Scaffolded, simulated work-integrated learning in design education : Beyond the live project

• Published in: International journal of work-integrated learning Vol. 21; no. 5; pp. 521 - 529
• Main Authors: Tezcan, Natarsha, Durakovic, Iva, Smith, Cathy, Lloyd, Eva, D'arcy, Sing
• Format: Journal Article
• Language: English
• Published: Hamilton International Journal of Work-Integrated Learning 01-01-2020; New Zealand Association for Cooperative Education
• Subjects: Authentic Learning; Coronavirus (COVID-19); COVID-19; Curricula; Deep learning; Design education; Distance learning; Employment; Employment Potential; Experiential learning; Foreign Countries; Higher education; Honors Curriculum; Interior Design; Job Skills; Learning in an emergency; Online instruction; Pandemic pedagogy; Pandemics; Professional personnel; Scaffolding (Teaching technique); Simulation; Skill Development; Surveys; Transformative Learning; Undergraduate Students; University business relationship; Work based learning; Work Experience Programs; Work placement; Australia
• ISSN: 2538-1032; 2538-1032

COVID-19 calls for new approaches and frameworks for the delivery of work-integrated learning (WIL). Standalone WIL opportunities are also increasingly difficult to realize, with the current economic climate limiting industry resources available for placements and WIL partnerships. The hybridized WIL model presented in this paper thus proposes the scaffolding of simulated WIL experiences into core undergraduate design curriculum to promote deep, authentic, transformational learning, fostering broader student employability. Noting a gap in design educational research relating to embedded scaffolded WIL, the paper refers to examples of scaffolded WIL experiences across core design studio subjects of a four-year embedded honors interior architecture program. Conceived as a way to prepare students for more significant standalone, cross-disciplinary and cross-national WIL, the authors argue that this model develops the professional skills required by industry and better prepares students to navigate the dynamic real-world problems that societies face, particularly during the pandemic. [Author abstract]