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A Work-Integrated Learning Philosophy and the Educational Imperatives

A Work-Integrated Learning Philosophy and the Educational Imperatives
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Author(s): Bruce A. Calway (Swinburne University of Australia, Australia) and Gerald A. Murphy (Swinburne University of Australia, Australia)
Copyright: 2011
Pages: 24
Source title: Work-Integrated Learning in Engineering, Built Environment and Technology: Diversity of Practice in Practice
Source Author(s)/Editor(s): Patrick Keleher (Central Queensland University, Australia), Arun Patil (Amity University Rajasthan, India) and R. E. Harreveld (Central Queensland University, Australia)
DOI: 10.4018/978-1-60960-547-6.ch001

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Abstract

The chapter explores these WIL findings as: embedded life-long learning, continuing professional development, and the various learning modes that employ the work and learning interface. Further, any understanding of a WIL philosophy must incorporate a learner environment for individual ‘action learning’ and institutional (i.e. educational as well as workplace) ‘active learning’ as an initiative that addresses the specific educational imperatives and models outlined.

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