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Session: 2022/23
Last modified: 24/03/2022 14:07:34
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Title of Module: Making Experience Count |
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Code: LLNG07011 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | G
Hodge |
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| Summary of Module |
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This module allows learners to consider learning which has taken place in a variety of settings over a period of time (usually no less than 2 years). Through the support of an education guidance specialist and academic supervisor, students will reflect on experience to date and how learning in an external environment may relate more boradly to a specific degree programme at UWS.
Through guided reflection, learners will identify and agree a series of learning statements (aligned where possible to a specific subject area or degree programme) and build a portfolio of work which evidencs substantial learning in this area.
The module provides learners with the critical skills tessential to underpin assessment. Learners will participate in lectures or tutorials in reflectve theory snd practce, be introduced to academic reading and writing and referencing to prepare adequaltely to submit a claim for experiential learning - the level and volume of credit will be determined at the outset with a guidance professional in the form of a negotiated learning contract. Learners will work through academic skills materials asynchronously and on the substantive claim for credit with an appropriate subject specialist. Learners can work flexibly with an academic supervisor over one academic year if appropriate, although usually in one trimester.
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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.
Demonstrate an understanding of the theories of reflection and learning, through guided supervision learners will be able to agree on learning statements relevant to a subject area.
L2.
Through practice of reflection, students will be able to produce evidence of prior experiential learning, and be guided through 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 |
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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 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:
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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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Learners will undertake an initial one to one tutorial with an education guidance specialist to discuss learner experience and potential pathways for personal and professional development. At this tutorial, learners will be asked to reflect on their experience and complete a learner contract with guidance professional or academic subject lead. Learners will then be able to participate in a series of synchronous and asynchronous lectures delivered online via Aula. Supporting academic journals, texts will be accessed on Aula to allow the learner to become more familiar with the academic underpinning relating to experience from a variety of areas such as the workplace, volunteering, placements etc. Learners will wok independently (but with supported supervision) to produce a portfolio of evidence which meets the learner statements agreed initially. One to one meetings will be the preferred method of supervision and agreed with the learner and academic subject specialist.
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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) |
| Tutorial/Synchronous Support Activity | 15 |
| Practice Based Learning | 40 |
| Independent Study | 45 |
| 100
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:
Andersson, Per & Harris, Judy Eds, Re-theorising the Recognition of Prior Learning, (2006)
Cottrell, S. (2019) The Study Skills Handbook. London: Red Globe Press 11th edition
Kolb, David A., Experiential learning, (1984)
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.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
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: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | Transition |
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| Moderator | S Gallacher-Graham |
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| External Examiner | J Disley |
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| Accreditation Details | |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| 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.)
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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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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: http://www.uws.ac.uk/equality/
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 |
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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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