example of a Plan of Learning Chapter 16 12. Handbook Chapter 17 13. Charting Student Progress Chapter 18 14. Journal Part 19 References Part 20 Index Part 21 About the Author

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