| 1. |
- Auer, Nathalie, Universitetslektor
(författare)
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Emergency teaching in secondary schools in Denmark : 'some students flourish, some wither'
- 2022
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Ingår i: INTED2022 Proceedings. - Valencia : IATED Academy. - 9788409377589 ; , s. 5319-5327
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Konferensbidrag (refereegranskat)abstract
- Educational institutions in Denmark were forced into a temporary closure due to the COVID-19 global pandemic. The current study investigates changes in teaching practice during quarantine restrictions. This study is part of a wider investigation on the impact of the COVID-19 pandemic on teaching practices. Ninety-nine secondary education teachers in Denmark filled out an online survey. Frequencies and percentages were obtained to analyze quantitative data. A thematic analysis was used to analyze qualitative data. Teachers changed their practice from a constructivist approach to a traditional teaching method resulting in a lack of dialogue, interaction and student motivation. Although teachers’ workload increased, they could not preserve the quality of the learning experience. Teachers did not take advantage of the digital tools to differentiate learning and to increase motivation. Implications for practice for the design of online learning courses in the future are discussed.
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| 2. |
- Bjerkeli, Pernilla, et al.
(författare)
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Developing the progression of scientific literacy throughout an online bachelor program in public health
- 2022
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Ingår i: INTED 2022: 16th International Technology, Education and Development Conference, 7-8 March, 2022: Conference proceedings. - Valencia : IATED Academy. - 9788409377589 ; , s. 2596-2601
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Konferensbidrag (refereegranskat)abstract
- The COVID-19 pandemic, clearly illustrated the magnitude of threat caused by communicable diseases and the importance of public health work. In addition, an aging population, increasing costs of health care, epidemic non-communicable diseases and health issues raised due to climate changes are also present challenges illustrating that the need for a competent public health workforce is greater than ever.Furthermore, the digitalization that progressively permeates our society also transforms public healthcare profession. For instance, digitalization has the potential to make healthcare systems more efficient; to support a people centered care and increased empowerment, a kind of flipped healthcare is . The digitalization in public health is still in its infancy, and there is a need for how it could be planned, introduced and implemented in an evidence-based manner. Furthermore, digitalization also enables increased cooperation and knowledge sharing and increased access to information, i.e. crucial ingredients in evidence-based work.The digitalization and the transformation of the public healthcare workers landscape accentuates the need for strong competence in research methodology, theory and how it underpins public health practice i.e. one of the core competencies for public health workers. Public health workers must know how to find information, how to analyze and evaluate evidence from several sources and how this could support evidence-based decisions. Traditionally, public health educational programs include scientific and information literacy as learning outcomes, supported by courses in e.g. research methods, biostatistics and epidemiology. These “methodological courses” are accompanied by “subject courses” with different theoretical aspects of public health. One advantage with separated courses is that students get the chance to fully concentrate on one theory and its complexity, e.g. biostatistics. On the other hand, there is a risk that the relationship to subject courses may be weak. For instance, a course in biostatistics may be focusing on different significance test and how to interpret confidence interval, which are rather complex theory demanding time for reflection and understanding, leaving very little or no time over for putting the analyses in its professional context, discussing how statistical analyses are interpreted and used as support for an evidence based public health decision.In short, one challenge in an educational program is how to integrate methodological and subject courses in a synergetic way. It is also crucial to consider the progression in scientific method beyond the subject progression in a program. Finally, information literacy, pointed out as one of the 21st century skills in our information society, is also vital for public health workers.This article describes the method used and findings in a work aiming at developing the progression of scientific literacy, including information literacy, and integration of scientific and subject literacy in a bachelor program in public health. The specific questions addressed in this work was:- How to increase the integration and synergy between “methodological courses” and “subject courses”- Evaluate and develop the progression in scientific literary- Evaluate and develop the progression in information literacy, using library-faculty partnership
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| 3. |
- Bjursell, Cecilia, 1970-, et al.
