PERSONAL AND PROFESSIONAL DEVELOPMENT AND WORK BASED LEARNING

SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2N206859
Module Leader Caroline Tuff
School School for Work Based Education
Subject SCWBE
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This work based learning module will support the student in developing a critical understanding of the concept of the Learning Organisation and introduces the student to the policy and practice of Lifelong Learning. It will also involve the student in engaging with reflective practice as a means of reviewing and improving their own learning in the workplace.

Syllabus

During this module the student will cover the following syllabus: -425b7 Experiential Learning; -425b7 Reflective Practice; -425b7 Analysing Reflective Writing -425b7 Generating Reflective Writing

Learning Outcomes

On successful completion of the module the student should be able to:1. Evaluate the key theories of experiential and work based learning; 2. Analyse the key ideas underpinning reflective practice 3. Outline the key models of reflective practice and undertake an analysis of reflective writing 4. Generate a piece of reflective writing based on an critical incident analysis of a work based incident

Teaching / Learning Strategy

This module is designed to be relevant to your workplace. The module teaching materials will be made available through Blackboard, the GCU on-line learning environment. It is hoped students will participate in discussions on-line. In addition tutorial telephone support will be available and if possible, although this is less likely because of distance, face to face tutorial support. Formative assessment will be used not only to encourage knowledge of the subject are but also to help develop transferable skills. Summative assessments will provide evidence of the learning achieved throughout the module. Summative assessments are compulsory. An overall mark of 40% must be achieved in the module.

Indicative Reading

Ashton, D. N. (2004) The impact of organisational structure and practices on learning in the workplace, International Journal of Training and Development , pp. 43 - 53. Bolton, Gillie (2010) Reflective Practice: Writing and Professional Development , Third Edition, Sage Publications Ltd Boud, D., Keogh, R. and Walker, D. (1985) Reflection: Turning Experience into Learning, London: Kogan Page. Boud, David. (2005) Productive reflection at work: learning for changing organizations , Routledge (also available as an ebook) Cottrell, S (2005) Critical Thinking Skills: Developing Effective Analysis and Argument , Palgrave Macmillan Edwards, R., Miller, N., Small, N. & Tait, A. (eds.) Supporting Lifelong Learning, Volume III: Making Policy Work , Routledge Falmer, London. Harrison, R et al (eds) (2002) Supporting Lifelong Learning Volume 1 - Perspectives on Learning Work , London, Routledge. Kolb, David A (1984) Experiential Learning: Experience as the Source of Learning and Development , Financial Times/ Prentice Hall Megginson, D. & Whitaker, V. (2004) Continuing Professional Development , London: CIPD Moon, J (2001) Guide for Busy Academics No.4. Learning through reflection LTSN Reeve, F., Cartwright, M. & Edwards, R. (eds) (2002) Supporting Lifelong Learning, Volume II: Organising Learning , Routledge Falmer, London. Schf6n, D. (1983) The Reflective Practitioner: how professional think in action , New York: Basic Books. Schf6n, D. (1987) Edu cating the Reflective Practitioner: towards a new design for teaching and learning in the professions , San Francisco: Jossey Bass Inc. On-line resources Reflective Practice: accessible at <http://www.learningandteaching.info/learning/reflecti.htm> Schon and reflective Practice: accessible at <http://www.infed.org/thinkers/et-schon.htm> What is Reflective Practice: accessible at <http://www.ukcle.ac.uk/resources/reflection/what.html>

Transferrable Skills

As well as covering the formal syllabus the student will have the opportunity to develop a range of transferable skills. Some of these are covered in the formal syllabus and are assessed, and some are not. These include: -425b7 Written communication skills -425b7 Personal and interpersonal skills -425b7 Information gathering skills -425b7 Problem solving -425b7 Critical thinking and reflection -425b7 Assessment and evaluation skills -425b7 Negotiation, time management and forward planning skills.

Module Structure

Activity Total Hours
Assessment (PT) 30.00
Independent Learning (PT) 150.00
Tutorial Discussion 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 40% Work based learning module - assessment is negotiated, but must cover Learning Outcomes, meet SCQF level 8 descriptor and adhere to GCU assessment loading guidelines