ADVANCING PRACTICE AND PRACTICES: LEARNING AT WORK

SHE Level 4
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MHN223813
Module Leader Marty Wright
School School for Work Based Education
Subject SCWBE
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This module allows the opportunity to advance knowledge and skills in an area of professional practice development through the compilation and implementation of a negotiated learning plan. The module aims to enhance professional development, vision and problem solving abilities by determining solutions to or options for practice based challenged. The content of the module will be determined by the students' own specific learning requirements and perhaps the needs of their organisation. The module promotes a flexible approach to continuous professional development and life-long learning. Learning will be undertaken predominantly in the workplace/placement which will require largely self-directed study and being able to identify and gain their own support needs. A negotiated learning contract will be compiled in collaboration with the employer (if appropriate) or mentor and the module leader and/or academic supervisor. This approach enables achievement of competency to practice in their defined area, to identify and agree appropriate learning outcomes and assessment criteria to meet professional practice requirements.

Syllabus

Content of the syllabus will be agreed in the learning contract and will demonstrate learning appropriate to module level i.e. honours degree -284b7 Developing a learning contract b7 Negotiating learning outcomes b7 Critical reflection b7 Relevant information retrieval, critical evaluation of literature b7 Evidence based/guided practice

Learning Outcomes

On successful completion of the module students should be able to:" Analyse their own learning needs in relation to selected work based learning topic." Negotiate appropriate learning outcomes with the module leader." Record negotiated learning outcomes in the Learning Contract" Use and justify a range of learning strategies" Adopt responsibility for their own learning within a work based environment" Construct a relevant work based portfolio of evidence of learningTypically the contract will reflect the following:" A critical analysis of a skills set or an aspect of service provision to determine development or enhancement opportunities." A range of solutions from research based evidence to develop their own professional practice or practices or practice and practices within their service

Teaching / Learning Strategy

Students will be expected to draw on academic theories and techniques in order to frame, analyse and solve actual work-based problems. To this end learning will involve not only formal but informal learning strategies and assessment. This module particularly emphasises the integration of learning and work e.g. the student's assessment may involve them in conducting actual work based analysis and decision making within a work context. The module utilises an interactive lecture programme where students are encouraged to participate and contribute. Students are required to undertake a programme of specified reading for independent learning, and reflect upon managerial practices within the workplace. The teaching and skills development programme will be supported via GCU Learn, which will also enhance the students' ability to utilise e-communication.

Indicative Reading

Durrant, A. and Rhodes, G (2011) Getting Started with University level work based learning. Libri Publishing. Geoff, A (2014) Learning contracts: a practical guide . Routledge Hardacre, K. and Workman, B. (2010) Planning and Reviewing Work based Learning: a practical guide. Libri Publishing Hyler, R. (2010) The work based Learning student handbook. Palgrave Macmillan. Raelin, J. (2008) Work Based Learning: Bridging Knowledge and Action in the Workplace. Jossey-Bass. A Wiley Company. San Francisco Boud D. (2006) Productive reflection at work: learning for changing organisations. Routledge. New York Cunningham I., Dawes G., Bennet B. (2004) The handbook of work based learning. Burlington. England. Journals Action Learning: research and practice Work based Learning e-Journal International www.wblearning-ejournal.com/ <http://www.wblearning-ejournal.com/> Higher Education, Skills and Work Based Learning

Transferrable Skills

Self-management: self-motivation, time management and critical self-reflection and evaluation of personal performance. Interpersonal Skills: an ability to work collaboratively and constructively with others on a complex group assignment. Communication skills, negotiation skills and presentation skills when participating in the group work and group presentation Peer assessment: skills in giving and receiving constructive feedback. Research skills: data gathering using secondary methods, and data analysis. C & IT skills: engaging in a virtual learning environment; using MS Powerpoint and MS Word packages for presentations and report writing; accessing and using industry databases such as FAME, MINTEL, KEYNOTE. Using Refworks software to develop referencing skills, and Turnitin software to improve writing style.

Module Structure

Activity Total Hours
Assessment (PT) 60.00
Independent Learning (PT) 225.00
Lectures (PT) 3.00
Seminars (PT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% PortfolioThe assessments are work based and negotiated between the student and tutors from GCU.