(författare)
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Lifelong Learning Through Context Collapse : Higher education Teachers’ Narratives About Online education During The Pandemic
- 2022
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Ingår i: Proceedings of INTED2022 Conference 7th-8th March 2022. - : IATED. - 9788409377589 ; , s. 2632-2641
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Konferensbidrag (refereegranskat)abstract
- The COVID-19 pandemic has elicited a shift from campus classrooms to distance education in higher education worldwide, shaping not only students’ experiences, but also those of teachers, especially those who never have taught online. In addition, the pandemic created a meta-context that has positioned distance education as something different from previous efforts. This study aimed to investigate higher education teachers’ experiences during the transition from classroom to online teaching by using a collective auto-ethnography method based on 13 personal stories from Swedish faculty. For the abductive approach in the analysis, a framework that combines lifelong learning theory with the context collapse concept has been applied. The disjuncture that the pandemic has elicited created a situation in which teachers had to make sense of the fact that their previous experiences did not completely fit the new situation. Context collapse, a term used to describe encounters with many audiences in social media, has been introduced to highlight the clash between professional and private contexts in online educational platforms. Based on lifelong learning theories, we suggest that context collapse should be examined in terms of how it can help improve higher education, as it holds the potential to include the entire person – body and mind – in education.
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| 4. |
- Eklund, Rikard, 1966, et al.
(författare)
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Assessing non-technical methods for transferring tacit knowledge in safety-critical systems: a study on maritime pilot training
- 2022
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Ingår i: INTED 2022 Proceedings. - : IATED. - 9788409377589 ; V-224-2022, s. 9908-9914
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Konferensbidrag (refereegranskat)abstract
- A safety-critical system is a system whose failure or malfunction will have serious consequences and typically include, healthcare, aerospace, naval operations, nuclear or process industries, and military systems. Safety-critical systems also show a high level of automation and are to a high degree dependent on tacit knowledge embedded within the workforce. It is important to an organization to find methods to manage tacit knowledge transfer and thereby establishing resilience over time. Maritime pilotage is a safety-critical segment of the maritime industry to assure safe, economic, and sustainable naval operations. During the maritime pilot training the maritime pilot student acquires trade specific skills, often in the shape of tacit knowledge, primarily when interacting with other more experienced maritime pilots. The purpose of this study is to improve the maritime pilot training to mitigate increasing requirements of safe, economical, and environmentally sustainable shipping operations. The aim of the study was to locate, catch, crystallise, document, and describe non-technical methods of tacit knowledge transfer during the different elements of the maritime pilot training. This study is a mixed-method study, based on observations, interviews, questionnaires, and document analysis. In total, 21 participants were included in the study, consisting of maritime pilot students, less experienced but licensed maritime pilots, and highly experienced master maritime pilots. The results show that a substantial amount of tacit knowledge transfer occurs during on-the-job activities. Such activities are predominantly taking place in social settings and are not consistently documented or systematically utilized within the organization.
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| 5. |
- Ericsson, Elin
(författare)
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DIGITAL LOGBOOK FOR PRODUCING REAL-TIME LONGITUDINAL DATA
- 2022
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Ingår i: INTED2022 Proceedings. - : IATED. - 2340-1079. - 9788409377589
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Konferensbidrag (refereegranskat)abstract
- Conference name: 16th International Technology, Education and Development Conference Dates: 7-8 March 2022 Location: Online Conference
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| 6. |
- Josefsson, Pernilla, et al.
(författare)
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What does teachers' digtal vulnerabiltiy look like?
- 2022
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Ingår i: INTED2022 Proceedings. - Valencia : IATED. - 9788409377589 ; , s. 1018-1025
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In an increasingly digitalized society cyberbullying of children and young people constitutes a high-profile problem yet there are also reports where teachers become vulnerable in the digital environment. This study aims to explore teachers' experiences of what we introduce as digital vulnerability concerning the teaching profession. An online questionnaire was developed and distributed to teachers via teachers' Facebook groups. The questionnaire was based on open-ended questions where teachers were asked to tell in their own words about their experiences of digital vulnerability, including in which situations, how they affected them, and what support they received. The data analysis was conducted based on an iterative process by qualitative content analysis and the use of ideal type situations. The purpose of the analysis was to create narratives that reflect a reduction to the most important characteristics of different experiences of teachers vulnerable in the digital environment. The contribution of the paper includes empirical examples and a theorization about teachers' digital vulnerability by ideal type situations.
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| 7. |
- Mattsson, Sandra, et al.
