SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M1N206838
Module Leader Caroline Tuff
School School for Work Based Education
Subject SCWBE
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

General entry requirements to the programme.

Summary of Content

This work based learning module will support the student in developing a critical understanding of the concept of professional development and the pedagogy of learning at work. It will also involve the student in engaging with reflective practice as a means of reviewing and improving their own learning in the workplace.


During this module the student will cover the following syllabus: -283b7 Learning theories - behaviourist, cognitive, situated, constructivist; b7 Learning Styles; b7 Continuous Professional Development b7 The current higher education environment; b7 An introduction to core and interpersonal skills including essay writing, presentation skills, time management, communication and basic numeracy (as defined by SCQF level 7 descriptor)

Learning Outcomes

On successful completion of the module the student should be able to:1. Demonstrate an understanding of the main theories of learning.2. Analyse current understandings of lifelong learning, formal and non-formal learning 3. Explain the importance of Higher Education in relation to organisational and personal development4. Demonstrate an understanding of Continuous Professional Development and its importance in career development and plan, design and develop a Personal and Professional Development Plan

Teaching / Learning Strategy

It is intended that the programme is delivered using pedagogy appropriate to mode. For example, for distance based programmes this module will be delivered primarily through Blackboard, GCU's on-line learning environment, while for programmes where students can attend the University a blended approach will be adopted. Students will be expected to participate in a range of e-learning activities including individual and group work, and where appropriate self and peer assessment. Formative assessment will be used to encourage learning and interpersonal skills, and the summative assessments will provide evidence of the development achieved throughout the module. Assessments are designed in order to allow students to integrate the academic knowledge gained on the programme with practical problems they encounter in the workplace.

Indicative Reading

Coffield, F, Edward, S, Finlay, I, Hodgson, A Spours, K , Steer R (2008) Improving Learning, Skills and Inclusion, Routeledge, New York and London Cottrell, S (2005) Critical Thinking Skills: Developing Effective Analysis and Argument, Palgrave Macmillan Edwards, R., Miller, N., Small, N. & Tait, A. (eds) (2002) Supporting Lifelong Learning, Volume III: Making Policy Work, Routeledge Falmer London Field, J (2002) Lifelong Learning and the New Educational Order Trentham Books, Wiltshire Harrison, R., Clarke, J., Hanson, A. & Reeve, F. (eds) (2002) Supporting Lifelong Learning, Volume I: Perspectives on Learning, Routeledge Falmer London Jarvis, P (2001) The Age of Learning, Kogan Page, London. Megginson, D. & Whitaker, V. (2004) Continuing Professional Development , London: CIPD Reeve, F., Cartwright, M. & Edwards Rd (eds) (2002) Supporting Lifelong Learning, Volume II: Organising Learning, Routeledge Falmer London On-Line Resources Coffield, F, Moseley, D, Hall, E, Ecclestone, K, Learning styles and pedagogy in post-16 learning: a systematic and critical review accessible at <> Honey & Mumford Learning Styles Questionnaire (LSQ) accessible at Learning Theories accessible at <>

Transferrable Skills

Written communication skills Personal and interpersonal skills Information gathering skills Problem solving skills (defined/routine problems) Critical thinking and reflection Negotiation, time management and forward planning skills.

Module Structure

Activity Total Hours
Assessment (PT) 40.00
Independent Learning (PT) 80.00
On-line learning 40.00
Directed Learning 40.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 0.00 100.00 40% Assignments are work based and will cover all the learning outcomes.