Bristol UWE - Module specification: LEADING LEARNING - SCHOOL OF EDUCATION AND CHILDHOOD

University of the West of England

MODULE SPECIFICATION

(Revised July 2001)

Code:	UTLGA9-30-M
Title:	Evidencing Learning from Experience
Version:	5
Level:	M
UWE Credit Rating:	30
ECTS Credit Rating:	15
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 (RAICS) PG Cert Education (Special Educational Needs) PG Cert Education (Personal Advisers) PG Cert Education (Teaching and Learning in Higher Education) PG Dip Education PG Dip Education (Early Years) PG Dip Education (RAICS) PG Dip Education (Special Educational Needs) PG Dip Education (Personal Advisers) PG Dip Education (Teaching and Learning in Higher Education) MA Education MA Education (Early Years) MA Education (RAICS) MA Education (Special Educational Needs) MA Education (Teaching and Learning in Higher Education) MA Lifelong Learning
Pre-requisites:	None
Co-requisites:	None
Excluded Combinations:	None

Learning outcomes:

As a consequence of this module participants will be able to:

• identify significant learning events in their professional development of appropriate scope and/or depth of enquiry

• demonstrate congruence with intended programme aims and learning outcomes

• articulate clearly the learning outcomes associated with those learning events and to critically analyse and/or evaluate the significance of that learning to their professional development, synthesising and /or transforming associated ideas in the development of a line of argument;

• reflect upon their professional learning in context, to identify the significance of relevant contextual factors, engaging critically with that contextual significance;

• show through reflective commentary that they can analyse and evaluate the relationship between theory and practice in the workplace and critically evaluate their professional development needs and/or outcomes;

• take independent and self critical responsibility for own work

• evidence their learning from experience

Syllabus outline:

An exploration of what constitutes a ‘learning event’ and ‘learning outcomes’ of an appropriate level; an autobiographical perspective on professional learning; how to identify evidence of professional learning and to present it in an effective portfolio.

Teaching and learning methods:

Workshop activities in collaboration with peers to explore the range of possible sources for a portfolio presentation, and to articulate the relevant professional learning that has accrued. Individual or small group tutorials for guidance on the scope and layout of the portfolio.

Indicative sources:

BUTTERWORTH C (1992): `More than one bite at the APEL: contrasting models of accrediting prior learning', Journal of Further and Higher Education, Vol 16, no 3: Autumn 92, p 39-51.

CRITTEN P (1995): Assessing and Accrediting Prior and Work-based Learning London, Middlesex University.

NYATANGA L (1996) Good practice in the accreditation of prior learning London: Cassell

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

SUTHERLAND J, HAMILL J (1994): `Accrediting prior learning: part one: its nature and potential', Education and Training, Vol 36, no 4: 94, p 27-30.

SUTHERLAND J, HAMILL J (1994): `Accrediting prior learning: part two: student reflections on an APEL exercise', Education and Training, Vol 36, no 6: 94, p 6-10.

UNDERWOOD B (1995): `The accreditation of experiential learning for teachers: its contribution to continuing professional development and its viability as a process', British Journal of In-Service Education, Vol 21, no 1: 95 p 7-14.

UCAS (1997): Accreditation of Prior Learning; briefing for Higher Education, Cheltenham, UCAS.

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

A portfolio evidencing professional learning from experience, the written commentary not to exceed the relevant word length for an associated module of comparable size (5,000 words).

Assessment criteria:

ALM: 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.

CLM: 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.

GLM: 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.

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 to assessment for other modules within the intended programme

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