(författare)
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Designing digital support for operator and maintenance personnel cognition and future skills in manufacturing industry
- 2022
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Ingår i: INTED 2022 Proceedings. - : IATED. - 9788409377589 ; , s. 9665-9673
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Industry 4.0 is believed to introduce new smart digital tools which transform manufacturing processes but affect production personnel’s work practice. Operators and maintenance personnel running the everyday operations need to learn and handle new routines and systems while maintaining production efficiency. Operators today are challenged when they must handle unexpected stops caused by machine failures and the following error recovery process of automated production systems. With complex digital tools and integrated production systems the error recovery process becomes complex because there is no one-size-fits-all solution and a lack of intelligent and automated restart systems. Even if there are defined routines for industrial work and structures for managing digital technologies, it is not adapted to the individuals’ cognitive processes neither to their workplace learning. Altogether it puts high pressure on operators’ knowledge and skills of restarting machines and systems caused by errors. The aim is to explore operators and maintenance personnel cognition and skills and how their roles vary in relevant aspects of situational awareness and workplace learning. In an on-going case we studied two industrial companies that produce similar components but are working differently with production and maintenance. Through nine interviews we investigate the differences between the companies, their current work practices, and future changes. With application of a situation awarenessmodel, we capture cognition and learning including task/system factors, perception and decision making, and individual factors. Perspectives of workplace learning and knowledge sharing between personnel and relations to the systems use are applied. Results indicate that rule-based behaviours are key for both operators and maintenance personnel. These behaviours are supported by the systems and routines, but complicated errors make the systems and routines prove inadequate. In conclusion, to design appropriate digital support tools both operators and maintenance personnel behaviour need to be supported, however they need to be supported differently since their function behaviours such as routines, system use and communication vary. In addition, future skills and competences needed forsupporting complex system tasks include knowledge of computational models and simulation, knowledge of the machines and how they interrelate with systems, and logic reasoning and robotic programming of automated production systems.
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| 8. |
- Mossa, Giorgio, et al.
(författare)
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The Body Of Knowledge For Higher Education In Industrial Engineering And Management : Experiences From The Erasmus+ Ie3 Project
- 2022
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Ingår i: INTED2022 Proceedings. - Valencia : International Academy of Technology, Education and Development (IATED). - 9788409377589 ; , s. 7973-7982
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The ongoing fourth industrial revolution, also known as Industry 4.0 (I4.0), permeates the worldwide economies of most industrialized areas. From the shop floor to the research & innovation level, a critical mass of knowledge workers is required to benefit from the great, mostly unexplored, potentialities of I4.0 technologies.Educating a critical mass of thousands of knowledge / talented workers is the most extensive higher education challenge Europe is facing.An increasing qualitative and quantitative gap between demand and supply of knowledge workers is threatening the chance of success of the re-industrialization of Europe.The main objective of the IE3 project is to design and test innovative courses in Industrial Engineering and Management (IE&M). By introducing cutting-edge learning techniques and tools, the project will support the future generation of knowledge workers. Testing and sharing pilot solutions by the IE3 project will systematically support the development, updating, or re-design of university courses/programs in IE&M throughout Europe.The Body of Knowledge (BoK) for Higher Education in Industrial Engineering and Management is the reference document to support conceptual and implementation processes of designing, updating, or re-designing university master-level programs or course modules in IE&M.The BoK defines Guidelines supporting the renewal processes of IE&M master-level education in Europe and disseminates IE3 project outcomes, giving value to practical experience carried out by project partners during the project development.The BoK is not only a methodology, but it represents the foundation upon which Higher Education Institutions (HEIs) can develop their strategies, policies, procedures, and tools to renew courses and programs in an evolving environment. The Bok refers to contents and knowledge constantly evolving according to a rolling re-design approach.
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| 9. |
- Mozelius, Peter, Dr. 1959-, et al.
