Module title: Work Based Learning

SCQF level: 11:
SCQF credit value: 60.00
ECTS credit value: 30

Module code: SOC11106
Module leader: Andrea Scott
School School of Computing
Subject area group: Creative and Social Informatics
Prerequisites

N/A

2018/9, Trimester 3, Blended, Edinburgh Napier University
Occurrence: 003
Primary mode of delivery: Blended
Location of delivery: MERCHISTON
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Andrea Scott
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & Teaching methods including their alignment to LOs
The module is designed around online and student-centred learning in practice. The emphasis is on developing a learning community where students and staff learn together in informal networks in which mutual respect and trust prevails. The module is introduced by an induction workshop which introduces students to the fundamental principles of strategic ICT Leadership, online resources (such as case studies) and the assessment process (LO1).
Students will develop a learning agreement in discussion with their line manager and an academic tutor which applies strategic ICT leadership to a live workplace issue. The tripartite nature of this agreement is important to ensure that it not only meets the requirements of the students and academic assessment but also the employer benefits through improved organisational performance. This will normally achieved by a face-to-face meeting between all three parties (student, employer and academic tutor) but other means of communication, such as Elluminate, could also be used (LOs 2&3). The learning agreement will define the nature of the deliverable and also outline the way in which the work will be evaluated.
During the year the student will there will be three mentoring visits to the company by experienced practitioners in ICT strategy and business improvement, to set up the learning agreement, monitor progress and provide feedback. Support will be also given through online discussion groups.
Students will also submit a journal reflecting on their learning experience during the year (LO4, LO5).


Formative Assessment:
Formative assessment is provided by a visiting academic tutor and in progress feedback from a workplace supervisor during the placement (usually the line manager). Constructive feedback is provided (but not graded) to develop the learning agreement and support the student towards the summative assessment.

Summative Assessment:
The summative assessment is a report and reflective log of the achievement of the learning objectives and the learning contract.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Centrally Time Tabled Examination 6
Face To Face Tutorial 6
Online Guided independent study 88
Independent Learning Guided independent study 500
Total Study Hours600
Expected Total Study Hours for Module600


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Report 70 1,2,3 43 HOURS= 0, WORDS= 5000
Reflective Log 30 4, 5 43 HOURS= 0, WORDS= 5000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100
2019/0, Trimester 1, Blended, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: Blended
Location of delivery: MERCHISTON
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Andrea Scott
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
The module is designed around online and student-centred learning in practice. The emphasis is on developing a learning community where students and staff learn together in informal networks in which mutual respect and trust prevails. The module is introduced by an induction workshop which introduces students to the fundamental principles of strategic ICT Leadership, online resources (such as case studies) and the assessment process (LO1).
Students will develop a learning agreement in discussion with their line manager and an academic tutor which applies strategic ICT leadership to a live workplace issue. The tripartite nature of this agreement is important to ensure that it not only meets the requirements of the students and academic assessment but also the employer benefits through improved organisational performance. This will normally achieved by a face-to-face meeting between all three parties (student, employer and academic tutor) but other means of communication, such as Elluminate, could also be used (LOs 2&3). The learning agreement will define the nature of the deliverable and also outline the way in which the work will be evaluated.
During the year the student will there will be three mentoring visits to the company by experienced practitioners in ICT strategy and business improvement, to set up the learning agreement, monitor progress and provide feedback. Support will be also given through online discussion groups.
Students will also submit a journal reflecting on their learning experience during the year (LO4, LO5).


Formative Assessment:
Formative assessment is provided by a visiting academic tutor and in progress feedback from a workplace supervisor during the placement (usually the line manager). Constructive feedback is provided (but not graded) to develop the learning agreement and support the student towards the summative assessment.

Summative Assessment:
The summative assessment is a report and reflective log of the achievement of the learning objectives and the learning contract.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Centrally Time Tabled Examination 6
Face To Face Tutorial 6
Online Guided independent study 88
Independent Learning Guided independent study 500
Total Study Hours600
Expected Total Study Hours for Module600


