Staff Login
Study at UWS
Current students
Schools
Research
International
Alumni
About UWS
Contacts
Page Navigation

Module Descriptors

This page displays the selected Module Descriptor.

Printer friendly version Printer friendly version

Session: 2022/23

Last modified: 01/03/2022 08:54:29

Title of Module: Situated Professional Learning

Code: EDUC11087 SCQF Level: 11
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:Linda  Lafferty

Summary of Module

This module requires participants to engage with and critically evaluate current literature and theories of situated professional learning and, in doing so, identify and develop (and ultimately apply) relevant strategies leading to effective and appropriate innovation/change in the professional development of peers/colleagues (and as these relate to current and future national initiatives, professional standards and requirements within the individual’s professional context).

Participants will also explore a range of espoused theories/models associated with the coaching and mentoring continuum. For example, traditional, non-traditional and emergent models of mentoring, before identifying (and ultimately testing out) an appropriate model and as it might relate to the individual's professional context; this will be formalised through the development of a ‘proposal’ which will form the basis for completion of the final module associated with the Pg. Certificate Coaching and Mentoring.

In this respect, participants should expect to actively engage with a mentoring relationship of some type, such as coaching, mentoring, peer support, action learning facilitation, etc., within a reasonable period of time following the completion of this module so as to ensure that the development of the proposal remains current and appropriate.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
check mark

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.


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:

 

 

 

 

 

check mark

 

Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

[Top of Page]


Learning Outcomes: (maximum of 5 statements)

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

L1. Synthesise and critically reflect upon differing models of situated professional learning as a means of identifying how learning and development contributes to organisational performance.

L2. Critically analyse and evaluate differing methods of delivering learning and development which cater for diversity of need.

L3. Critically evaluate coaching and mentoring models, frameworks, tools and techniques essential for enhanced personal and professional practice.

L4. Critically review and evaluate the use of current research, academic publications and appropriate primary sources as a means of identifying an appropriate strategy which will enable the achievement of aims and desired outcomes for a coaching or mentoring activity.

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 11.

Critical understanding of the principal theories, principles and concepts associated with improving/enhancing organisation performance through the provision of appropriate situated learning and development interventions

Critical understanding of a range of specialised theories, principals and concepts associated with coaching and mentoring

Critical understanding of the principal theories, principles and concepts of engaging with professional enquiry/action research

Critical awareness of current issues in a subject/discipline and one or more specialisms associated with relevant professional context

Practice: Applied Knowledge and Understanding SCQF Level 11.

Using a range of specialised skills, techniques, practices and/or materials which are at the forefront or informed by developments in coaching and mentoring contexts

Demonstrating originality and/or creativity in the application of knowledge, understanding and/or practices in relation to a specific professional context

Generic Cognitive skills SCQF Level 11.

Applying critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments at the forefront of a particular subject/discipline

Developing original and creative responses to problems and issues within own professional context

Critically reviewing, consolidating and extending knowledge, skills practices and thinking in within own professional context/subject or discipline

Communication, ICT and Numeracy Skills SCQF Level 11.

Communicating, using appropriate methods, to a range of audiences with different levels of knowledge/expertise

Communication and collaboration with a range of fellow professionals to develop teaching and learning

Using a wide range of software to support and enhance work at this level and specify new software or refinements/improvements to existing software to increase effectiveness

Autonomy, Accountability and Working with others SCQF Level 11.

Exercising substantial autonomy and initiative in professional and equivalent activities

Taking responsibility for own work and/or significant responsibility for the work of others

Demonstrating leadership and/or initiative and make an identifiable contribution to change and development

Practicing ways which draw on critical reflection on own and others’ roles and responsibilities within own professional context/subject or discipline

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

* Indicates that module descriptor is not published.

[Top of Page]


Learning and Teaching
The module handbook will provide specific information on the particular learning and teaching methodologies adopted however, in general terms, the module is delivered using an “integrated” (online) delivery approach. That is to say, the various formative activities/readings build into resources which learners are able to build on/refer back to throughout the module and which have immediate application to their respective personal and professional practice. The module consists of two main workshops which introduce a number of related and inter-related themes and the associated coursework consists of a number of independent and collaborative online tasks and selected reading. The handbook will also include a detailed module timeline so as to enable each learner to manage their study time accordingly; to plan and review their progress against timescales and deadlines at regular intervals throughout the module.

