Anzca 2017 presentation
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Transcript of Anzca 2017 presentation
Dr Janet Fulton
Dr Melanie James
Mr Paul Scott
Dr Judith Sandner
Faculty of Education and Arts
School of Creative Industries 1
A WIL and a way: Integrating authentic learning experiences
to develop work-ready communication
students
Students role playing journalists, PRs and event managers
• WIL is not new but the development of a national WIL
strategy has shone a bright spotlight on the practice
• National Work Integrated Learning (WIL) Strategy
(2015): enhancing student learning, improving graduate
employability, meeting skills needs
• Universities are including WIL as a core competency
Introduction
2Faculty of Education and Arts
School of Creative Industries
• University of Newcastle
(UON): specifically notes its
commitment to innovative
WIL experiences for
students in its NeW Futures
Strategic Plan (UON, 2016,
p. 17).
Introduction…cont’d
3Faculty of Education and Arts
School of Creative Industries
UON Bachelor of Communication:
• an educational approach that embeds work-based
projects throughout the degree from first year to final year
• include real and/or simulated work experiences that occur
in the workplace, at the university, in a classroom or
online, as well as work placements and internships
• provide learning opportunities for students to construct
contextual meaning rather than being passive receivers of
information
Introduction…cont’d
4Faculty of Education and Arts
School of Creative Industries
UON Bachelor of Communication:
• A constructivist approach to learning
(Anderson, Krathwohl, Airasian,
Cruikshank, Mayer & Pintrich, 2001).
• Students should be encouraged to
engage with “concepts, disciplinary or
professional processes of thinking,
and their related evidence and
procedures” (Ramsden, 1992, p.191)
Introduction…cont’d
5Faculty of Education and Arts
School of Creative Industries
Students pitching communication strategy to “real clients”
“Work-integrated learning (WIL) is widely understood to be a valuable
tool in bridging the gap from study to work. WIL embeds meaningful
and authentic industry placements and/or projects into an
academic programme ... WIL is associated with skills of application of
theory, teamwork, communication, self-management and critical
thinking. It also encourages students to reflect on their learning,
broaden their career horizons and connect with mentors in their
chosen profession” (Prinsley & Baranyai, 2015, p. 1).
The Communication program at UON offers each of these forms of work
integrated learning throughout the program.
WIL: Definition
6Faculty of Education and Arts
School of Creative Industries
Structure
8 x core courses
8 x courses from a major
• Journalism, Public Relations, Media Production (visual, audio and
web design streams), Media Studies
8 x electives
• from any unrestricted offering from the entire University
Communication Professional Placement is offered in students’ final
semester as either a compulsory or directed course in all the majors
Bachelor of Communication at University of Newcastle
7Faculty of Education and Arts
School of Creative Industries
• Opportunities are provided to students throughout their
program: internships, paid work, volunteer work, overseas
placements, industry experience offered via University’s course
management software
• Enhances students prospects
• WIL experiences with employers give students the chance to
both work to learn and learn to work (Cooper, Orrell & Bowden,
2010).