(författare)
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Programming in K-12 Mathematics – A two-step rocket
- 2022
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Ingår i: 16th International Technology, Education and Development Conference. - Valencia : IATED Academy. - 9788409377589 ; , s. 2389-2397
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Konferensbidrag (refereegranskat)abstract
- The introduction of programming in K-12 education is an ongoing process in many countries. In the Swedish context computer programming should be introduced as a new educational tool in K-12 mathematics. Several studies have reported on a successful teacher training, less studies can be found about the second step of the rocket: implementing programming in the daily teaching activities. Computer programming is a powerful tool, but probably not for all topics in K-12 mathematics. The research question for this study was: "What are the teacher ideas for mathematical topics where programming can be a value adding part of the lesson planning?". Data has been collected from lesson plans submitted to an assignment in two instances of a course on computer programming for K-12 teachers. The submitted answers have been inductively analysed, where found patterns and sub-themes were grouped into themes with a probability to answer the research question. The used method was the six-step process for thematical analyses that has been outlined by (Braun & Clarke, 2006). Findings indicate that programming has a potential to be a reinforcing component in several mathematical topics. Some examples where programming can add value in more specific topics are numeric analysis, geometry, number series and statistics, but there were also lesson plans for using programming in more general problem solving in arithmetic and algebra. Furthermore, there were several creative lesson plans for how to use programming graphics to visualise different mathematical concepts. Finally, to secure a successful flight for the described two-step, the recommendation is to provide more programming courses for K-12 teachers.
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| 10. |
- Mozelius, Peter, Dr. 1959-, et al.
(författare)
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Reinforcing Work-integrated Learning with Technology Enhancement and the Concept of Bringing Your Own Data
- 2022
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Ingår i: Proceedings of 16th International Technology, Education and Development Conference. - : IATED. - 9788409377589
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Konferensbidrag (refereegranskat)abstract
- In the contemporary digitalisation, the reinforcement of professional development and organisational upskilling in a business is essential. The shift to a knowledge society requires technology enhanced and work-integrated professional development aimed at developing the staff’s domain-specific knowledge as well as profession-based digital competence. With this short backdrop, the aim of this paper is to describe and discuss how academia collaborated with companies and organisations in the Swedish BUFFL-project. This was a two-year collaborative project for professional development for insurance and bank company staff and a specific focus on organisational development. The project was carried out as a cross-disciplinary collaboration between researchers from different departments in three universities and six companies. The overall research question to answer was: "What are the course participants' attitudes towards technology enhanced, and work-integrated professional development involving 'Bringing Your Own Data' (BOYD)?". The BYOD approach was part of a course design rule in the BUFFL-project meaning that all course modules should include at least one assignment related to the course literature, and one assignment based on the involved companies' own brought data. This study used a mixed method approach combining a descriptive statistical analysis of Likert-questions with a deductive thematic analysis. The analysed data was extracted from evaluation questionnaires for 14 course modules in the BUFFL-project. Results have been grouped into the categories of 'Technology enhancement' and 'Work-integrated learning with participant brought data'. Findings indicate that the quality of technology enhancement is critical, and that the minor technical issues in some course batches have disturbed the teaching and learning activities. However, in general participants seemed to portray a general positive attitude towards the BUFFL model for technology enhanced professional development. Finally, the concept of Bringing Your Own Data appears to have a potential to reinforce work-integrated learning.
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| 11. |
- Mozelius, Peter, et al.
(författare)
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Reinforcing Work-integrated Learning with Technology Enhancement and the Concept of Bringing Your Own Data
- 2022
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Ingår i: INTED2022 Proceedings. - : IATED. - 9788409377589 ; , s. 4238-4244
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Konferensbidrag (refereegranskat)abstract
- In the contemporary digitalisation, the reinforcement of professional development and organisational upskilling in a business is essential. The shift to a knowledge society requires technology enhanced and work-integrated professional development aimed at developing the staff’s domain-specific knowledge as well as profession-based digital competence. With this short backdrop, the aim of this paper is to describe and discuss how academia collaborated with companies and organisations in the Swedish BUFFL-project. This was a two-year collaborative project for professional development for insurance and bank company staff and a specific focus on organisational development. The project was carried out as a cross-disciplinary collaboration between researchers from different departments in three universities and six companies. The overall research question to answer was: "What are the course participants' attitudes towards technology enhanced, and work-integrated professional development involving 'Bringing Your Own Data' (BOYD)?". The BYOD approach was part of a course design rule in the BUFFL-project meaning that all course modules should include at least one assignment related to the course literature, and one assignment based on the involved companies' own brought data. This study used a mixed method approach combining a descriptive statistical analysis of Likert-questions with a deductive thematic analysis. The analysed data was extracted from evaluation questionnaires for 14 course modules in the BUFFL-project. Results have been grouped into the categories of 'Technology enhancement' and 'Work-integrated learning with participant brought data'. Findings indicate that the quality of technology enhancement is critical, and that the minor technical issues in some course batches have disturbed the teaching and learning activities. However, in general participants seemed to portray a general positive attitude towards the BUFFL model for technology enhanced professional development. Finally, the concept of Bringing Your Own Data appears to have a potential to reinforce work-integrated learning.