• Workshop 1: Coaching and mentoring models, frameworks, tools and techniques
• Workshop 2: Developing an activity proposal

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)
Asynchronous Class Activity80
Independent Study120
200 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:

Access to internet: As the programme is delivered entirely online via the University’s virtual learning environment, participants must have access to an appropriate internet connected device which will enable full engagement with, and the development of, work at Masters level. Reading: Insofar as the under noted reading list is concerned, a number of texts are currently available in ebook format from the library (*). Participants are advised to contact the programme leader about the availability of ebook formats in advance of the module commencing.

• Garvey, R., Stokes, P., Megginson, D. (2012) Coaching and Mentoring: Theory and Practice. Sage

• Jones, R., J. (2021) Coaching with Research in Mind. Routledge (*)

• Passmore, J., Peterson, D.B. and Freire, T. (Eds.) (2016) The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring. Wiley (*)


OPTIONAL TEXTS: by broader application and/or sector

Academic writing and 'professional enquiry' related
• Bell, J. (2014) Doing your research project: a guide for first time researchers. OU Press (*)
• Coghlan, D., Brannick, T. (2014) Doing Action Research in your own Organization. Sage
• Pears, R., Shields, G. (2019) Cite Them Right: the essential referencing guide. 11th edn. Red Globe Press / Macmillan International Higher Education (*)
• Phillips, J. J., Pulliam-Phillips, P. (2016) Handbook of Training Evaluation and Measurement. Routledge (*)

Generic coaching/mentoring related
• Clutterbuck, D., Megginson, D. (2005) Making Coaching Work: Create a Coaching Culture. Chartered Institute of Personnel and Development
• Gilbert, A., Whittleworth, K. (2009) The OSCAR Coaching Model. Worth Consulting Ltd.
• Megginson, D., Clutterbuck, D., Garvey, R., Stokes, P., Garrett-Harris, R. (2008) Mentoring in Action: A Practical guide. Kogan Page (*)
• Whitmore, J. (2012). Coaching for Performance: GROWing People, Performance and Purpose. 4th edition. Nicholas Brearley Publishing (*)

Teacher Education
• Bruce, J., Calhoun, E. (2010) Models of Professional Development. Sage (*)
• Fletcher, S.J., Mullen, C. A. (Eds) (2012) Mentoring and Coaching in Education. Sage
• Forde, C., O’Brien, J. (Eds) (2011) Coaching and Mentoring: Developing Teachers and Leaders (Policy and Practice in Education, No. 29). Dunedin Academic Press (*)
• Hampton G., Rhodes C., Stokes M. (2004) Practical Guide to Mentoring, Coaching and Peer Networking. Routledge (*)
• Wright, T. (Ed) (2010) How to be a Brilliant Mentor. Routledge (*)

Further Education
• Gravells, J., Wallace, S. (2007) Mentoring in the Lifelong Learning Sector. Sage

Journals: Academic journals are a valuable source of reading. Key articles will be detailed as part of module activities where applicable however participants should also source relevant material, using databases and other resources, provided by the UWS Library as a means of extending their own personal and professional knowledge and skills.

Web sites: The internet provides a convenient way of accessing government reports, statistics and other relevant resources. It is not practical to provide a comprehensive list of sites via this descriptor however ‘useful resources’ will be signposted via the module’s learning space and participants will be encouraged to add to such a list as they too locate relevant resources.


(**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)

Engagement Requirements

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:
All full-time students (part-time and distance learning students should check with their programme leader for any queries) 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/

[Top of Page]


Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelCareer-Long Professional Learning
ModeratorIan Smith
External ExaminerDr. C. Jones
Accreditation DetailsNot applicable
Version Number

1.09

[Top of Page]


Assessment: (also refer to Assessment Outcomes Grids below)
Activity proposal: Participants will prepare for a work related coaching/mentoring activity with adult learners in their professional environment through the development of an activity proposal as a means of enhancing and extending learning in the professional context. The written proposal will form the basis for review and implementation during the final module associated with the Pg. Certificate Coaching and Mentoring. A formative submission of the draft proposal will be required so as to facilitate the provision of feedback and further guidance and an indication of the exact timing of this will be provided via the Module Handbook (and other opportunities to seek out formative feedback may be available subject to further discussion with the module tutor should the need arise). The summative piece of work accounts for 100% of the overall assessment for the module. The indicative word count of 4,500 words reflects, and is in line with, the advice and guidance set out via UWS' Assessment Handbook (reviewed and updated annually). In addition to the foregoing, individuals will be required to produce ‘validated workplace evidence’ in support of the activity plan itself. This will be negotiated with the module tutor dependent on the individual’s professional context.
(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) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

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

[Top of Page]

Note(s):
  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 Specification, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Through use of the university's VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distance learning students should check with their programme leader for any queries). 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
(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.

Copyright & Privacy | FOI | Accessibility