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A Work-Integrated Learning Philosophy and the Educational Imperatives

A Work-Integrated Learning Philosophy and the Educational Imperatives

Bruce A. Calway, Gerald A. Murphy
Copyright: © 2011 |Pages: 24
ISBN13: 9781609605476|ISBN10: 1609605470|EISBN13: 9781609605483
DOI: 10.4018/978-1-60960-547-6.ch001
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MLA

Calway, Bruce A., and Gerald A. Murphy. "A Work-Integrated Learning Philosophy and the Educational Imperatives." Work-Integrated Learning in Engineering, Built Environment and Technology: Diversity of Practice in Practice, edited by Patrick Keleher, et al., IGI Global, 2011, pp. 1-24. https://doi.org/10.4018/978-1-60960-547-6.ch001

APA

Calway, B. A. & Murphy, G. A. (2011). A Work-Integrated Learning Philosophy and the Educational Imperatives. In P. Keleher, A. Patil, & R. Harreveld (Eds.), Work-Integrated Learning in Engineering, Built Environment and Technology: Diversity of Practice in Practice (pp. 1-24). IGI Global. https://doi.org/10.4018/978-1-60960-547-6.ch001

Chicago

Calway, Bruce A., and Gerald A. Murphy. "A Work-Integrated Learning Philosophy and the Educational Imperatives." In Work-Integrated Learning in Engineering, Built Environment and Technology: Diversity of Practice in Practice, edited by Patrick Keleher, Arun Patil, and R. E. Harreveld, 1-24. Hershey, PA: IGI Global, 2011. https://doi.org/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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