Modules

Module title: Workplace Professional Development
SCQF level: 09:
SCQF credit value: 20.00
ECTS credit value: 10
Module code: ENV09106
Module leader: Jodie Smith
School School of Applied Sciences
Subject area group: Animal and Plant Science
Prerequisites

n/a
2018/9, Trimester 3, Online,
Occurrence: 001
Primary mode of delivery: Online
Location of delivery: SIGHTHILL
Partner:
Member of staff responsible for delivering module: Jodie Smith
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
The student is expected to negotiate a set of personal learning outcomes and include these in a Learning Agreement indicating how they will be met (LO 1). The Learning Agreement must be approved prior to students embarking upon its implementation. As the Learning Agreement is implemented the student will compile a personal portfolio (LO 3) of their learning which will include evidence of attainment as well as reflective and critical analysis (LO 2). Through Moodle students will have access to materials (at a time, place and pace that suits them) that will support the development of their learning agreement as well as resources to facilitate their learning and use of critical thinking and analysis, reflection and tools and examples of what may constitute evidence for inclusion in their portfolio. Students will be supported in this process of developing and implementing their learning agreement by an academic supervisor. If necessary these individual sessions can be undertaken in online sessions as an online lecture / discussion.
The summative assessment will be the submission of a portfolio (maximum 4,000 words). The student's personal learning outcomes and the Learning Agreement (LO 1) will form the basis for planned learning which will be documented in a portfolio of evidence of attainment. The portfolio should contain critical and reflective analysis and evidence of application of theory to practice (LOs 2 & 3). The assessment is operationalised by the student producing a portfolio of documented evidence of attainment of their individual learning outcomes as specified in their learning agreement. All learning outcomes must be achieved and the portfolio completed by the end of the module.

The students’ personal learning outcomes and learning agreement form the basis for planned learning and are the main elements of the modules formative assessment together with weekly group and peer interactive discussions. Discussions will allow for knowledge development in

Formative Assessment:
The students’ personal learning outcomes and learning agreement form the basis for planned learning and are the main elements of the modules formative assessment together with weekly group and peer interactive discussions. Discussions will allow for knowledge development in relation to critical thinking and reflective writing skills.

There will be an opportunity for formative assessment throughout module as students will be encouraged to submit drafts of their learning agreement and sections of their portfolio for feedback prior to final submission in week 14.


Summative Assessment:
The summative assessment will be the submission of a portfolio (maximum 4,000 words). The student's personal learning outcomes and the Learning Agreement (LO 1) will form the basis for planned learning which will be documented in a portfolio of evidence of attainment. The portfolio should contain critical and reflective analysis and evidence of application of theory to practice (LOs 2 & 3). The assessment is operationalised by the student producing a portfolio of documented evidence of attainment of their individual learning outcomes as specified in their learning agreement. All learning outcomes must be achieved and the portfolio completed by the end of the module.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Guided independent study 20
Other Work based learning 100
Independent Learning Groupwork (Independent Study) 80
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Centrally Time Tabled Digital Examination 100 1,2,3 14 HOURS= 0, WORDS= 4000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

The module promotes reflection and critical thinking in relation to the student’s own learning in line with their personal, professional and academic interests. The content includes a learning agreement: expectations; writing level 9 learning outcomes; examples of evidence that may be used in the portfolio; exploration of the concept of reflection, a variety of different frameworks and models; activities to facilitate a deeper understanding of the processes involved in thinking more critically.
Students will be encouraged to reflect on their professional knowledge and academic practice with the aim of developing knowledge, skills and attitudes which promote professional development.
With an academic supervisor students will be required to negotiate a learning agreement equivalent to 200 hours of study.
Learning Outcomes for module:

LO1: Construct an Independent Learning Agreement commensurate with SCQF Level 9
LO2: Demonstrate critical thinking and reflection in relation to academic, intellectual, personal and professional needs
LO3: Produce a portfolio of evidence to meet the agreed outcomes contained in the Learning Agreement
Indicative References and Reading List - URL:

Core - MARY DEANE (2011) CRITICAL THINKING AND ANALYSIS











: NEW YORK: PEARSON LONGMAN, 3rd ed. - ISBN: 9781408236970
RUTH HELYER (2015) THE WORK-BASED LEARNING STUDENT HANDBOOK: LONDON : PALGRAVE MACMILLAN, 1st ed. - ISBN: 9781137
ROSALINDA ALFARO-LEFEVRE (2004) CRITICAL THINKING AND CLINICAL JUDGMENT : A PRACTICAL APPROACH: ST. LOUIS, MO. : SAUNDERS, 3rd ed. - ISBN: 0721697291
TISANI, NOMATHAMSANQA TEACHING IN HIGHER EDUCATION, 2008, (2008) : TEACHING IN HIGHER EDUCATION Vol. 5, 1st ed. - ISSN: 1356
VAL KLENOWSKI, SUE ASKEW, AND EILEEN CARNELL ASSESSMENT AND EVALUATION IN HIGHER EDUCATION (2007) : TAYLOR & FRANCIS Vol. 3, 2nd ed.
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