Adding Value to Open and Distance Learning Programmes …
465
interested, while simultaneously working on their skills to think critically, solve
problems and function in different social contexts.
• Assessment: Since assessment is regarded as an important driver of learning (Sainsbury and Walker 2008), it should also be integral to WIL programmes. An added
requirement is that assessment needs to reflect workplace complexities, the experiential nature of learning, professional and reflective practitioner skills and abilities
to integrate theory, experience and practice. In the Telperion scenario, the active
involvement of the participating academics in the mentoring of WIL students permits continuous assessment of the student engagements with the focus on whole
student development (Wilson and Wilson 2013). When gaps are observed in the
theoretical or practical understanding, the attending academic is suitably located
to use this situation as a teachable opportunity.
To conclude this reflective section on the role of WIL at Telperion Nature Reserve
to facilitate sustainability learning, it is clear that some of the elements for the adoption of a living labs approach for campuses (Cohen and Lovell 2011) are indeed in
place. However, not all of these elements will necessarily feature very prominently
at Telperion and its conservation campus, which functions as a “satellite” facility
and not a fully fledged campus. Despite this constraint, the comparative assessment
of these aspects is beneficial as this assists with identification of aspects that are on
track, versus those that might be considered for attention. In view of the preceding
assessment in Sects. 3 and 4 of this chapter, aspects that can be regarded as on track
at Telperion include: Element 4—Integration into the curriculum; Element 6: Build
partnerships with industry. Aspects which have been included, but in a limited way
due to the focused nature of the conservation campus at Telperion include: Element
1: Engage the right campus participants; Element 2: Identify key programs; Element
5: Expand beyond individual programs of study; Element 3: Build credibility through
engagement and data. Aspects not dealt with at all at Telperion or in a very limited
way relates to engagement with and involvement of communities at various levels
and include: Element 7: Engage support beyond the campus; Element 8: Open the
labs to the community.
5 Conclusion
5.1 Value of the WIL Excursions at Telperion Nature Reserve
The WIL programme hosted at Telperion Nature Reserve offers Unisa’s ODL students the possibility to obtain credits for the work-based requirements of the Diploma
in Nature Conservation. At the same time, face-to-face interaction between students
and students and between students and lecturers is allowed, which usually does not
form part of the ODL experience. Access to a conducive WIL environment provides
lecturers opportunities to fine-tune and do research about teaching and learning within
the context of a living lab for sustainability learning. Over its ten-year existence, the
465
interested, while simultaneously working on their skills to think critically, solve
problems and function in different social contexts.
• Assessment: Since assessment is regarded as an important driver of learning (Sainsbury and Walker 2008), it should also be integral to WIL programmes. An added
requirement is that assessment needs to reflect workplace complexities, the experiential nature of learning, professional and reflective practitioner skills and abilities
to integrate theory, experience and practice. In the Telperion scenario, the active
involvement of the participating academics in the mentoring of WIL students permits continuous assessment of the student engagements with the focus on whole
student development (Wilson and Wilson 2013). When gaps are observed in the
theoretical or practical understanding, the attending academic is suitably located
to use this situation as a teachable opportunity.
To conclude this reflective section on the role of WIL at Telperion Nature Reserve
to facilitate sustainability learning, it is clear that some of the elements for the adoption of a living labs approach for campuses (Cohen and Lovell 2011) are indeed in
place. However, not all of these elements will necessarily feature very prominently
at Telperion and its conservation campus, which functions as a “satellite” facility
and not a fully fledged campus. Despite this constraint, the comparative assessment
of these aspects is beneficial as this assists with identification of aspects that are on
track, versus those that might be considered for attention. In view of the preceding
assessment in Sects. 3 and 4 of this chapter, aspects that can be regarded as on track
at Telperion include: Element 4—Integration into the curriculum; Element 6: Build
partnerships with industry. Aspects which have been included, but in a limited way
due to the focused nature of the conservation campus at Telperion include: Element
1: Engage the right campus participants; Element 2: Identify key programs; Element
5: Expand beyond individual programs of study; Element 3: Build credibility through
engagement and data. Aspects not dealt with at all at Telperion or in a very limited
way relates to engagement with and involvement of communities at various levels
and include: Element 7: Engage support beyond the campus; Element 8: Open the
labs to the community.
5 Conclusion
5.1 Value of the WIL Excursions at Telperion Nature Reserve
The WIL programme hosted at Telperion Nature Reserve offers Unisa’s ODL students the possibility to obtain credits for the work-based requirements of the Diploma
in Nature Conservation. At the same time, face-to-face interaction between students
and students and between students and lecturers is allowed, which usually does not
form part of the ODL experience. Access to a conducive WIL environment provides
lecturers opportunities to fine-tune and do research about teaching and learning within
the context of a living lab for sustainability learning. Over its ten-year existence, the