WIL - Using Online Technologies
Design Pattern Tags : Activity (Mini), WIL, Online learning, Google Sites, Reflective practice, Teamwork
WIL - Using Online Technologies Anthos Yannakou, Susan Trigg, Andrew Buntine
December 2015
Abstract/Snapshot:
This pattern outlines an approach to work-integrated learning (WIL) within the ‘Applied Industry Practice’ course of the MBA program, which provides the opportunity for students to gain work-relevant skills such as how to conduct quality applied industry research, while developing relevant ‘soft skills’ such as communication and presentation skills, and how to work collaboratively in teams.
The major assessment of the online mode is virtual collaborative learning network (CLN) groups working with a real client to fulfil a project brief, which then requires the team to research, pitch, present, and produce a final report.
Over the years, the course has being continuously adapted to the student cohort and client needs, and improved, such as including issues such as critical thinking, design principles, project management, working in a virtual team, and including more effective feedback to students.
Feedback from both students and clients has been very positive, and a number of students have also been employed by companies involved in the course as a client.
Learning Context The course has been presented to MBA students for a number of years to different cohorts of students:
RMIT Melbourne, full-time with the majority being young international students mainly from Asia, and most having none or limited work experience;
RMIT Melbourne, part-time evening with the majority being Australian, older, working students;
RMIT Ho Chi Minh City, full time, young Vietnamese students, with none or limited work experience.
From 2013, the course has also been presented virtually to online students who tend to be older, studying part-time around work commitments, and based in a number of countries.
The online student cohort consists of working older students based in a number of countries- in 2013 students were based in Russia, USA, Germany, and rural Australia among others. Although the online WIL project has the same assessment and content as the face-to-face project, the teaching mode and technology used is different The pattern for online students is most applicable in the following circumstances:
Class size: the class size ideally should be below 50 students which will allow for the pitch and presentation by CLN groups to be completed in the time allocated for a lecture (maximum 8 CLNs with 20 minutes per CLN).
Level: most suited to final year students, as the client project requires broad knowledge of business obtained through the MBA (finance, marketing, strategy etc). The course is also aimed at providing students with work-ready skills.
Mode: although the course was initially developed for face-to-face delivery, it has been adapted for fully online with sufficient tutor support. Students and staff will need access to reliable broadband internet connection and may need to arrange Skype hook ups outside of normal University hours (i.e. potentially from home at night). Technologies and methodologies used are those most commonly used in industry such as Skype and Google Docs.
Although this project focuses on the WIL aspects of the online mode, the approaches can also be adapted to a face-to-face mode.
Rationale This project was initiated:
To capture the learning, process, methodology, technology, and presentation of the technology-enabled WIL component of the Applied Industry Practice course to be shared broadly within RMIT as a case study of ‘better practice’. This sharing is aimed at increasing RMIT staff capability to more effectively include WIL into appropriate courses using digital technologies.
To discuss how the course has evolved and been tailored to meet the needs of students and companies involved as clients and potential employers.
To review the course against the principles of the pillars of Global Learning by Design and RMIT’s WIL policy, and improve and adapt the course further to be even more effective.
Learning Design The technology-enabled WIL activity provides students with the opportunity to apply the theory components of the course (as well as of the broader MBA) curriculum to a real-world client problem/opportunity.
The WIL activity needs to align with the course learning outcomes and assessment during the curriculum design stage.
Conditions/Critical Success Factors The critical success factors for this pattern include:
Identifying and selecting client organisations.
Coordinating/negotiating curriculum, assessment, instructions, expectations.
Selecting the most appropriate communications technology and supporting teaching staff and students in its use.
Ensuring motivation and commitment from teaching staff (out-of-hours communication, heavier workload etc).
Providing strong teacher support for students in all cohorts.
Providing support resources, such as working in virtual teams, delivering a business presentation.
Resources/Technology Support resources can be accessed via the Google site: https://sites.google.com/a/rmit.edu.au/virtual-wil-appliedindustry-practice/
They include:
Assignment details
Client research brief
Assignment feedback rubric
Exemplar student reports
Video of exemplar student pitch and presentation
Marking criteria
Peer rating form
Working in team document.
A Library Subject Guide was also created, incorporating support resources from the Study and Learning Centre, and the Career Development and Employment Office.
Outcomes Students will develop skills in:
Business communications, written and oral, individual and team based. This includes report writing and presenting to a client as part of a ‘consulting team’.
Working to a client brief, clarifying requirements, producing a report, and meeting client expectations under tight deadlines and uncertainty.
Time management.
Problem-solving, decision making, critical thinking.
Working collaboratively in a ‘high performing’ virtual team, and gaining a deeper understanding of cultural and work differences and how these influence communication and team work.
Negotiation, influence, persuasion, self-advocacy.
Reflective practice.
Staff involved with this WIL activity will gain increased skills in:
Finding, negotiating with industry clients and developing an industry network.
Motivating, supporting, and guiding students working in virtual teams.
