University of the West of England
MODULE SPECIFICATION
(Revised July 2001)
Code: |
UTLGAC-20-3 |
Title: |
Independent Study (B) |
Version: |
5 |
Level: |
3 |
UWE Credit Rating: |
20 |
ECTS Credit Rating: |
10 |
Module Type: |
Project |
Owning Faculty: |
Social Sciences and Humanities |
Field: |
Secondary Education and Lifelong Learning |
Valid From: |
1 September 2008 |
Discontinued From: |
|
Contributes Towards: |
BA (Hons) Education in Professional Practice PG Cert Education PG Cert Education (RAICS) PG Cert Education (Special Educational Needs) PG Dip Education PG Dip Education (RAICS) PG Dip Education (Special Educational Needs) MA Education MA Education (RAICS) MA Education (Special Educational Needs) |
Pre-requisites: |
None |
Co-requisites: |
None |
Excluded Combinations: |
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/study in pursuance in their identified goal;
• produced a presentation and/or written submission for assessment which shows evidence of relevant background reading, a systematic appraisal and analysis of the topic to be studied;
• taken responsibility for own learning, articulating their own preferred learning styles and strategies and managing their own development;
• communicated effectively in a manner appropriate to the area of study and report on procedures in a clear and concise manner.
This is a Project Module, therefore all Learning Outcomes assessed under Component A.
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
Teaching and learning methods:
Participants will be allocated a tutor to guide and support them in their independent learning. 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, 3rd Edn.) Doing your Research Project. Buckingham: OUP.
London: Centre of Information on Language Teaching and Research.
BRADBURY, A. (1995), Successful Presentation Skills. London: Kogan Page
FAIRBAIRN, G.J. & WINCH, C. (1996), Reading, Writing & Reasoning: a Guide for Students, Buckingham: OUP.
MANDEL, S. (1988), Effective Presentation Skills. London: Kogan Page
MARSHALL, L. & ROWLAND, S. (1993) A Guide to Learning Independently, (2nd Ed), Buckingham: OUP.
NANKILL, C & SCHOOLBRED, M. (1995) Presenting Information. London: Library Adhoc Publishing
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.
Additional readings and websites will be identified by the tutor, with reference to the area of study.
Assessment
Weighting between components A and B (standard modules at levels 0-3 only) A: 100%
ATTEMPT 1
First Assessment Opportunity
Component A
A presentation of 15-20 minutes to two tutors or one tutor and a small group of peers.
Documents generated in the process of producing the presentation 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
Assessment criteria:
A: Conceptual Domain (Core)
L3: 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.
Together with two other level 3 criteria negotiated with the tutor.(see below)
Second Assessment Opportunity (further attendance at taught classes is not required)
Component A
Presentation of 15-20 minutes to two tutors.
Documents generated in the process of producing the presentation 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
Assessment criteria:
A: Conceptual Domain (Core)
L3: 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.
Together with two other level 3 criteria negotiated with the tutor.(see below)
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.
A: Conceptual Domain (Core)
L3: 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.
B: Literature Domain
L3: The assignment demonstrates that the student can reference appropriate literature and utilise it in the development of analysis and discussion of ideas.
C: Contextual Domain
L3: 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.
D: Research Domain
L3: The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, clearly justifying plans and methods on technical grounds and evaluating research outcomes.
E: Ethical Domain
L3: 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.
F: Values Domain
L3: 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.
G: Action Domain
L3: 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, appraising 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.
Specification confirmed by …………………………………………………Date ………………
(Associate Dean/Programme Director)