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Report 70 1,2,3 43 HOURS= 0, WORDS= 5000
Reflective Log 30 4, 5 43 HOURS= 0, WORDS= 5000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100
2019/0, Trimester 1, Blended, Edinburgh Napier University
Occurrence: 004
Primary mode of delivery: Blended
Location of delivery: MERCHISTON
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Andrea Scott
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning and teaching methods including their alignment to LO’s
The module is designed around online and student-centred learning in practice. The emphasis is on developing a learning community where students and staff learn together in informal networks in which mutual respect and trust prevails. The module is introduced by an induction workshop which introduces students to the fundamental principles of strategic ICT Leadership, online resources (such as case studies) and the assessment process (LO1).
Students will develop a learning agreement in discussion with their line manager and an academic tutor which applies strategic ICT leadership to a live workplace issue. The tripartite nature of this agreement is important to ensure that it not only meets the requirements of the students and academic assessment but also the employer benefits through improved organisational performance. This will normally achieved by a face-to-face meeting between all three parties (student, employer and academic tutor) but other means of communication, such as Elluminate, could also be used (LOs 2&3). The learning agreement will define the nature of the deliverable and also outline the way in which the work will be evaluated.
During the year the student will there will be three mentoring visits to the company by experienced practitioners in ICT strategy and business improvement, to set up the learning agreement, monitor progress and provide feedback. Support will be also given through online discussion groups.
Students will also submit a journal reflecting on their learning experience during the year (LO4, LO5).


Formative Assessment:
Formative assessment is provided by a visiting academic tutor and in progress feedback from a workplace supervisor during the placement (usually the line manager). Constructive feedback is provided (but not graded) to develop the learning agreement and support the student towards the summative assessment.

Summative Assessment:
The summative assessment is a report and reflective log of the achievement of the learning objectives and the learning contract.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Centrally Time Tabled Examination 6
Face To Face Tutorial 6
Online Guided independent study 88
Independent Learning Guided independent study 500
Total Study Hours600
Expected Total Study Hours for Module600


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Report 70 1, 2, 3 43 HOURS= 0, WORDS= 5000
Reflective Log 30 4,5 43 HOURS= 0, WORDS= 5000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100
2019/0, Trimester 2, Blended, Edinburgh Napier University
Occurrence: 002
Primary mode of delivery: Blended
Location of delivery: MERCHISTON
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Andrea Scott
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & Teaching methods including their alignment to LOs
The module is designed around online and student-centred learning in practice. The emphasis is on developing a learning community where students and staff learn together in informal networks in which mutual respect and trust prevails. The module is introduced by an induction workshop which introduces students to the fundamental principles of strategic ICT Leadership, online resources (such as case studies) and the assessment process (LO1).
Students will develop a learning agreement in discussion with their line manager and an academic tutor which applies strategic ICT leadership to a live workplace issue. The tripartite nature of this agreement is important to ensure that it not only meets the requirements of the students and academic assessment but also the employer benefits through improved organisational performance. This will normally achieved by a face-to-face meeting between all three parties (student, employer and academic tutor) but other means of communication, such as Elluminate, could also be used (LOs 2&3). The learning agreement will define the nature of the deliverable and also outline the way in which the work will be evaluated.
During the year the student will there will be three mentoring visits to the company by experienced practitioners in ICT strategy and business improvement, to set up the learning agreement, monitor progress and provide feedback. Support will be also given through online discussion groups.
Students will also submit a journal reflecting on their learning experience during the year (LO4, LO5).


Formative Assessment:
Formative assessment is provided by a visiting academic tutor and in progress feedback from a workplace supervisor during the placement (usually the line manager). Constructive feedback is provided (but not graded) to develop the learning agreement and support the student towards the summative assessment.

Summative Assessment:
The summative assessment is a report and reflective log of the achievement of the learning objectives and the learning contract.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Centrally Time Tabled Examination 6
Face To Face Tutorial 6
Online Guided independent study 88
Independent Learning Guided independent study 500
Total Study Hours600
Expected Total Study Hours for Module600


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Report 70 1,2,3 43 HOURS= 0, WORDS= 5000
Reflective Log 30 4, 5 43 HOURS= 0, WORDS= 5000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

Strategic ICT and its impact on business improvement

Leadership in ICT business-led transformation

Business requirements for strategic ICT projects

Evaluation of current use of ICT and whether it is “fit for purpose”

Identification and mitigation of key risks in ICT projects

Planning for successful implementation of a strategic ICT project

Reflective practice – using different models and frameworks to maximise both personal and team performance

Learning Outcomes for module:

Upon completion of this module you will be able to:

LO1: Develop a critical understanding of ICT strategy and its impact on business improvement

LO2: Formulate a learning agreement which applies strategic ICT leadership to a live workplace issue

LO3: Identify an area in which ICT strategy needs improvement, analyse the situation, apply an improvement action plan and identify how to evaluate its effectiveness

LO4: Critically reflect on learning using an appropriate model of reflective practice

LO5: Demonstrate principles and practice of professional and ethical behaviour in the workplace.

Indicative References and Reading List - URL:
Contact your module leader