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How mini-internships facilitate transfer of learning in academic courses in Instructional Technology
PROCEEDINGS

, , Rand Afrikaans University, South Africa

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper explores transfer of learning between classroom context and a mini-internship in a Masters course in Instructional Technology at a university in Johannesburg, South Africa. Students learn about the field through a curriculum with content as deemed appropriate by the course presenter. It is argued that the learning supported by this curriculum may be of limited value if it does not include learning events that support transfer of learning. It is further argued that transfer of learning is best achieved by experiential learning in authentic contexts with experts. The learning experiences of a cohort of 13 students who had limited experience of instructional design processes are described. The students were required to participate in a mini-internship so that they could experience and participate in real-life multimedia design contexts. It was envisaged that the students would transfer the learning from the mini-internship back into the course and to their own world of work.

Citation

van der Westhuizen, D. & Lautenbach, G. (2004). How mini-internships facilitate transfer of learning in academic courses in Instructional Technology. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4064-4069). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from .

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