Visual Merchandising—Virtual WIL
Design Pattern Tags : Program, WIL, Online learning, WIL online, Feedback
Visual Merchandising—Virtual WIL Tim McCarthy and Justin Compton
December 2015
Abstract/Snapshot:
The Visual Merchandising Virtual WIL (VMVW) pattern creates a virtual communication point for the three parties—students, industry and teachers—involved in the VM industry placement program (also known as the mentor program). It will establish an online environment that allows all three parties to interact easily across multiple platforms. The focus will be on three critical stages in the mentor placement process: the preparation of applications and research, the placement, and self-reflection at the conclusion of the mentor placement. The Virtual WIL project is an opportunity to review, refresh and rethink our approach to the delivery of industry placement activities and to add virtual dimensions to the learning experience.
Learning Context The learners are second-semester Diploma of Visual Merchandising students, engaged in mentor placements.
Rationale The VM Virtual WIL project aims to enrich students’ online experiences, while making the process easier for industry and providing teachers with a platform that captures experiences and allows simple and effective three-way feedback.
Learning Design This pattern aligns with two units of competency from the Diploma of Visual Merchandising Training Package related to the delivery and assessment of the industry placement via the mentor program. The units are:
Plan a career in the retail industryResearch retail employment opportunities.
Self-evaluate aptitudes.
Develop skills for selected career preferences and timelines for progression.
Work effectively in a customer service environment.Identify, locate and articulate the organisation’s requirements, including goals and values.
Demonstrate work practices that reflect the relationship between own role and the organisation’s requirements.
Demonstrate knowledge of workplace procedures for upholding employee and employer rights and responsibilities.
Conditions/Critical Success Factors Critical success factors:
Engagement and feedback from industry.
Quality feedback from students.
Level of activity on the online platform
Level of activity on the VM Virtual WIL interactive webpage.
Factors that influence use:
A simple and easy to use online platform and feedback tools.
Flexible and easy to use communication options.
Industry engagement with students via the platform.
Resources/Technology Resources are still in the process of being developed, including:
Learning Hub courseware development.
VM Virtual WIL interactive webpage.
Mentor teaching schedule
* refer to table
Other resources (in progress):
Case Studies/Implementation The process is as follows:
Initial briefing.
Teacher/staff consultation and feedback.
Production with the GLbD team.
Focus groups with industry and graduates.
Continued production with the GLbD team.
PAC meeting consultation and feedback.
Further focus groups with industry, graduates, students and teachers.
Continued production with the GLbD team.
Outcomes We hope to achieve the following outcomes:
Improve the level and quality of communication between all parties.
Enrich the WIL experience for students.
Provide a better quality industry placement experience for industry.
Improve teachers’ management of the WIL experience.
Build an archive of industry engagement and experiences that can be shared online.
