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Session: 2022/23
Last modified: 24/03/2022 14:25:35
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Title of Module: Next Steps at University |
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Code: LLNG08002 |
SCQF Level: 8
(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: | G
Hodge |
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| Summary of Module |
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This module is designed to help learners make the transition to university with ease, and for those considering a return to education following an absence or break in studies. It focuses on enhancing the knowledge and skills gained in a variety of settings to ensure learners are aware of the requirements and conventions of studying at University.
The module further develops more critical study skills for example, academic writing, critical reflection, and introduces students to appropriate referencing conventions for written coursework. In addition students will be introduced to theories of reflection, learning and critical thought.
The module takes the form of a series of lectures, tutorials, delivered via Aula. Groupwork will be an integral part of the delivery, this allows learners to demonstrate knowledge and understanding to date and will be underpinned by supportive feedback to progress learning.
By the end of the module, through the process of personal development planning, students will be well prepared to progress to University level study.
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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.
Communicate evidence based arguments effectively in writing.
L2.
Convey complex information through informal online presentations within your group.
L3.
Demonstrate the ability to use and evaluate statistical data for research purposes.
L4.
Construct a reflective learning log to trace personal development and identify opportunities for independent learning. |
| 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 8.
Develop a broad knowledge and understanding of the theories of learning and reflection and be able to apply this to their own learning to date. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply learning in a range of workshop sessions, and demonstrate greater understanding through process of interaction in online-based tutorials. |
| Generic Cognitive skills |
SCQF Level 8.
Demonstrate the ability to engage in critical evaluation in a variety of settings through online interactions, or in writing through assessments. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Demonstrate the ability to use a range of forms of effective communication to a range of audiences. Communication skills will be further developed by taking part in group discussion forum presentations, showing critical understanding to their peers as part of their overall assessment,
Written communication and IT skills will be further developed through preparation of an assessed report.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Students will show an ability to exercise autonomy and manage their studies independently. In group work assessments students will demonstrate accountability when considering 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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| Learners will be able to participate in a series of online lectures and tutorials, via the VLE, Aula. There will be a mix of synchronous and asynchronous learning, and students will be guided through this by a lecturer. Groupwork will be facilitated to allow for interaction and engagement with learning on a weekly basis. Learners will have access to a range of reading materials (some of which might be related to their academic subject area. All learning will take place online, unless otherwise stated. |
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 | 18 |
| Tutorial/Synchronous Support Activity | 18 |
| Personal Development Plan | 26 |
| Asynchronous Class Activity | 26 |
| Independent Study | 112 |
| 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:
Cottrell, S (2019) The Study Skills Handbook; Red Globe Press, 5th Edition
Cottrell, S (2017) Critical Thinking Skills: Effective Analysis, Argument and Reflection, MacMillan Education Uk; 3rd Edition
Dolowitz, D; Buckler, S; Sweeney, F (2008) Researching Online, Palgrave MacMillan
Pears, R & Shields, G (2019) Cite them Right, MacMillan; 11th Edition
Webster, F (2002) Theories of the Information Society, Routledge
All relevant reading, publications, journals etc are signposted on Moodle and all resources are provided on Moodle.
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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:
Students 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 | Transition |
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| Moderator | S Gallacher-Graham |
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| External Examiner | J Disley |
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| Accreditation Details | |
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| Version Number | 4 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Written Assessment 100%
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(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. 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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