Abstract
Workplace learning (WPL) is an educational partnership between students, university and industry or community where learning and working are blended and occur across boundaries between academia and work. To better understand the ways in which WPL can be most productive for all stakeholders involved (and this includes students, workplace learning educators and academics), this chapter builds on the ideas in Chap. 1 conceptualising WPL as a hybrid space. Initially, it discusses theoretical ideas of hybridity and its characteristics. It offers a way of thinking of WPL as a space where something new can be created emerging from the in-between space of academia and work. Then, it considers the many aspects of WPL that become hybrid including professional roles and identities. The chapter then focuses on WPL as a hybrid pedagogy, characterised by collaborative, agentic and participatory learning that leads to active integration of formal university learning with formal, non-formal and informal learning in professional settings. The chapter concludes that WPL as a hybrid space is a useful concept to meaningfully bring together binaries of curriculum and pedagogy, theory and practice, thinking and doing, and structure and agency.
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Trede, F., Markauskaite, L., McEwen, C., Macfarlane, S. (2019). Workplace Learning as a Hybrid Space. In: Education for Practice in a Hybrid Space. Understanding Teaching-Learning Practice. Springer, Singapore. https://doi.org/10.1007/978-981-13-7410-4_2
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