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Work + learning: unpacking the agglomerated use of pedagogical terms

机译：工作+学习：解开凝聚的教学术语的凝聚

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Purpose The association of work and learning has been well established for many years.However, some of the terms used to describe the various pedagogies related to work and learning have been used interchangeably, with many lacking definitional clarity and scope.These include work-related learning (WRL), work-based learning, workplace learning (WPL) and work-integrated learning (WIL).This agglomerating approach to usage has resulted in pedagogical confusion and what some theorists call a “problematization” for the field, resulting in undermining shared understanding and potential benefit.The purpose of this conceptual paper is an attempt to unpack the meaning and application of some of the key pedagogical terms used in the applied field of work?+?learning theory and practice. Design/methodology/approach Conceptual modelling and qualitative descriptions of each pedagogy. Findings Many of the work?+?learning pedagogies do overlap and cohere but attempts to create umbrella terms, which apply to all theories and approaches, are misguided; definitional clarity with the different modes of practice is required for sustainable educational outcomes. Originality/value A proto-theoretical model, along with a breakdown of distinguishing features of each term as well as their source in the published literature, has been developed to improve clarity and aid the future praxis of educators.
机译：目的，工作与学习的协会已经很多年度建立了很多年。但是，用于描述与工作和学习相关的各种教学的一些术语已互换使用，许多人缺乏定义清晰度和范围。这些包括与工作有关的学习（WRL），基于工作的学习，工作场所学习（WPL）和工作综合学习（WIL）。这使得使用的凝聚方法导致教学混淆以及一些理论家对该领域称之为“问题”，导致破坏共同的理解和潜在利益。这篇概念论文的目的是试图解开应用领域所使用的一些主要教学术语的意义和应用？+？学习理论和实践。设计/方法/方法/方法每个教育学的概念建模和定性描述。调查结果很多工作？+？学习教学人员确实重叠并结合，但试图创造适用于所有理论和方法的伞术语，是错误的;可持续教育结果需要定义清晰度与不同的实践方式。原创性/价值是一个原始理论模型，以及每个术语的区别特征以及他们在发表文献中的来源的崩溃，以提高透明度，并援助未来教育者的普通话。

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