University of the West of England

MODULE SPECIFICATION

(Revised November 2002)

Code:

UTLGAC-20-M

Title:

Independent Study (B)

Version:

5

Level:

M

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:

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:

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 presentation and/or written submission for assessment which shows evidence of relevant background reading and a critical analysis and evaluation of the topic studied.

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

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

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 only) A: 100% B:N/A

ATTEMPT 1

First Assessment Opportunity

Component A

A presentation of 15-20 minutes to a 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)

LM: 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 (see Assessment Domains below)

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

Component A

Presentation of 15-20 minutes to 2 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)

LM: 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 (see Assessment Domains below)

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

A: Conceptual Domain (Core)

LM: 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.

B: Literature Domain

LM: 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

LM: 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

LM: 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

LM: 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

LM: 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

LM: 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.

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

(Associate Dean/Programme Director)

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