Designing Meaningful Learning Environments in a Work-Integrated-Learning Course Using a DOCC Design

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Jordan, Kathy
Elsden-Clifton, Jennifer
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Badrul H. Khan

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2016
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As 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.

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Revolutionizing Modern Education through Meaningful E-Learning Implementation

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Technical, Further and Workplace Education

Teacher Education and Professional Development of Educators

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