Success Project

Two key concepts reflecting the newer and more effective approaches to increasing graduate employability, highlighted in this handbook, are work-integrated education and experiential learning. Work Integrated Education is career-focused and includes classroom and workplacebased learning for the mutual benefit of the student and the industry partner. Experiential learning is an umbrella concept that covers pedagogical approaches such as inquiry learning, problem-based learning and project-based learning which provide for attaining competencies that are not within reach of more traditional methods. Techniques and approaches applied in the classroom to support interactive teaching and learning include the gallery walk for knowledge creation and sharing, flipped learning, peer learning, the learning café, the fishbowl method, narrative futuring and approaching the teaching portfolio like a designer. Technology has become a cornerstone for putting experiential learning approaches into practice, and since one of the objectives of the SUCSESS project was “to develop new training methods and a capacity building model that involves the novel use of technology in experiential learning and industry collaboration", several techniques were identified and applied during the training sessions. These include using Flip, Padlet, Flinga, the design sprint, jams and hackathons. The South African environment is all-important in introducing new ideas, approaches and technologies. Two emerging technologies and practices were successfully trialled, identifying the challenges and solutions within a South African context. The first is the University of Pretoria's Digital Capability Lab - a unique environment for hands-on digital collaboration and student capability building. The Lab provides an enabling environment with access to industry data, hardware and software used by various industries to craft solutions to real-life industry problems in collaboration with other students and an opportunity to work in teams and share their different skills. The second is the Extended Reality (XR) Facility established at the University of Johannesburg. Augmented reality (AR) and virtual reality (VR) can offer students the opportunity to experience simulated real-world work-type experiences with the added benefit of returning to the experience after reflection. It effectively creates a safe learning environment where students within the virtual environment can rectify errors and mistakes. Several case studies from the South African universities involved in the SUCSESS project are presented in the handbook to demonstrate the highlighted techniques' success. Facilitating competencies, skills and knowledge needed in working life is not only the responsibility of university lecturers as students must also take responsibility for increasing their employability and becoming active subjects in the learning process instead of remaining passive to the knowledge delivery of lecturers. The new pedagogies of experiential and inquiry-based learning shift students from passive into active participants in the learning and teaching process. New student generations are looking for experiences, activities and often fun within the learning experience. 99