APPLIED INNOVATIVE PRACTICES AND ADVANCED SKILLS DEVELOPMENT 1

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMN223791
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 is work based and aims to support the student as they acknowledge challenges in their current practice. It permits students to advance an area of their professional practice or to study a specialised area of practice. The module aims to enable and enhance a student's vision, specialist skills and creative problem solving abilities or to develop skills or strategies that aim to push boundaries and pioneer change in practice. The development of specialist and innovative areas of practice are expected to address selective training and development needs of the service and influence the implementation of improved and effective practices with service users. The content of the module will be determined by the students' own specific learning requirements and possibly the needs of their organisation. The module promotes a flexible approach to continuous professional development. Learning will be predominantly work based (in the work place, for the workplace and from colleagues and peers) which will require students to be largely self-directed and able to identify their own support needs. A (tripartite) learning contract and plan will be compiled by the student in collaboration, if appropriate, with their employer or academic supervisor / mentor and the module leader. The negotiated learning contract and plan will be critically evaluated in relation to its learning outcomes, the teaching and learning strategies and assessment methods. This approach will enable students wishing to attain 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

The syllabus of work is determined by the negotiated learning contract, compiled by the student, and all other relevant parties; namely their employer or professional practice mentor and the module leader. The syllabus will demonstrate learning appropriate to module level.. It will depend on the practice background of the students, their particular area of interest and the needs of their service. Students are expected to choose a specialised area of practice or choose to advance practice in their existing practice and evidence the development of their theoretical knowledge and where appropriate practical skills. The generic syllabus will comprise: Developing a learning contract Negotiating learning outcomes -Negotiating assessment strategy -Reflection -Relevant Information retrieval, Critical evaluation of literature -Evidence based practice For students wishing to attain achievement of competency to practice in their defined area of study the syllabus must include a defined set of competency criteria and a clear pathway of learning that meets the service and/or professional award requirements.

Learning Outcomes

will be determined by the practice/work place area being studied and will be negotiated by the student in collaboration with an academic, who could be the module leader, or the academic on the module team from the professional background.On successful completion of the module the student 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 and mentor.-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 evidencing learning

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

-108 Brodie, P. ;Irving, K. (2007) Assessment in work?based learning: investigating a pedagogical approach to enhance student learning, Assessment & Evaluation in Higher Education, 32:1, 11-19, DOI: 10.1080/02602930600848218 Boud, D. (2006) Productive reflection at work: learning for changing organisations. Routledge. New York. Cunningham, I., Dawes, G., Bennett, B., (2004) The handbook of work based learning. Burlington. England Bloom's taxonomy (verbs) <http://www.clinton.edu/curriculumcommittee/listofmeasurableverbs.cxml> -108 URLs www.nice.org.uk/ NICE www.sign.ac.uk/ SIGN www.scotland.gov.uk/Publications/2002/06/14558/3244 Scottish Government / work based learning www.practicebasedlearning.org/resources/materials/intro.htm Making practice based learning work Further resources will be determined by the area of study chosen. Students will be encouraged to identify suitable learning resources at an early stage, and to access peer reviewed journals, electronic sources and internet-based publications. Students will be expected to utilise resources identified in previous 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) 30.00
Independent Learning (PT) 105.00
Seminars (PT) 12.00
Lectures (PT) 3.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 50% Portfolio evidencing learning