Implementation of the learning in the workplace and community (LiWC) policy in an undergraduate computing course: the pros and cons of three possible approaches

A new policy to embed workplace contextual learning is progressively being implemented at Victoria University; the implementation mandates that by 2010 all courses incorporate at least a 25% component of learning in the workplace. Compliance with the 25% shift poses significant challenges for its implementation in an undergraduate computing course, where it is expected to impact upon course structure, unit deliveries, assessment practices, and course administration. This discussion paper explores three possible models of realising the LiWC policy in the undergraduate computing course: (1) incorporation of the 25% component acrossseveral units of the existing course; (2) introduction of an additional one-year long co-operative education internship; and (3) replacement of several units with a one-semester long workplace experience. The paper discusses the advantages and disadvantages of each of the proposed approaches. .--WACE Asia Pacific Conference, 30 September-3 October 2008, Sydne