University of the West of England

MODULE SPECIFICATION

(Revised July 2001)

Code:	UTLGA7-10-M
Title:	Independent Study
Version:	5
Level:	M
UWE Credit Rating:	10
ECTS Credit Rating:	5
Module Type:	Project
Owning Faculty	Social Sciences and Humanities
Field:	Secondary Education and Lifelong Learning
Valid From:	1 September 2008
Discontinued From:
Contributes Towards:	PG Cert Education PG Cert Education (Early Years) PG Cert Education (Special Educational Needs) PG Cert Education (RAICS) PG Cert Education (Personal Advisers) PG Cert Education (ICT in Education) PG Cert Education (Teaching and Learning in Higher Education) PG Dip Education PG Dip Education (Early Years) PG Dip Education (Special Educational Needs) PG Dip Education (RAICS) PG Dip Education (Personal Advisers) PG Dip Education (ICT in Education) PG Dip Education (Teaching and Learning in Higher Education) MA Education MA Education (Early Years) MA Education (Special Educational Needs) MA Education (RAICS) MA Education (Personal Advisers) MA Education (Teaching and Learning in Higher Education) MA Lifelong Learning
Pre-requisites:	None
Co-requisites:	None
Excluded Combinations:	None

Learning outcomes:

At the end of the module the students will have:

• identified an area of interest, relevance and value to themselves and/or their place of employment;

• identified and negotiated a study of appropriate scope and/or depth of enquiry;

• demonstrated congruence with intended programme aims and learning outcomes;

• followed a systematic, critical and analytical route of enquiry and study in pursuance in their identified goal;

• produced a final submission for assessment which shows evidence of relevant background reading and a critical analysis and evaluation of the topic studied.

• developed a critical stance on contextual issues, showing evidence of more than one perspective;

• taken independent and self critical responsibility for their own work.

Syllabus outline:

During the initial phase of the study the focus will be on identifying a specific area and developing a plan, strategy and study programme relevant to the chosen area. Students will embark on a search of relevant literature with tutorial support.

The module will then develop into central investigative activities with tutorial support.

The module will then culminate in the development of the submission. For example this could be:

a) a written report and/or

b) materials for use by pupils/students and/or

c) audio or visual materials including computer programmes etc

d) any other form which is relevant to the subject being studied, subject to the approval of the supporting tutor

Teaching and learning methods:

Given the varied and eclectic nature of the module the learning approaches will be negotiated between the student and the supporting tutor.

Indicative sources:

BELL, J.(1999, 3^rd Edn.) Doing your Research Project. Buckingham: OUP.

London: Centre of Information on Language Teaching and Research.

FAIRBAIRN, G.J. & WINCH, C. (1996), Reading, Writing & Reasoning: a Guide for Students, Buckingham: OUP.

SHARPE, J.A. & HOWARD, K. (2002) The Management of a Student Research Project, (3rd Ed), Aldershot: Gower.

MARSHALL, L. & ROWLAND, S. (1993) A Guide to Learning Independently, (2nd Ed), Buckingham: OUP.

WILLIAMS, K. (1999) Developing Writing Skills Oxford: Oxford Centre for Staff Development.

Additional readings and websites will be identified by the tutor, with reference to the area of study.

Assessment

ATTEMPT 1

First Assessment Opportunity

Component A

The module will be assessed by the submission of an appropriate study which is the equivalent of 2,000 words.

Assessment criteria:

A LM: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

together with two other level M criteria negotiated with the tutor, chosen from below.

B: Literature Domain The assignment demonstrates that the student can reference an

extensive range of relevant literature and utilise it in the development of analysis and

discussion of ideas, including critical engagement with that literature.

C: Contextual Domain The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (eg personal, locational, historical, political etc) influencing the area of study and is able to critically engage with the contextual significance.

D: Research Domain The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological and epistemological issues around the research process and critically analysing and evaluating research outcomes.

E: Ethical Domain The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice. In addition, there is exploration of some of the problematics arising in relation to ethical dilemmas or decisions.

F: Values Domain The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study, and critically evaluate associated claims to knowledge.

G: Action Domain The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, critically evaluating professional development needs and/or outcomes.

H: Negotiated Domain In addition to criteria specified under domains A-F, we accept the possibility of tutor and student negotiating an appropriate assessment criterion, to encompass specific elements of significance not addressed through the existing criteria. With tutors new to the programme it is important that such negotiated criteria are approved by the relevant Award Leader.

Students will provide a witnessed declaration of authenticity.

Documentation generated in the process of producing the assignment will be made available upon request.

The student must demonstrate to the supervising tutor that the work submitted does not duplicate work previously submitted for assessment for other modules within the intended programme

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

The module will be assessed by the submission of an appropriate study which is the equivalent of 2,000 words.

Assessment criteria:

A LM: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

together with two other level M criteria negotiated with the tutor.

Students will provide a witnessed declaration of authenticity.

Documentation generated in the process of producing the assignment will be made available upon request.

The student must demonstrate to the supervising tutor that the work submitted does not duplicate work previously submitted for assessment for other modules within the intended programme

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.

Specification confirmed by ……………………………………Date ……………………………

(Associate Dean/Programme Director)