WIL Approach

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What is Work-Integrated Learning 

Work-integrated learning is a term used to discuss the integration of in-classroom learning with the experiential learning that comes when someone is at a worksite. There are many different words to describe WIL, from practicum to co-operational learning to vocational learning. WILAA uses WIL since we engaged with the on-site learning of the various fields, which have different terms they call WIL. 

Types of WIL 

Based on the work of Sattler (2011), who explored the expanse of WIL in Ontario, Canada, we understand there to be three forms of WIL. Those forms are 

• Systematic: In this form of WIL, the worksite is vital for a student’s learning opportunities. These types of WIL might look like an apprenticeship. 
• Structured: WIL is an integral part of a student’s course work or degree program. As such, WIL takes the form of fieldwork or co-ops. 
• Institutional: WIL focuses on filling an immediate need of a community or industry partner. Thus, WIL is likeMITACS programs or service-learning. 

Dimensions of WIL 

There are several ways to understand the components needed for WIL to succeed. We like the Cantalini-Williams (2015) model, which is called CANWILL. With CANWILL, you need the following seven features. 

• Curriculum: Connecting coursework with goals of the worksite while aligning with an assessment of knowledge of skills, which to develop a clear outcome of WIL that all stakeholders are aware of and agree. 
• Assessment: Using a variety of assessment types to provide ongoing and productive feedback for students in alignment with WIL learning objectives. 
• Networking: Takes place between the HEI, workplace, and student, through the most of the networking is expected to happen between the HEI and the workplace. Networking should allow for an understanding of the workplace culture, relevant workplace policy and more. 
• Workplace: Since WIL happens in different fields of study, there are diverse WIL opportunities. The worksite for any WIL opportunity must be safe and appropriate, with a clear description of a student’s role and the work they will do. 
• Integration: WIL creates an experience where the student gets an authentic workplace experience that builds on what they are learning in the classroom. Knowledge and practice should be a two-way street, where students can try out what they know in the classroom and bring the practical skills they use in the workplace back into their coursework. 
• Learning: All stakeholders have clear learning objectives that are first shown to the student and then show what they have learned. 
• Logistics: Consideration of cost and resources related to WIL for each party. They ensure that the workplace and ‘supervisor’ have the knowledge and skills needed (if not figure out training). Gain an understanding of the accessibility of the workplace and transpiration options.