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Networking activities (either direct or through social media such as creation/ update of a linkedin profile) could help with triggering student reflections.  Either by instructions (linkedIn profile) or through creating expectations (industry participants at event are made aware of the WIL activity and student participation in it).
Florian

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Through the involvement of external partners students might not feel comfortable to ask "stupid questions", so a 'helpline', maybe students from previous years, could serve as a (potentially anonymous) way to allow them to get those answers.
Florian

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"Simulated" activities are helpful, where students observe or participate in a simulated version of the actual project activities (so running them through a project briefing, partner interaction, project presentation)

Florian

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Mapping a SWOT chart - what were the strengths, weaknesses, opportunities and threats to their activity. 

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Mapping a SWOT chart - what were the strengths, weaknesses, opportunities and threats to their activity. 

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Proper induction into the site, introductions to the team and the availability of supervision and debriefing

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Proper induction into the site, introductions to the team and the availability of supervision and debriefing

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Clear instructions, structure, appropriate support and defined goals

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Clear instructions, structure, appropriate support and defined goals

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While personally not a fan of 'reflecting' (that's what a mirror does, and all you get back is what's in front...) and much preferring 'thinking about', (try getting a mirror to do that!) I'd suggest that not immediately after completion, but within a month, there is a debrief involving the project supervisors and student teams. The supes (who would ideally be from an external organisation) will give their objective feedback on how their expectations were met, or otherwise. The role of the academics will be to moderate these discussions; the bedrief will begin with the students presenting their work outcomes and also their thoughts about how the project has equipped them for a greater awareness of the expectations of the particular industry or organisation etc.

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While personally not a fan of 'reflecting' (that's what a mirror does, and all you get back is what's in front...) and much preferring 'thinking about', (try getting a mirror to do that!) I'd suggest that not immediately after completion, but within a month, there is a debrief involving the project supervisors and student teams. The supes (who would ideally be from an external organisation) will give their objective feedback on how their expectations were met, or otherwise. The role of the academics will be to moderate these discussions; the bedrief will begin with the students presenting their work outcomes and also their thoughts about how the project has equipped them for a greater awareness of the expectations of the particular industry or organisation etc.

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Hearing from students who have previously completed a similar activity (in my experience this is very helpful for international students) Chris

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Hearing from students who have previously completed a similar activity (in my experience this is very helpful for international students) Chris

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The 6 week courses I am in, one of them has had weekly assignments. Then after they are submitted, there is quiz that essentially reflects the weekly assignment. Both the assignments and the quiz are for marks however the marks are less for the quiz. What is good about the quiz is that they are multiple choice with the right answer and therefore there it is possible to recoup and learn or reinforce correct concepts from the assignments.

Georgia

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The reflections by the students about their internships were positive when there was structure. Giada Di Stefano, Professor of Strategy at HEC Paris very impressively talked about time and the value in allocating time for reflecting. I also think through planning preparing students for WIL will make the most of students time during their WIL experiences.

Georgia

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The internships had course coordinators that were available. I like the comment by one of the students that their course coordinator emailed to ask how they were progressing and if they needed any support.

Georgia

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·         Supporting students to reflect upon the skills, knowledge and experiences developed throughout their WIL project

·         Encouraging students to stop working and thinking about their work at each session, and writing it down on a diary what they have learned on that day, what key strategic keys have been. Because they feel more comfortable and more competent about what they have been doing end of the session

·         Encouraging students to engage writing reflection in daily basis as part of their routine, not only when bad things or good things, but even when normal things happen

·         Guiding students how to write their reflection; such as sharing some reading materials, some examples, videos

·         Providing some samples of questions to students to be followed: (What was your significant learning this session? Which activities did you do this session?)

·         Providing reflection activity worksheets to prompt students to think about what they know, what they learned, and what they need to know as they progress through their exploration.

·         Sharing some previous students’ perspective and feedback about their reflection with them

·         Guiding them how to identify areas of their strengths and weaknesses in their skill set and knowledge

·         Guiding them how to set realistic learning goals.

·         Recommending students to create online reflection, videos or audio files and sharing that with other students and teachers

·         Encouraging them to act on feedback given from their teachers or peers to improve performance

·         Encouraging students to write a final reflection

Mitra

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·         Be approachable

·         Provide balance space for students to learn independently

·         Ensure that students have the support they need

Provide them online modules, resources and platforms that they can access all the time

·         Monitor of student learning, progress, and wellbeing during WIL experiences

·         Support actively during the project session and out of project session

·         Provide timely, constructive and meaningful feedback on the students learning progress and performance

·         Encourage students to be active participants in WIL experience

·         Provide collaborative, ongoing support and guidance to enable students to practice their skills and knowledge throughout the WIL activity, creates rich opportunities to learn from each other.

·         Regular meetings where students are encouraged to ask questions, reflect on their experience, give and receive constructive feedback and express their feelings.

·         Unpack Graduate Attributes with some examples

·         Provide links to Uni support services

Mitra

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·         Orientation to the WIL project and its requirements

·         Developing students capacity for their project WIL experience

·         Explaining to them that what happens before, during and after their WIL experience

·         Clarifying student expectations about support available and their own responsibilities

·         Informing students of roles and expectations of all parties involving in the project

·         Preparing students for learning

·         Providing them online modules, resources and platforms that they can access all the time

·         Cultivating reflective skills

·         Developing students' ability to operate safely

·         Developing students' ability to understand appropriate behaviour

·         Developing students' ability to develop communication and language proficiency

·         Guiding them how to be more professional and how to be more engaging

·         When a WIL activity involves a high level of proximity to external partners, preparation will need to take a consistent approach to requesting and providing information about students' health (e.g., disable students) due to confidentiality issues

·         Preparing students for any ‘contestations’ that may arise

·         Preparing them how to write reviews and reflection

Mitra