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Session: 2022/23
Last modified: 21/07/2022 16:58:43
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Title of Module: WBL 3 - Work-Based Project (20 point) |
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Code: WRKB09002 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Tom
Caira |
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| Summary of Module |
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This module is designed to provide students with opportunities to learn from work experience projects. There are a number of different approaches that a student can choose from in this module. For example working on a client-prepared brief and located at the offices of that client, or working within their own company for a client or company-prepared brief, or working to a private, public or voluntary agency brief located mainly out with the client’s premises.
All students must complete a notional 80 to 120 hours work related learning in addition to the other requirements of the module. Supervision is normally by a member of academic staff and although much of the work may be for an external client and involve site visits, the preparation and supervision of the project is normally internal to the University.
The student’s preparation for placement learning covers health and safety, legal and ethical issues, employability, goal setting, reflection and PDP. While undertaking the placement learning project the student will use various skills already learned throughout their University work for example, technical, practical and transferable skills.
This module aims to develop a number of 'I am UWS' Graduate Attributes to make those who complete this module:
Universal
- Critical Thinker
- Analytical
- Inquiring
- Ethically-minded
- Emotionally Intelligent
- Culturally aware
- Research-minded
- Collaborative
- Socially Responsible
Work Ready
- Enterprising
- Knowledgeable
- Digitally Literate
- Problem-Solver
- Effective Communicator
- Influential
- Motivated
- Ambitious
- Potential Leader
Successful
- Autonomous
- Innovative
- Incisive
- Creative
- Imaginative
- Resilient
- Driven
- Daring
- Transformational
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
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
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.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Negotiate appropriate learning objectives in conjunction with the University and the external client if appropriate
L2.
Evaluate elements of the work experience as it relates to themes and issues of academic study relevant to the designated degree
L3.
Apply skills of self-reflection, criticality, observation and evaluation to demonstrate their ability to relate knowledge and skills, as learned, to work practices, as experienced, and to reflect upon their own ability to learn, to analyse and solve problems, and to enhance interpersonal relationship and other personal and professional skills |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
One or more designated areas in the field of the programme of study
A broad and integrated knowledge and understanding of the scope, main areas and boundaries of work relating to the programme of study
A critical understanding of a selection of the principal theories, principles, concepts and terminology pertaining to the area of placement learning
Knowledge of work and employability requirements relating to the programme of study
Awareness of the economic forces which frame the industries relating to the programme of study and the role of such industries in specific areas of contemporary economic and cultural life
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
The application of skills, techniques, practices and/or materials associated with the programme of study
Carry out forms of research for projects involving sustained independent enquiry; retrieve and generate information and evaluate sources, in carrying out research, including the ability to quote from and acknowledge written sources
Practice in a range of professional level contexts which include a degree of unpredictability |
| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues
Identify and analyse routine professional problems and issues
Draw on a range of sources in making judgments
The ability to employ reasoning and logic in order to analyse data and to formulate relevant arguments and hypotheses; and the ability to express, interpret and discuss such analyses, arguments and hypotheses |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Make formal and informal presentations to a variety of audiences on standard/mainstream topics relating to the programme of study
Use a range of computer software and applications to support and enhance the creation of useful work
The ability to assimilate and synthesise complex information |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Work in flexible, creative and independent ways, showing self-discipline, self-direction, self-motivation self-critical awareness and reflexivity
Manage time, personnel and resources effectively, by drawing on planning and organizational skills
An ability to react spontaneously, manage risk, and cope with the unexpected
Work productively in a group or team
Deliver work to a given length, format, brief and deadline, properly referencing sources and ideas and making use, as appropriate, of a problem-solving approach
Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices, seeking guidance where necessary. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module is student-centred and much of the Learning will be individual. Classes will be provided at times during the semester to ensure all students registered on the module are evenly supervised and have the opportunity to discuss and share experiences. Supervision will either be by the lecturer teaching the module (if the class group is relatively small) or by a group of staff (if the class group is larger or geographically scattered.)
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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) |
| Lecture/Core Content Delivery | 8 |
| Tutorial/Synchronous Support Activity | 2 |
| Independent Study | 70 |
| Practice Based Learning | 120 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
A module site is available on the university's virtual learning environment to support students while on campus and in the workplace.
Extension Resources:
* Becker, F., Boost Your Employability, Sage Publications, 1st edition, 2020
* Cottrell, S., Skills for Success: Personal Development and Employability, Palgrave Macmillan, 4th edition, 2021
* Trought, F., Brilliant Employability Skills, Pearson Business, 2nd edition, 2017
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(**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)
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| Engagement Requirements |
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In line with the Academic Engagement 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 the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Computing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Business & Applied Computing |
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| Moderator | James Riordan |
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| External Examiner | T Gaber |
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| Accreditation Details | None |
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| Version Number | 2.14 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment for this module will take the form of the presentation of the project(25%); an assessment from an academic supervisor based on the student's management of the production process for the timely completion of a Project Initiation Document (PID) for the placement project, and the quality of the content contained therein (25%); and a reflective report on the placement learning experience (50%).
The format and presentation of work completed and outcomes achieved will be specified and agreed by all parties in the Project Initiation Document and will vary depending on the programme of study, project focus, client requirements, the manner of placement learning (at/for client, at University and for client, or, at own company and for client), and the stage the work-based project has reached at the time of assessment.
The reflective report should include discussion of such as, (i) the relation between prior learning within the student’s chosen programme of study and how this relates to the actual work undertaken on placement; (ii) the application of the student’s work within a user, consultant and client tripartite relationship; (iii) the relationship between the work done and any professional body codes of conduct pertaining to their field of study; (iv) a forward proposed reflexive analyses of how the placement has affected the student’s views of his/her own skills and how they might be further developed; (v) if provided, an independent report from the client which, although not itself assessed, should be analysed and commented upon by the student in the light of the project.
Formative assessment in the form of progress meetings/discussions will take place throughout the module, along with feedback on performance, should such be required or requested.
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(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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All students, irrespective of their age, gender, ethnic background or disability are entitled to attempt this module.
In order to complete this module, students must be able to undertake a range of duties that an employer would expect a permanent member of staff to be able to undertake. All necessary, reasonable adjustments to teaching methods and assessments and the work-related learning environment will be made to encourage the full participation of students with additional support requirements.
Some organisations may require the student to obtain a satisfactory Disclosure Scotland report or submit to other forms of background check before they can become involved in the work-based learning environment.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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