A not uncommon view in higher education is that there is a clear difference between theoretical knowledge, what you learn at the university and the practical skills, what you learn in the workplace. Both forms of knowledge are considered important and why different activities in the area of Work Integrated Learning (WIL) are included in the teaching that aim to achieve the learning objectives that are in the syllabus. A relatively common form of examination of these goals is that students write a report on their workplace learning. By conducting seminars or huddles where students are given the opportunity to learn from each other's experiences, such integration can be improved. Within the program "Digital Media", at University West, students have the opportunity to participate in a 20-week internship at a workplace with a focus on activities that they themselves want to work with in their future professional careers. Every other week, four thematic seminars was held based on the students' written stories about the workplace and a unique theme for each seminar. Through summaries of the seminars, a questionnaire and a reflection report, the question was asked: How do students experience their learning based on classmates' narratives about their workplace? We conducted 4 peer seminars, in order to talk about similarities and differences in the narratives, and a digital survey, Possibility to Learn at Workplace (PLW)consisted of two parts, one that focused on the workplace and another focused on the university's teaching activities. The students' final written report also dealt with reflections on the student's personal learning and development. These reports were treated through thematic content analysis.

The results show how learning is improved through socio-cultural activities in the form of the thematic seminars. The survey showed that the seminars were good support for creating new knowledge among the students.