This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 14/12/2022 15:06:35
|
Title of Module: C Ed Practice Learning 2 |
|---|
|
Code: BACE08003 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | A.
Coburn |
|---|
| Summary of Module |
|---|
During this module students will undertake a 290 hour practice learning placement during which, they will use then CLD Competences framework to reflect on and examine their role as community practitioners. Leadership theories related to learning organisations will be used to evaluate and explore tensions where processes of empowerment can conflict with the expectations of employers and funders.
This module challenges students to critically examine their professional identity as part of a community of practice in order to fulfil their potential for leading work with people and communities. To support the theme of leadership students will negotiate with their placement agency, opportunities to develop their skills in facilitation, coaching and mentoring in their practice learning setting. They will observe others in leading roles and will try out new leadership roles themselves. Gathering and generating evidence about policies and practices that impact on the setting will help students to reflect on different leading roles and perspectives on leadership, and to consider when these might be applied in practice.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Identify and reflect on different leadership approaches and methods in order to demonstrate when they are appropriate in different CLD settings
L2.
Relate leadership theory and knowledge to a specific CLD setting;
L3.
Successfully complete a practice learning placement experience which involves leading, supervising and supporting others
L4.
Demonstrate use of a range of skills in facilitation, coaching and mentoring as a means of enacting participative, democratic forms of leadership
L5.
Identify and experiment with strategies for ethical, resilient & confident practice |
| 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 8.
Critically relating knowledge and understanding of leadership theory within a CLD context. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Facilitation, coaching and mentoring approaches to working with individuals and groups. Portfolio building as a means for recording evidence-based practice. |
| Generic Cognitive skills |
SCQF Level 8.
Critical analysis of practice in relation to specific CLD competences. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Relating to other professionals. Presenting and facilitating discussion with peers. Evidencing experience in an analytical and reflective way. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Leading and supporting others (individuals and groups) in activities. Relating to other professionals. Working with a colleague to plan and deliver a short session with peers. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
Though there will be occasional lectures, the teaching and learning strategy for the programme is founded on the notion of communities of practice, on problem based strategies and on collaborative learning. This will be underpinned, supported and extended through reading assignments based on the VLE and tailored assessment. In tutorial discussions, students will be able to reflect on their understanding of theoretical and empirical information, apply their knowledge to concrete scenarios and case studies, and develop their interpersonal and communication skills.
Through their assignments, students will be able to demonstrate their ability to search for sources, evaluate, analyse and interpret source materials, integrate theoretical knowledge and empirical information, and develop balanced and evidence-based conclusions, in appropriate academic style.
|
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) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 48 |
| Asynchronous Class Activity | 48 |
| Independent Study | 280 |
| 400
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:
Blanchard, K., Fowler, S. & Hawkins, L. (2009) Self Leadership and the One Minute Manager: Increasing effectiveness through situational self-leadership. Harper Collins E-books
CLD Standards Council for Scotland, (2011). A Learning Culture for the Community Learning and Development Sector in Scotland: Continuous Professional Development Strategy.
CLD Standards Council for Scotland, (2011). Using the Competences for the Community Learning and Development Sector in Scotland: A Resource Pack.
Darder A., Baltodano, M. and Torres, R (eds) (2009) The Critical Pedagogy Reader Routledge: Oxon
Wenger, E. (2013) Learning in and across Landscapes of Practice. Lecture, University of Brighton. Available: https://www.youtube.com/watch?v=qn3joQSQm4o [Accessed 16 May 2016].
|
|
(**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:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
Attend classes as directed in module handbook, attend placement hours in line with Agency requirements and undertake off-campus or on-line tasks, as directed by module tutor. |
[Top of Page]
Supplemental Information
| Programme Board | Education |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Community Education |
|---|
| Moderator | D. Wallace |
|---|
| External Examiner | C Smith |
|---|
| Accreditation Details | CLD Standards Council for Scotland |
|---|
| Version Number | 1.05 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| 100% Assignment - Portfolio |
(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.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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 |
|---|
Our UWS Equality and Diversity Policy is available at the following link:
https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity/
Community Education is an emancipatory practice that works with communities to challenge inequality and promote social justice. Thus, a commitment to equality and accepting difference underpins curriculum, content and process, across the Programme. It is therefore not surprising that our values and ethos adhere to, and go beyond, the minimum legal position as detailed within the Equality Act 2010, in requiring compliance with the general equality duty to:
• Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act;
• Advance equality of opportunity between people who share a protected characteristic and those who do not; and
• Foster good relations between people who share a protected characteristic and those who do not.
The programme supports equality of opportunity for students from different backgrounds and with different learning needs. Using appropriate platforms, learning materials are presented in formats that facilitate flexible access and with all reasonable adjustments being made to ensure fair and inclusive engagement. The programme 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.
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)
|