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Session: 2022/23
Last modified: 07/07/2022 12:27:08
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Title of Module: CDAS Work Based Learning |
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Code: CDAS11001 |
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: |
tbc |
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| Summary of Module |
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The Work-Based Learning (WBL) module provides students with the opportunity to gain experience of working in a relevant alcohol or drugs work place setting, or other setting appropriate to the student’s programme. The Module accommodates flexibility of work and study and facilitates practice based and applied learning. The module enables students to observe the ways in which theory is applied in practice. Students will work with client facing services, or within a research setting. The module is designed to assist students to enhance their skills in ways that facilitates career development via personal development planning (PDP). This style of experiential learning makes an important contribution to student employability and is highly valued by employers.
Students are supported in identifying potential work based learning opportunities and arrangements with agencies are confirmed by UWS. Students may use of their own workplace for the learning experience. A learning contract will be provided to guide the student’s learning actives.
Students will record their experiences and reflections in a learning log: this is consistent with Personal Development Planning (PDP) practice: see section 11. The learning log will form the basis of the WBL Assignment, which will be a reflective account by the student of theories applied to learning acquired in relation to knowledge attitudes and behaviour.
This module will develop the following graduate attributes:
Collaborative - Socially responsible - Transformational - Ethically-minded - Culturally Aware - Effective Communicator
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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 ability to apply theory in a work-based setting.
L2.
Demonstrate critical skills in reflecting on personal performance in a relevant work-based setting.
L3.
Demonstrate ability to work collaboratively in a relevant work-based setting.
L4.
Develop skills and take responsibility as an independent learner. |
| 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.
A critical understanding of the principal theories, principles and concepts.
Critical awareness of current issues in a subject/discipline.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use a significant range of the principal skills, techniques, practices and/or materials which are associated with a subject/discipline.
Use a range of specialised skills, techniques, practices and/or materials which are at the forefront or informed by forefront developments.
Demonstrate originality or creativity in the application of knowledge and practices. |
| Generic Cognitive skills |
SCQF Level 11.
Utilise concepts which are at the forefront or informed by developments at the forefront of a subject/discipline.
Develop original and creative responses to problems and issues.
Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate, using oral or written methods, to a range of audiences with different levels of knowledge/expertise. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities.
Take responsibility for own work.
Practice in ways which draw on critical reflection on own and others’ roles and responsibilities. |
| 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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WBL module is experiential in nature.
Work-based learning opportunities in relevant settings, including student's own workplace, are negotiated with external bodies. Students learn by observation, shadowing, engagement and reflection on experiences.
Resources are available on Moodle to support learning experiences. A review tutorial is held with student service setting representative and UWS tutor in order to clarify learning and enable student to focus on module assignment. |
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) |
| Work Based Learning/Placement | 140 |
| Personal Development Plan | 12 |
| Independent Study | 12 |
| Tutorial/Synchronous Support Activity | 36 |
| 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:
Work-based Learning module handbook can be accessed from the VLE and provides students with relevant information.
Other Useful Resources:
Fanthome, C. (2004) Work Placements - A Survival Guide for Students (Palgrave Study Skills)
Helver, R,; (2010) The Work-Based Learning Student Handbook (Palgrave Study Skills)
Little, B. & Harvey, L. (2006) Learning Through Work Placements and Beyond (Higher Education Academy)
Kolb A and Kolb D 2017 Experiential Learning Theory as a Guide for Experiential Educators in Higher Education. ELTHE Vol 1 No.1 7-44
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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:
For the purposes of this module, academic engagement equates to the following:
All fulltime students (part-time and distant 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 | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | PG Social Sciences |
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| Moderator | Gillian Bruce |
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| External Examiner | L Williams |
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| Accreditation Details | |
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| Version Number | 2.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Work-based Learning Assignment: 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 (part-time and distant 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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