learning arrangement
Articles
Promoting the learning mobility of future workers: experiments with virtual placements in university-business arrangements
22 December 2010
Virtual placements are learning arrangements, which generate new possibilities for accumulating professional (work-based) knowledge. Virtual placements are beneficial in many ways; they merit increased training opportunities, exposure to un-/never-thought-of occupations, integration of disadvantaged individuals, and preparation of, and blending with, physical placements.
This paper reports on multi-country experiments with technology-enabled remote access to work, as a contribution to the work-based learning and professional mobility of students. The central question is: how may virtual placements be arranged so as to bring about a contribution to the development of professional skills?
The article first addresses the contribution of traditional placements, followed by the strengths and weaknesses of virtual ones. Next, real pilots with virtual (work-based) arrangements are discussed. Regular universities experiment with virtual placements in on-campus courses and curricula, within the framework of self-organised learning, whereas open universities experiment with virtual placements in off-campus courses and curricula, within the framework of social-collaborative and networked learning. Subsequently, the results of the different arrangements, their pros and cons, are described. Final conclusions from the study are drawn regarding the development of professional skills in students, implemented didactics and applied technology.
The article first addresses the contribution of traditional placements, followed by the strengths and weaknesses of virtual ones. Next, real pilots with virtual (work-based) arrangements are discussed. Regular universities experiment with virtual placements in on-campus courses and curricula, within the framework of self-organised learning, whereas open universities experiment with virtual placements in off-campus courses and curricula, within the framework of social-collaborative and networked learning. Subsequently, the results of the different arrangements, their pros and cons, are described. Final conclusions from the study are drawn regarding the development of professional skills in students, implemented didactics and applied technology.