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| 12. |
- Ordieres-Meré, Joaquín, et al.
(författare)
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Asynchronous Microlearning Experience In Industrial Management Master Course
- 2022
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Ingår i: INTED2022 Proceedings. - : International Academy of Technology, Education and Development (IATED). - 9788409377589 ; , s. 8598-8603
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This article introduces an initiative aimed at improving university-level education, carried out in the context of the Erasmus Plus IE3 project and focused on the renewal of courses in an industrial management master, driven by the need to incorporate new technological aspects, such as digitalization and Industry 4.0. The intention was also to promote a methodological change in the learning process by concentrating on practical project development, paying special attention to the needs of a whole new generation of learners and its particularities. This analysis builds on papers presented at previous INTED conferences that created the competency framework and methodological approach.The paper provides added value by discussing the integrated implementation between theoretical and practical aspects when learners must cooperate with students who do not take part in the course to complete industrial projects. Furthermore, the authors assess both the theoretical knowledge acquired by the learners and their practical performance, while also considering the relationship between them. The learners' perspective, gathered through video testimonies and surveys, is significant, given that they are participants in the education, and serves to point out possible strengths and weaknesses of the initiative, with the aim to further improve this approach.Based on the elements introduced, on the methodology and collected results, some conclusions will be formulated in order to assess the proposed approach, as well as to identify improving vectors to be considered. Recommendations in the context of the IE3 project will also be formulated.
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| 13. |
- Schnaider, Karoline, et al.
(författare)
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Changes in the adoption and use of semiotic resources during the COVID-19 pandemic : What are the effects on learning?
- 2022
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Ingår i: INTED2022 Proceedings. - Valencia : IATED. - 9788409377589
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Konferensbidrag (refereegranskat)abstract
- The adoption and use of semiotic resources in education such as digital technologies and sign systems (Selander & Svärdemo-Åberg, 2008; van Leeuwen, 2005) have in the last few years been vastly upscaled in the Swedish educational system. Although various semiotic resources have been common features in Swedish learning settings for over a decade, the drastic changes brought forth by the COVID-19 pandemic have promoted hasty adoption of different resources to keep the guidelines and recommendations to contain viral transmission brought forth by different authorities (The Swedish Government, 2021). These procedures have un-helpfully backgrounded implementation strategies and qualitative selection procedures (Schiavetto & Schnaider, 2021). Such rapid shifts and the implementation of a much wider range of semiotic resources render several challenges for their integration and use in learning activities (PanMeMic, 2020). This study investigates what kind of changes among semiotic resources have occurred during the two years of the COVID-19 pandemic and what possible effects the adoption of certain resources can have on creating different learning conditions. To explore these relationships the following research questions guided our examinations of empirical data: During the two years of the COVID-19 pandemic, what changes in adoption and use of semiotic resources have been discussed by the Swedish authorities? What are the effects on the learning conditions?Text data addressing various measures related to the adoption and use of semiotic resources in the Swedish educational systems posted between March 2020 and November 2021 on the Swedish government’s webpages was manually downloaded and rendered approximately 80 pages of raw text data. A simple version of content analysis (Silverman, 2006) was used to examine the different authorities’ discourses with a focus on the semiotic resources digital technologies, and sign-systems. Combined with quantitative ethnography (QE) methodology and techniques (Shaffer, 2017; Ruis & Lee, 2021), systematic data processing, coding, and analysis were quantitatively conducted with software nCoder (Hinojosa, Siebert-Evenstone, Eagan, Swiecki, Gleicher, & Marquart, 2019) and ENA (Marquart, Hinojosa, Swiecki, Ea-gan, & Shaffer, 2018).The ENA result indicates that the massive adoption of Big Techs' digital platforms has been a strategy to enable the continuity of learning, from mostly face-to-face to online modes. Despite being aimed a continuity, such shifts in semiotic resources to enable online learning affects the concrete social learning context, and raises questions about the impact of the semiotic resources on education. Thus, semiotic resources have a social agency character where changes in forms act in the reorganization of the concrete social context and influence how meanings can be created during human-technical interactions. This article presents a brief investigation on how sociopolitical characteristics related to virtual learning environments become operated by Big Techs' digital platforms, which have been solidifying themselves as mandatory global crossing points (Latour, 2004) for education during the COVID-19 pan-demic. The results emphasize that “what forms make us do” (Latour, 1994) is vital to recognize, especially as algorithms and personal data have impacts on educational environments aimed at promoting critical and democratic citizenship.
