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Session: 2022/23
Last modified: 13/04/2022 13:38:36
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Title of Module: Interpersonal Relationships and Communication |
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Code: EDUC11094 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | L
Lafferty |
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| Summary of Module |
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This module has been designed to support practitioners working within a range of workplace settings (e.g., education, health and other allied fields) where management and implementation of learning and teaching sessions are required.
Specifically, the module provides participants with an opportunity to demonstrate competence in motivating learners through the use of effective communication and interpersonal relationships. In doing so, the module explores learning interventions, motivational management and implementation of successful sequential learning and teaching activities and is contextualised in light of the interpersonal relationships developed within the learning and teaching environment, acknowledging the key role of effective communication.
Participants will engage with relevant textual and audio-visual resources (through the University's virtual learning environment) and have opportunities to reflect on pedagogical practice in the area of learning and teaching, linking to 'next steps' in their professional development. Participants will also have an opportunity to explore current and emerging research and associated ethical considerations. A range of activities will be undertaken to develop/enhance participants' knowledge and critical understanding of communication and interpersonal relationships related to the context of learning and teaching; current, and developing, trends and their application are examined and implications for learners and practitioners considered. The module assessment will relate to the participants' own practice and specific work environment.
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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 critical understanding and knowledge of the nature of interpersonal relationships within learning, teaching and training contexts.
L2.
Critically appraise the key theories that underpin effective communication and interpersonal relationships within learning, teaching and training experiences.
L3.
Demonstrate detailed critical knowledge and understanding of the effective management of interpersonal relationship networks within learning, teaching and training environments.
L4.
Demonstrate the application of enhanced knowledge and critical evaluation of effective communication and interpersonal relationship skills within a learning, teaching and training context. |
| 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 11.
Extensive detailed knowledge of the management of learning, teaching and training.
A critical understanding of learning interventions in motivating learners.
Extensive, detailed critical knowledge and understanding of the impact of the design and implementation of learning activities.
Critical awareness of current issues in relation to best practice in learning, teaching and training.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Critically reflect on the use a range of learning and teaching techniques and practices that demonstrate effective skills in relation to motivating learners.
Demonstrate originality or creativity in the application of knowledge, critical understanding and practices that relate to effective communication and interpersonal relationships with learners.
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| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to interpersonal and communication issues informed by developments in learning and teaching.
Develop critical and creative responses to the application of motivational learning and teaching practices.
Critically review skills practices and thinking within a learning, teaching and training context.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate effectively with learners and fellow professionals in relation to the motivation of learners and on aspects of good practice in learning and teaching.
Embed technology enhanced learning, to facilitate best practice in learning, teaching and training.
Engage with and contribute to the literature and public discussion on the development of effective interpersonal relationships and communication in supporting learning, teaching and training practices.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities, demonstrating initiative in enhancing personal work and that of the School of Education and others as appropriate.
Demonstrate significant responsibility for own work and for the work of others.
Demonstrate leadership and initiative and contribute to change and development in relation to interpersonal relationships and communication in support of learner motivation.
Demonstrate critical reflection on own and others’ roles and responsibilities in relation to providing effective learning, teaching and training contexts.
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| 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 module handbook will provide specific information regarding 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 refer back to throughout the module and which have immediate application to their respective personal and professional practice. The module introduces a number of inter-related themes and the associated coursework consists of a number of independent and collaborative online activities and selected reading. A detailed module timeline will also be provided 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. |
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 Activity | 80 |
| Independent Study | 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:
Access to internet: As the module 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 (see: * below). Participants are advised to contact their programme leader (or the module coordinator) about the availability of ebook formats in advance of the module commencing.
Beebe, S.A., Beebe, S.J., Redmond, M.V. (2014) Interpersonal Communication: Relating to others. London: Pearson (*)
Hargie, O. (2011) Skilled interpersonal communication: research, theory and practice. London: Routledge (*)
Hewstone, M., Stroebe, W., Jonas, K. (2020) An introduction to Social Psychology. (7th Edition). West Sussex: BPS/John Wiley & Sons Ltd (* 4th edition available as an ebook)
Hogg, M. and Vaughan, G.M. (2021) Social Psychology. (9th Edition). Prentice Hall/Pearson Education (*)
Pears, R., Shields, G. (2019) Cite Them Right: the essential referencing guide. 11th edn. Red Globe Press / Macmillan International Higher Education (*)
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.
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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:
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/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | Y Matemba |
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| External Examiner | S Jones |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Critically reflect on an activity plan that demonstrates the effective use of a range of interpersonal and communication skills within learning, teaching or training related to the individual's professional or work context (3000 words). The summative piece of work accounts for 100% of the overall assessment for the module. |
(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 relevant 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 |
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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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