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Capstone Forum

Using reflection to effectively transition students

towards Work Integrated Learning

Capstone Experiences

Mandy Shircore

Work Integrated Learning

• Work Integrated Learning (WIL) is a key driver in 21st

century tertiary education.

• Addresses need of employers for “work ready”

graduates

• Broad and mutual objectives of capstone and WIL include

providing transition (through development of graduate

attributes and employability skills) and closure (through

professional and cultural discipline awareness (Patrick et al.,

2008; Van Aker, 2009).

• WIL alone not enough? (Kift et al, 2010)

Can WIL provide a capstone experience?

• Need to ensure that WIL is designed as an

‘integral and integrated part of the

curriculum, rather than as a “bolt on”

experience’ (Patrick, Peach, Pocknee, Webb, Fletcher

& Pretto).

How to achieve WIL capstone

• Three common WIL capstone subjects of

which students must choose (and be

accepted into) one in their final year of

study.

- Internship / placement

- multi-disciplinary industry / community

project

- independent project.

Our WIL Capstones

Purposeful scaffolding of WIL activities

/skill development

Learning outcomes linked

to CLO’s

Reflection as the linking tool

Designing our WIL capstone

Audit of WIL activities across the course

Scaffolding of WIL activities

• Sequentially developed WIL activities

increasing in complexity

• Engaging with local and regional industry

partners facilitating an appreciation of place

and identity

Scaffolding of WIL activities

Sequential Development of WIL

WIL level Core principles Example activities or projects

Learning Objectives

Foundation

year 1

Learning is largely through observation

Reflection is where students demonstrate engagement with WIL concepts

Some use of in-house project activities or scenarios

Visits to industry sites or locations (e.g. law courts, commercial settings,)

Guest lectures from practitioners about industry realities and/or developments

Students critically assess an internal document (e.g. legal documents / rules)

Identify some of the realities and dynamics of chosen profession / industry

Explain what is meant by ‘professional identity’ and ethical behaviour.

Engage in basic reflective practice

Analyse and evaluate a ‘real’ industry problem within controlled environment.

• Reflection aims to ‘show evidence of learning’ through ‘the

learner [being] an active participant in improving learning

and professional practice’ (Ryan and Ryan, 2012)

• Effective engagement in reflective practices will assist in

navigating the complexities of experiential learning and

the world of professional work.

Reflection

• Develop ability to reflect on learning through

purposeful foundational, developmental and

capstone reflective activities and assessment.

• Keeping exit in view – engage in CLOs

from day 1 through use of e-portfolio

Reflection as the link

• Foundational – simple peer review :

‘reporting and reasoning’

• Developmental – engage in reflection on

learning through weekly journal evidenced

by artifacts of learning: ‘reasoning and

reconstructing’

• Capstone – ‘real world’ reflection journals

and discussion boards: ‘critical level of

deep and active learning’ (Ryan and Ryan 2012)

Scaffolded Reflective Activities

• Introduce e-Portfolio from day one

• Holistic view of the course

• Demonstrate the contribution of each unit of study

to the course learning outcomes - a critical factor

in developing work ready students (Lawson, Freeman &

Thompson, 2012).

• Student makes the explicit links - evidence based

Use of Pebblepad E-portfolio

Use of e-portfolio from Year 1

• Evidencing attainment of CLOs / TLOs

• SWOT /Skill analysis for placement

using CLOs / TLOs

• Creating CV for demonstrating skills to

contribute to multi-disciplinary and

independent project

• Presentation of webfolio

Using e-portfolio in Capstone

• Engagement with the ePortfolio platform by

students / staff

• Technology facilitating learning not focus

• Multi-disciplinary projects….

• Sustainability

Challenges

• Integration and extension of prior

learning

• Authentic and contextualised experiences

• Challenging and complex problems

• Student independence and agency

• A concern with critical inquiry and creativity

• Active dissemination and celebration

(draft Capstone principles, Lee 2015)

WIL Capstone Principles