University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:

UTLGA9-40-2

Title:

Evidencing Learning from Experience

Version:

3

Level:

2

UWE Credit Rating:

40

ECTS Credit Rating:

20

Module Type:

Project

Owning Faculty:

Social Sciences and Humanities

Field:

Secondary Education and Life Long Learning

Field Leader: (See Guidance Notes)

 

Valid From:

September 2008

Discontinued From:

 

Contributes Towards (See Guidance Notes) :

Dip HE (Learning Support)

DipHE (Learning Mentors)

DipHE (Education Welfare Studies)

BA (Hons) Education Studies

BA (Hons) Leadership and Management in Primary Schools with special reference to St. Vincent and the Grenadines

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 the learning outcomes associated with those learning events and to evaluate the significance of that learning to their professional development;

• reflect upon their professional learning in context;

• identify and articulate the relationship between theory and practice in the workplace;

• take responsibility for own learning, accommodating new principles and understandings

• evidence their learning from experience

Syllabus outline:

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

Teaching and learning methods:

During face to face teaching blocks workshop activities in collaboration with peers to explore the range of possible sources for a portfolio presentation, and to articulate the relevant personal and/or professional learning that has accrued. Individual or small group tutorials for guidance on the scope and layout of the portfolio. In addition online tutorials will be given via UWE online.

Reading Strategy

Essential reading will be provided electronically and via printed packs and the library in the Ministry of Education. Participants will be encouraged to read widely using the library catalogue to identify e - books and e -journals , a variety of bibliographic and full text databases, and Internet resources. Guidance to some key authors and journal titles available through the Library will be given on UWEonline and by tutors. It is expected that assignment bibliographies and reference lists will reflect the range of

reading carried out. It is important that students can identify and retrieve appropriate reading. This module offers an opportunity to further develop information skills introduced at Level 1. The seminars and workshops will address the question of selection criteria for appropriate texts and sources. There are some excellent books published in this subject area.

Indicative sources:

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: element 1

A portfolio evidencing personal and/or professional learning from experience together with a written commentary not to exceed the word length of 6000 - 8000 words. Assessment criteria: AL2, CL2, GL2 (from list below).

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: element 1

A portfolio evidencing personal and/or professional learning from experience, together with a written commentary not to exceed the word length of 6000 - 8000 words. Assessment criteria: AL2, CL2, GL2 (from list below).

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

Assessment Criteria:

A: Conceptual Domain (Core)

L2: The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study.

C: Contextual Domain

L2: The assignment demonstrates that the student can differentiate contextual factors (eg personal, locational, historical, political etc) influencing the area of study.

G: Action Domain

L2: The assignment demonstrates that the student can identify and articulate a relationship between theory and practice, and can use reflection to develop a personal theory and/or consider its implications for practice, with due regard to issues of equity and social justice.

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

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

(Associate Dean/Programme Director)

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