You are previewing Work-Integrated Learning in Engineering, Built Environment and Technology.
O'Reilly logo
Work-Integrated Learning in Engineering, Built Environment and Technology

Book Description

Work integrated learning manifests itself in many guises, including Work Based Learning, Workplace Learning or Practice Based Learning and occurs within ‘work-like’ contexts, simulated work conditions, an actual workplace or a combination of these.Work-Integrated Learning in Engineering, Built Environment and Technology: Diversity of Practice in Practice provides a snap shot of a global perspective of the diversity of practices adopted to successfully develop, implement, deliver and re-invigorate undergraduate and postgraduate Work Integrated Learning (WIL) focused programs in engineering, the built environment and information technology. The authors who contributed to this text provide a diverse perspective on the manner in which the WIL philosophy can be adopted and adapted and emphasize a learning environment that creates and supports meaningful learning through a contextual lens.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. EDITORIAL ADVISORY BOARD
    2. LIST OF REVIEWERS
  5. Foreword
    1. THE ORDER OF NEW WORK INTEGRATED LEARNING IN UNIVERSITIES
  6. Preface
  7. Chapter 1: A Work-Integrated Learning Philosophy and the Educational Imperatives
    1. ABSTRACT
    2. INTRODUCTION
    3. WORK-INTEGRATED LEARNING MODELS
    4. NEED FOR WIL EMBEDDED LIFE-LONG LEARNING
    5. LEARNING OUTCOMES INVESTIGATION
    6. LEARNING THROUGH CONTEXT & TRANSFER OF KNOWLEDGE
    7. SOFT SKILLS RELEVANCE
    8. CONCLUSION
  8. Chapter 2: Continuing Professional Development
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CPD CONCEPTS AND ISSUES
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH
    7. CONCLUSION
  9. Chapter 3: APOSDLE – learn@work
    1. ABSTRACT
    2. INTRODUCTION
    3. WORK-INTEGRATED LEARNING
    4. CHALLENGES FOR SUPPORTING WIL
    5. THE APOSDLE ENVIRONMENT
    6. THE ‘INTELLIGENCE’ WITHIN APOSDLE
    7. FIRST HAND EXPERIENCES: DEPLOYING AND USING APOSDLE
    8. CONCLUSION AND FUTURE WORK
  10. Chapter 4: Industrial Training in Engineering Education in Spain
    1. ABSTRACT
    2. INTRODUCTION
    3. INDUSTRIAL TRAINING IN ENGINEERING EDUCATION
    4. ENGINEERING EDUCATION IN SPAIN: AN OVERVIEW
    5. ENGINEERING IT IN SPAIN WITHIN THE FRAMEWORK OF THE EUROPEAN HIGHER EDUCATION AREA
    6. INDUSTRIAL TRAINING AND QUALITY IN EDUCATION
    7. THE EVALUATION AND ASSESSMENT OF INDUSTRIAL TRAINING
    8. FINAL REMARKS
  11. Chapter 5: Work-Integrated Learning for Engineers in Coordination with Industries
    1. ABSTRACT
    2. INTRODUCTION
    3. WORK INTEGRATED MODEL AND PROGRAM
    4. TODAY AND IN A NEAR FUTURE
    5. CONCLUSION
  12. Chapter 6: Global Impact for your Institution
    1. ABSTRACT
    2. INTRODUCTION
    3. WORK ABROAD PROGRAM DETAILS
    4. WORK ABROAD PROGRAM STATISTICS, 2008-2009
    5. MAKING INTERNATIONAL EXPERIENTIAL EDUCATION PART OF AN INSTITUTION’S CULTURE
    6. THE NEED FOR INSTITUTIONAL SUPPORT
    7. REVIEW, ASSESSMENT, AND RESEARCH OPPORTUNITIES
    8. CONCLUSION
    9. APPENDIX
  13. Chapter 7: Running a Successful Practice School
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. RUNNING THE PRACTICE SCHOOL
    5. FUTURE RESEARCH DIRECTIONS
    6. CONCLUSION
  14. Chapter 8: Work-Integrated Learning in Postgraduate Design Research
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CASE STUDY OF WORK-INTEGRATED LEARNING EXPERIENCE ON THE CHINESE MAINLAND
    5. ADVANTAGES AND MERITS
    6. IMPORTANT ISSUES AND PROBLEMS
    7. SOLUTIONS AND RECOMMENDATIONS
    8. FUTURE DIRECTIONS
  15. Chapter 9: Integrating Work and Learning in a Postgraduate Maintenance Management Program
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THE SUITE OF MAINTENANCE MANAGEMENT PROGRAMS
    5. THE TEACHING AND LEARNING ENVIRONMENT
    6. CONCLUSION
  16. Chapter 10: A Self-Paced Flexible ‘Learning While Earning’ Process
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL BACKGROUND
    4. GENERAL DISCUSSION
    5. CONCLUSION AND FUTURE DIRECTIONS
  17. Chapter 11: Work Integrated Learning and Construction Project Management
    1. ABSTRACT
    2. INTRODUCTION
    3. ECONOMIC AND EDUCATION CONTEXT
    4. BACKGROUND TO THE BAM-WIT PARTNERSHIP
    5. ALIGNMENT OF BUSINESS OBJECTIVES AND LEARNING OUTCOMES
    6. LEARNERS, EXPERTS, FACILITATORS AND MENTORS
    7. PROGRAMME STRUCTURE, ASSESSEMENT AND RESEARCH
    8. RETURN ON INVESTMENT
    9. REFLECTION: INNOVATION AND LESSONS LEARNED
    10. CONCLUSION
  18. Chapter 12: An Archetype of WIL in Information Technology at Baden-Württemberg Cooperative State University, Ravensburg, Germany
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. FUTURE RESEARCH DIRECTIONS
    5. CONCLUSION
  19. Compilation of References
  20. About the Contributors