• University provides support via insurance
Other opportunities
8Faculty of Education and Arts
School of Creative Industries
• Patrick, Peach, Pocknee, Webb, Fletcher &
Pretto WIL Report (2008) for the ALTC:
Problem of resources for WIL experiences
• Workload for staff at Universities and
employers
• Financial imposition on employers
• University timetabling and flexibility
Authentic learning experiences embedded
in a course can ameliorate these concerns
Authentic learning experiences
9Faculty of Education and Arts
School of Creative Industries
Examples of multimedia
artifacts for clients
• Video, audio and online streams – students learn about TV
and radio production, film and documentary making, and
multimedia
• Capstone course (Media Projects CMNS3540)
• Students develop a video, sound, radio, web-based
production from conception to presentation
• Students can work to briefs from external organisations and
Not For Profits
Media Production
10
Media project students undertake commissions
Opportunities to work
internationally
• Olympics
• Gannat International
Folklore Festival
Media Production…cont’d
11Faculty of Education and Arts
School of Creative Industries
Lester Kok in 2008, now Manager, Corporate Communications at
Nanyang Technological University, Singapore
Our students and staff featured in French newspapers whilst on location at Gannat
• Written, video, audio, online journalism – students learn newswriting,
feature writing, producing for different mediums, radio and broadcast
journalism
• Communication and Public Affairs (CMNS3520) – students write and
submit a report to a government inquiry on behalf of an NFP or NGO
• All student work uploaded to an internal website – students read and
comment on each other’s work
Journalism
12
Students undertaking television journalism assessment
• Radio Journalism
(CMNS2300) –
students produce a 2-4
minute radio story for
Heywire (ABC)
Journalism…cont’d
13
Winners of ABC HeywireIsabel Enks (Domestic violence Case Worker NT) and Richard Baines (Political reporter ABC TAS)
• Introduction to PR (CMNS1290) – undertake desk research and work
on a PR plan for a local organisation
• PR Strategy (CMNS3530) – students work with local organisations to
do a communication audit and present findings and recommendations
Public Relations
14
PR students – situational learning in professional presentation, event
management & persuasive techniques
PR students pitching to their real world client
• PR Campaigns (CMNS3540) –
students work as an agency to
meet a Communication brief from
an organisation and develop and
pitch a PR campaign to the client
• Other: encouraged to become
student members of PRIA and
other local networks, learn how to
develop professional online
profiles, conduct media conference
events
Public Relations…cont’d
15
Happy PR students & client post-pitches
Our students and staff and PR industry breakfast event
• Communication Professional
Placement (CMNS3500)
• Final semester of the program –
80 hour work placement under a
workplace supervisor
• Why in the final semester?
• Solid foundation in
Communication studies
• Professional and practical skills
• Level of maturity
• Often offered full time work
Professional Placement
16
Students at work
Communication Professional
Placement Assessment
• Letter of application, CV, formal
agreement
• Assessment from workplace
supervisor
• Two part report from student: work
log and academic report
Professional Placement …cont’d
17
Student, Samuel Rooke, extended professional placement into a 1st class honours research project with 1804.
• Embedding authentic experiences throughout the
program is an example of best practice in Communication
programs
• UON has a deep commitment to excellence in course
development and assessment design
• Boud (2013): nature and type of assessment design
drives student engagement with courses
Conclusion
18Faculty of Education and Arts
School of Creative Industries
• Most of our academics are still working in
their field and are members of relevant
professional organisations
• We have a relationship with industry that
continues to strengthen
Conclusion…cont’d
19
Paul Scott: Managing media for
Surfest
Melanie James: Media panel with
James Valentine at ABC Radio
Janet Fulton: Observing journalism
Judith Sandner:Cultural
commentary
Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., & Pintrich, P. (2001). A Taxonomy
for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives,
(Abridged Edition). New York: Longman.
Boud, D. (2013). Enhancing learning through self-assessment. Routledge: London.
Cooper, L., Orrell, J., & Bowden, M. (2010). Work Integrated Learning: A guide to effective practice.
London: Routledge.
Prinsley, R., & Baranyai, K.(2015). STEM-trained and job ready. Office of the Chief Scientist:
Occasional Paper Series. Australian Government. Retrieved from http://www.chiefscientist.gov.au/wp-
content/uploads/OPS12-WIL_web.pdf.
Ramsden, P. (1992). Teaching in Higher Education. London: Routledge.
University of Newcastle. (2007). A Guide to the Assessment Policies and Procedures of the University
of Newcastle - Guideline 000779. Retrieved from http://www.newcastle.edu.au/about-uon/governance-
and-leadership/policy-library/resource-record?RecordNumber=D13/39162
University of Newcastle. (2016). NeW Futures Strategic Plan 2016-2025. Retrieved from
https://www.newcastle.edu.au/__data/assets/pdf_file/0005/225680/2015-1050-NeW-Futures-
A4Program_06_Print_WEB.pdf
Bibliography
20Faculty of Education and Arts
School of Creative Industries
thank you
any questions?