A renewed interest in workplace-based learning is taking place at the same time that universities are increasing their use of web 2.0 technologies. The Royal Melbourne Institute of Technology University (RMIT) in Melbourne Australia, where I work provides an example of this with the introduction of recent policy requiring work integrated learning and a minimum on-line presence in all its courses and programs. These policy developments provide opportunities for pedagogy creativity that can enhance student learning. This paper offers a case study from youth work education where such innovations are taking place. The way in which the youth work curriculum has been designed to engage students is documented. This includes the design and establishment of sustainable on-line learning environments, student induction and placement based e-journaling and e-mentoring. It is a model that can be adapted for use in other discipline areas where staff appreciate the pedagogical value of reflective practice and peer support for students on placement.
|Keywords:||Youth Work, Web 2.0 Technology, Work Integrated Learning, Reflective Practice, Peer Mentoring|
Lecturer, Youth Work, Royal Melbourne Institute of Technology University (RMIT), Melbourne, Victoria, Australia
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