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Session: 2020/21

Last modified: 18/03/2020 11:32:13

Title of Module: Making Experience Count

Code: LLNG07011 SCQF Level: 7
(Scottish Credit and Qualifications Framework)
Credit Points: 10 ECTS: 5
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:Gillian  Hodge

Summary of Module

This module will enable you to make connections between learning you have already achieved and its contribution to future learning opportunities. By participating in this module you will gain recognition of learning which has taken place in a lifelong learning context. By developing a clearer understanding of the nature of your knowledge and skills you can make more informed decisions about the direction to take in terms of further learning, employment or community activity.

This module aims to:

  • Promote recognition of the value of strengths and skills gained through prior informal learning to increase learner self-confidence and motivation;
  • Provide supported transition from informal to formal learning where appropriate;
  • Provide supported transition from study undertaken either in a college setting or vocationally to university degree level study;
  • Enable a notional leveling of an individual’s learning within the context of the SCQF in order to help identify possible career or study progression routes;
  • Introduce you to the concept of PDP.

Module Delivery Method
Face-To-FaceBlendedFully Online
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate an understanding of the significance of prior learning through an awareness of what is meant by knowledge and understanding.

L2. Provide evidence of appropriate personal statements of learning in conjunction with an Education Guidance Advisor/Lecturer/subject specialist (or equivalent) which demonstrates their position within a framework of learning.

L3. Develop an understanding of their present strengths and skills with particular reference to further study or personal and professional development.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 7.

Developing an awareness of the evolving/changing nature of knowledge and understanding with reference to their own prior learning experiences through exploration of the main theories relating to RPL.

Practice: Applied Knowledge and Understanding SCQF Level 7.

Application of the above in the negotiation of personal statements of learning.

Generic Cognitive skills SCQF Level 7.

Presentation and evaluation of arguments and problems through discussion.

Communication, ICT and Numeracy Skills SCQF Level 7.

Written and verbal communication skills through project work and presentations.

Autonomy, Accountability and Working with others SCQF Level 7.

The ability to work as part of a team within workshops including respecting the roles and responsibilities of others.

Developing the ability to take responsibility for personal prior and current learning and to plan future goals.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Lecturers will provide students with detailed information regarding reading materials and online journals to enhance student knowledge of the subject area.
Student handbooks, and other detailed material made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Tutorial/Synchronous Support Activity5
Practice Based Learning50
Independent Study45
100 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Andersson, Per & Harris, Judy Eds, Re-theorising the Recognition of Prior Learning, (2006)

Kolb, David A., Experiential learning, (1984)

Cottrell, S. (2019) The Study Skills Handbook. London: Red Globe Press 11th edition

Pears, R & Shields, G. (2019) Cite Them Right. London: MacMillan 11th edition

Familiarity with the Scottish Credit and Qualifications Framework and related texts are strongly advised.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Attendance Requirements

In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure

For the purposes of this module, academic engagement equates to the following:
Students are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link:

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) Yes
Subject PanelTransition
ModeratorLisa Gillies
External ExaminerT Mudd
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Portfolio 100%
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written workcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link:

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.