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Integrating Practice-based Experiences into Higher Education pp 111–133Cite as

Learning and Teaching Projects

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Part of the Professional and Practice-based Learning book series (PPBL,volume 13)

Abstract

This chapter describes goals, processes and outcomes of two teaching and learning fellowships that provide the instances and evidence used here to offer findings about how the integration of higher education students’ experiences in practice settings can be most effectively integrated into their overall program. It is these findings which are then used to identify the goals for these educational activities, and also implications for curriculum, pedagogies and students’ personal epistemologies, each of which is the subject of the following chapters. So, whereas the earlier chapters were premised upon a review of literature, what is discussed within and following this chapter is associated with a series of practical inquiries. Indeed, across these 2 fellowships, a total of 25 projects from a range of disciplines were enacted then described in detail within the reports of those fellowships, and the data gathered within them were classified and synthesised to inform principles and practices for how these experiences might be used optimally in contemporary higher education.

Keywords

  • High Education
  • Pedagogic Practice
  • High Education Institution
  • Practice Setting
  • Agentic Learner

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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  • DOI: 10.1007/978-94-017-7230-3_5
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Authors and Affiliations

  1. School of Education, Griffith University, Mt Gravatt, QLD, Australia

    Stephen Billett

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  1. Stephen Billett
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Billett, S. (2015). Learning and Teaching Projects. In: Integrating Practice-based Experiences into Higher Education. Professional and Practice-based Learning, vol 13. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-7230-3_5

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