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dc.contributor.authorJordan, Kathy
dc.contributor.authorElsden-Clifton, Jennifer
dc.contributor.editorBadrul H. Khan
dc.description.abstractAs Higher Education increasingly moving towards a plethora of blended and fully online learning, questions are raised around the space and place of Work-Integrated Learning (WIL). This chapter reports on one institution's efforts to design and deliver a WIL course in a Teacher Education program adopting an open and distributed framework. The redesigned course, Orientation to Teaching, was a first year course in a Bachelor of Education (Primary) program at RMIT University, Melbourne, Australia. The redesign of the course was underpinned by a Distributed Open Collaborative Course (DOCC) design and as the workplace also became the site of learning, the theory of effective WIL curriculum (Orrell, 2011) also informed the design. This chapter examines the complexity of DOCC design in WIL contexts and uses Khan's 8 dimensions to frame the discussion.en_US
dc.publisherIGI Globalen_US
dc.publisher.placeUnited Statesen_US
dc.relation.ispartofbooktitleRevolutionizing Modern Education through Meaningful E-Learning Implementationen_US
dc.subject.fieldofresearchTechnical, Further and Workplace Educationen_US
dc.subject.fieldofresearchTeacher Education and Professional Development of Educatorsen_US
dc.titleDesigning Meaningful Learning Environments in a Work-Integrated-Learning Course Using a DOCC Designen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.hasfulltextNo Full Text
gro.griffith.authorClifton, Jennifer

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