SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2N223751
Module Leader Christopher Smith
School School for Work Based Education
Subject SCWBE
  • A (September start)
  • A (September start)-B (January start)
  • B (January start)
  • B (January start)-C (May start)
  • C (May start)
  • C (May start)-A (September 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.


-1 During -1 this module -1 the -1 student -1 will -1 cover -1 the -1 following -1 syllabus: b7 Experiential Learning; b7 Reflective Practice b7 Analysing Reflective Writing b7 Generating Reflective Writing

Learning Outcomes

On successful completion of the module the student should be able to:1. Evaluate the theories of experiential and work based learning;2. Analyse the key ideas underpinning reflective practice3. Outline the key models of reflective practice and undertake an analysis of reflective writing4. Generate a piece of reflective writing based on a work based incident

Teaching / Learning Strategy

Work Based Education aims to maximise the face to face contact time with students by practicing teaching and learning strategies that use real world and real work scenarios and encourage action learning, enquiry based learning, problem based learning and peer learning. Approaches which all aim to directly involve the students in the process of learning and to encourage sharing of learning between students. The module team members are essentially facilitators but will also determine the level and accuracy of knowledge acquisition at key points in the delivery. Inputting when necessary either directly or with the support of external experts who will add to the authenticity, the credibility and application of the education and learning to the workplace.

Indicative Reading

Boud, D. (2005) Productive reflection at work: learning for changing organisations [online]. New York: Routledge. pp230. [viewed September 2015]. Available from Boud, D. & Solomon, N., (2001) Work-Based Learning: A New Higher Education? [online]. Maidenhead: Open University Press. pp254. [viewed September 2015]. Available from Cottrell,-1 S. (2011)-1 Critical-1 Thinking -1 Skills: -1 Developing Effective-1 Analysis-1 and Argument,-1 2 nd edition, Palgrave Macmillan Cottrell,-1 S. (2015)-1 Skills for Success: Personal Development and Employability,-1 3rd edition, Palgrave Macmillan -1 Field, J. (2006)-1 Lifelong-1 Learning-1 and -1 the -1 New Educational Order-1 , 2 nd edition, Wiltshire: Trentham -1 Books Heyler, R. (2010) The Work-Based Learning Student Handbook, Basingstoke: Palgrave Macmillan Jarvis,-9 P.-9 (2000)-9 The-8 Age-9 of-8 Learning: Education and the Knowledge Society,-9 London: Kogan-8 -1 Page ,-8 Kolb, D. A. (2015) Experiential Learning: Experience as the Source of Learning and Development, 2 nd edition, Pearson, FT Press Megginson, D. and Whitaker, V. (2007) Continuing Professional Development, 2 nd edition, London: CIPD Moon, J.A., (2004) A Handbook of reflective and Experiential Learning: Theory and Practice, London: RoutledgeFalmer

Transferrable Skills

The key transferable skills developed in this module are oral and written communication, use of information technology, and evaluate and creative problem solving skills. Information technology skills will be developed through Internet searches and online communication. Analytical, evaluative and creative problem solving will be developed throughout the module experience but especially through case studies, seminar debates.

Module Structure

Activity Total Hours
Lectures (PT) 3.00
Independent Learning (PT) 145.00
Assessment (PT) 40.00
Seminars (PT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% A negotiated portfolio of assessments relevant to student group. For example: a reflective account (50%), an analysis of reflective models concepts (50%)