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| 14. |
- Vallo Hult, Helena, 1976-, et al.
(författare)
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Turning Fear Into Trust : Experiences From Digitalization Of Work In Industry And Healthcare
- 2022
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Ingår i: Proceedings of the 16th International Technology, Education and Development Conference (INTED2022) Online Conference. 7-8 March, 2022.. - : IATED. - 9788409377589
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Since the beginning of time, humans have been fascinated and intrigued by new technology, but also frightened of its implications. In the 1980s, Chao and Kozlowski [1] studied the introduction of fully automated lines in mass-production industry, and identified different fear factors influencing the workers willingness to change their work process. This study is more than 30 years old, however their insights are still relevant and tends to become even more important with the introduction of complex technology like ubiquitous and embedded systems, AI, big-data, and collaborative technology [2]. This rapid and ongoing digital transformation will have fundamental implications for the way we organize work and for how we design work processes and production system, not only in the manufacturing industry but in all parts of the working life, including the healthcare sector, schools, service, logistics and society ingeneral. It is also likely to influence and challenge roles and relationships and require new constellations of expertise and professional domains [3, 4]. In this paper, we compare experiences from practice in the manufacturing industry and health care domains and try to identify how fear of technology-induced change can be turned into trust, through knowledge exchange, competence development, and inclusive project management. In line with [1] we have identified four main fear factors related to digital transformation, in both the industrial context and the healthcare organization:Fear of losing one's jobFear of new, unfamiliar tasks and expectationsFear of change in general but in group relations and roles in specificFear of the actual technologyThe number of manual jobs is decreasing; contrasting feelings of responsibility and loss of control are common when adapting to new conditions in a new work environment; new workplace technology maychange traditional practice and there by lower the autonomy and power of the professions; and new machines could cause physical injury or, with a digital system, lead to security threats, loss of data, orthe sense of intrusiveness [2, 3]. Our studies found, some what contra intuitive, that workers with no or limited knowledge about the technology in use experience less fear. While workers with experience of the technology they interact with, tend to have more fear, and require a larger sense of control to be able to trust the system. We suggest that each of these fears can be addressed and linked to work integrated learning strategies to turn the fear of technology into digital trust by giving the worker tools for better control. Through collaborative competence development and inclusive workplace learning, different solutions can be explored to create conditions for trust. REFERENCES[1] G. T. Chao, and S. W. Kozlowski, “Employee perceptions on the implementation of roboticmanufacturing technology,” Journal of Applied Psychology, vol. 71, no. 1, pp. 70, 1986.[2] S. Zuboff, The age of surveillance capitalism : the fight for the future at the new frontier of power,London: Profile Books, 2019.[3] R. E. Susskind, and D. Susskind, The future of the professions : how technology will transform thework of human experts, USA.: Oxford University Press, 2015.[4] H. Vallo Hult, Digital Work : Coping with Contradictions in Changing Healthcare, Trollhättan:University West, 2021.
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| 15. |
- Willermark, Sara, 1989-, et al.
(författare)
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Introducing WIL-pack : A framework for Teacher Knowledge in Higher Education
- 2022
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Ingår i: INTED2022 Proceedings. - Valencia : IATED Academy. - 9788409377589 ; , s. 979-984
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Konferensbidrag (refereegranskat)abstract
- In this article, we propose a framework for addressing work-integrated learning (WIL) in a higher education context. We build on the work of Shulman’s Pedagogical Content Knowledge (PCK) and extend it to address teachers' effort of incorporating work-integrated learning into their teaching practice. This calls for a complex knowledge base that we named WIL-PACK (Work-Integrated Learning Pedagogical and Content Knowledge). This work is the result of many years of teaching in higher education where issues of WIL have been the focus of discussions, innovations, and critical scrutiny of our teaching practice. Contributions include presenting a framework that captures fundamental qualities of teacher knowledge required for addressing WIL in teaching practice and by extension support students to develop both the ability to be adaptable and critical to their future professional practice.
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