By Thomas Carey, Inside Higher Ed
How can we better prepare graduates to engage with future learning and knowledge practices? Amongst the discussion of curricular changes, skill development and supportive mindsets, a common central theme began to emerge: let’s treat our teaching and learning environments as model workplaces, full of experiential learning opportunities for reflective practice on changing knowledge work, practices and roles. Reframing the learning environment and the progressive trajectory of learning practices could thus provide our graduates with opportunities to develop capability in both professional learning and in dealing with innovation in workplace practices.
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