University students often face significant challenges both seeing connections between different conceptual ideas, and linking theoretical ideas with knowledge needed in their applied professional contexts. This paper presents some experiences and insights from a postgraduate course that was designed to support knowledge integration. It initially presents the main design ideas that have been applied in the unit. Then, it examines students' learning journals and explores how students integrated conceptual knowledge and experiences.
Keywords
Knowledge integration, learning by design, student journals, higher education.
