MODULE SPECIFICATION

Code:

UTLGA7-40-2

Title

Independent Study

Version:

5

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

Faculty Committee approval: QSC Date: 6/5/09

Approved for Delivery by:

( indicate name of affiliated institution if module will only be delivered by them)

Valid From:

September 2009

Discontinued From:

 

Contributes Towards (See Guidance Notes):

BA (Hons) Studies in Education

Foundation Degrees Higher Level Teaching Assistants

Foundation Degree Supporting Learning (Yeovil College)

Cert HE (Learning Support)

Dip HE (Learning Support)

Cert HE (Learning Mentors)

DipHE (Learning Mentors)

CertHE (Education Welfare Studies)

DipHE (Education Welfare Studies)

Pre-requisites:

None

Co-requisites:

None

Entry requirements:

(If the module is offered as CPD or stand alone, indicate the entry requirements)

Excluded Combinations:

None

Learning outcomes:

At the end of the module the students will have:

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

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

3. demonstrated congruence with intended programme aims and learning outcomes;

4. followed a systematic, organised and supported route of enquiry and study in pursuance in their identified goal;

5. produced a final submission for assessment which shows evidence of relevant background reading and a systematic appraisal of the topic to be studied;

6. taken responsibility for own learning, accommodating new principles and understandings;

7. communicated effectively in a manner appropriate to the area of study and report on procedures in a clear and concise manner

As a project module, all learning outcomes are assessed at 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 develop into investigative activities with tutorial support.

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

a) a written assignment or 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.

Reading Strategy

Essential reading will be provided electronically or as printed study packs. This module builds on information skills introduced at Level 1. Students will be encouraged to read widely using the library catalogue, 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. 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.

Students will be encouraged to buy at least one book. A list of recommended titles will be provided by module leader and/or through UWE online and updated annually.

Indicative sources:

All participants will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals, and a wide variety of resources available through web sites and information gateways.  The University Library's web pages provide access to subject relevant resources and services, and to the Library catalogue. All resources can be accessed from outside the University

BELL, J.(1999, 3rd 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 6-8,000 words.

Assessment Criteria: AL2, BL2, together with one other level 2 criteria negotiated with the tutor from the list below.

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 6-8,000 words.

Assessment Criteria: AL2, BL2, together with one other level 2 criteria negotiated with the tutor from the list below.

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

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.

B: Literature Domain

L2: The assignment demonstrates that the student has an awareness of appropriate literature and can discuss its relevance to the task.

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.

D: Research Domain

L2: The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic manner, showing how their thinking was affected as the enquiry unfolded and showing that they can discuss the suitability of alternative approaches.

E: Ethical Domain

L2: The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study and can discuss how these relate to practical cases.

F: Values Domain

L2: The assignment demonstrates that the student can clearly identify and articulate their own value position and where relevant, compare it with the value position of others in relation to 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.

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.

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

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

(Associate Dean/Programme Director)

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