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Session: 2022/23
Last modified: 14/08/2019 09:34:15
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Title of Module: Placement Learning |
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Code: COMP09075 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Frances
McCormick |
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| Summary of Module |
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The purpose of this module is to allow the student to experience the world of work on an extended basis during a 10-12 week placement. This opportunity allows the student to put in to practice the skills, techniques and knowledge gained throughout the course. Undertaking this module will develop a range of graduate attributes such as being work ready, effective communicator and problem solver.
Since this module is scheduled to run during the second trimester there can be opportunities for some students to be retained in a paid capacity. It also allows students to use this opportunity as a ‘taster’ to discover which aspects of vocational employment they find appealing.
The mechanism by which students are selected for a particular placement is very employer dependant; some wish to interview; others will select solely on the basis of supplied CVs while others will trust the judgement of the Placement Co-ordinator. Factors which are important are the student’s interests (academically speaking) and ease of travel to and from the Placement.
Successful completion of this module will serve students well when competing for appropriate employment and in their approach to the honours project in the following year.
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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.
Achieve computing and transferable skills/competences to SCQF (level 9) through a period of placement learning to a standard that is consistent with ‘employees’ of similar educational background and be relevant to the programme of academic study;
L2.
Complete a reflective journal critically evaluating employability development and performance as part of PDP;
L3.
Construct a comprehensive account (including a report and an oral presentation) critically analysing the work of the organisation; the tasks performed; the procedures employed and a reflective analysis on how the student’s behaviour, approaches, attitudes and skills have been adapted or modified consequentially. |
| 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.
The placement will provide opportunities to allow the student to extend and refine their subject specific knowledge in particular contexts. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Depending on the nature of the placement there will be opportunities to develop new practical skills / techniques or develop the application of specific skills / techniques to an advanced level or practice within a range of professional contexts. |
| Generic Cognitive skills |
SCQF Level 9.
A critical analysis of the ‘business’ of the placement employer must be provided in the final report. The student will also have the opportunity to reflect on the successes or difficulties of the placement and on the transition to working in a context that is vocationally relevant. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Students will have increased opportunities to refine their inter-personal communication skills. The opportunities to use, display and develop these skills will vary considerably with the nature of the placement. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Although working in a supervised capacity it is expected that there may be opportunities to exercise some autonomy and initiative. |
| 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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The majority of teaching and learning will take place off campus but will involve support and supervision from academic staff. Prior to placement, students will be provided with information on health and safety, equality and diversity, preparing a CV and report writing.
A placement learning partnership agreement will be agreed and signed by all parties.
The proposed programme is compliant with the University’s Work Based Learning and Placement Learning Guidelines, the University’s Regulatory Framework and the QAA code of practice on work-based and placement learning.
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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) |
| Practice Based Learning | 300 |
| Tutorial/Synchronous Support Activity | 10 |
| Independent Study | 90 |
| 400
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:
There will be a site on the University VLE for this module which is intended to support the student while on campus and in the workplace.
Trought, F., Brilliant Employability Skills, Prentice Hall, 2017
Hepworth, A., Studying for Your Future - Successful Study Skills, Time Management, Employability Skills and Career Development - A Guide to Personal Development Skills. (Skills Training Course), Universe of Learning Ltd., 2011
Kirton, B., Brilliant Workplace Skills for Students & Graduates, Prentice Hall, 2011
Cottrell, S., Skills for Success: Personal Development and Employability, Palgrave Macmillan, 3rd edition, 2015
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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 | Miriam Birch |
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| External Examiner | D Doolan |
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| Accreditation Details | N/A |
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| Version Number | 2.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| There are four components to the assessment of this module – a questionnaire for the employer and the student to complete which covers a wide variety of criteria from attendance and timekeeping to integration into the team to quality and volume of output by the student (30%). |
The student is also required to keep and maintain a reflective journal. The student will be supplied with a detailed specification of the assessment requirements which will also include the assessment criteria (30%).
The final components are a written report (30%) and a verbal presentation (10%) which discusses and critically analyses the work carried out. A key element of these components is the reflective analysis of performance, learning and relationship to the academic programme of study, attitudes to work and co-workers. |
(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 placement environment will be made to encourage the full participation of disabled students.
Some placements may require the student to obtain a satisfactory Disclosure Scotland report before they can be assigned a placement.
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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