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



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




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)




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



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



• 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



• 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



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



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



• 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



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