Independent Guided Study

Transcription

1 MODULE DESCRIPTOR TITLE Work Based Learning SI MODULE CODE L CREDITS 20 LEVEL L5 JACS CODE N870 SUBJECT GROUP Sport, Culture and Society DEPARTMENT Sport MODULE LEADER Miyoung Oh MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study 36 Yes 6 weeks Total Number of Study Hours MODULE AIM The aims of this module are to identify, discuss and appraise your personal skills and employment needs, develop skills relevant to your work placement and to identifying strategies for your continued development (PPDP). You will also gain experience of working in a field relevant to your programme, gaining practitioner skills which have explicit relevance to employability. MODULE LEARNING OUTCOMES On successful completion of this module you will be able to: 1. Reflect critically on your own ways of working and those of colleagues 2. Adapt to the needs of individual and group working 3. Work co-operatively, flexibly and confidently to both find and disseminate information/findings to peers and professionals 4. Analyse tasks and make plans for tackling them that use your time effectively 5. Use ICT to identify, organise, plan and disseminate information; present written material in a coherent and organised form, with arguments and information set out in a logical sequence, with sources referenced in an appropriate way. INDICATIVE CONTENT Employment law Work based skills PPDP Work placement

2 LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS The use of reflection on your performance across the whole route is particularly encouraged in this Module. The Personal and Professional Development Plan (PPDP) process will give you the opportunity to review your individual capabilities, set action plans and time management goals, reflect critically on your progress both professionally and personally and provide you with a way to create and record your own opportunities for innovation and creativity in your learning. PPDP should draw on formatively and summatively assessed work, and also non academic experiences. This module has an emphasis on the development of real-world skills, both subject specific and generic, and this should be reflected in your PPDP. TUTOR-LED ACTIVITIES Class contact time: The learning and teaching strategy is designed to engage you actively with the acquisition of knowledge and skills. Via lectures, you will learn about work based skills and their application to various settings. Seminar work and electronic resources will enhance lecture based learning. Learning support: Lecturers will allocate time during sessions to advise you on your progress. The module will encourage the use of on-line teaching materials and Blackboard to support learning outside the classroom. Assessment Activities: Coursework 100%. Completion of a work placement is a compulsory element of this module. Assessment will help you to progress your knowledge, understanding and application of policies, theories and skills to become a more reflexive learner and practitioner. TUTOR-DIRECTED ACTIVITIES Tutor directed learning Lectures will be supported by directed learning materials that you can work on in your own time and at your own pace. These may take the form of electronic examples of course material, fieldwork guidance, and additional reading. You will apply the skills gained via tutor led and directed work on your work placement and when addressing your PPDP. STUDENT-DIRECTED ACTIVITIES Student-directed learning In order to encourage you be become an autonomous learner, Blackboard will be used to provide materials that will allow you to engage with the Module outside of the teaching environment. Blackboard may be used: As a repository for information To provide links to internal and external learning resources To facilitate assessment for learning activities To feedback information to students To provide access to media rich sources such as video and audio

3 ASSESSMENT TASK INFORMATION Task.* Short Description of Task SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** 1 Individual PR 40% 10 min Yes Presentation 2 Reflective Essay CW 60% 2,000 words Yes In-module retrieval available Task 1: Learning Outcomes: You will deliver a 10-minute presentation around your personal skills and attributes, as well as your PPDP. This will allow you to reflect on your ways of working, independently and with others, identifying strengths and weaknesses in your practice, which will allow you to discuss and develop future work. You will also learn to present confidently and professionally. You will be observed and assessed by a member of academic staff. Task 2: Learning Outcomes: You will complete a 6-week work placement, followed by a reflective essay on your placement performance. The placement and reflection will test your ability to work effectively in a practitioner setting, operating in a context influenced by theory and guided by policy. You will apply relevant literature to evaluate your strengths and weaknesses and PPDP. THRESHOLD ASSESSMENT CRITERIA In order to pass the module you must achieve the following; Learning Outcome 1. Reflect critically on your own ways of working and those of colleagues 2. Adapt to the needs of individual and group working 3. Work co-operatively, flexibly and confidently to both find and disseminate information/findings to peers and professionals 4. Analyse tasks and make plans for tackling them that use your time effectively Pass Criteria Be able to critically reflect on one s own practice, skills and PPDP prior to and after a 6-week placement. This should be supported by appropriate literature. Be able to provide evidence of critical reflection on one s own ways of working independently and with others. Be able to critically reflect on own strengths and weaknesses. This should be supported relevant literature Be able to critically examine one s own way of working, supported by appropriate literature. Be able to critically evaluate one s own work placement performance and its contribution to own PPDP. Be able to provide realistic planning to address issues identified. All of this should be supported by appropriate literature.

4 5. Use ICT to identify, organise, plan and disseminate information; present written material in a coherent and organised form, with arguments and information set out in a logical sequence, with sources referenced in an appropriate way Be able to clearly communicate ideas and information with acceptable levels of academic language and clarity in the use of English. Be able to present confidently and professionally, adhering to SHU Harvard referencing conventions.. FEEDBACK Feedback will be provided in a timely way giving appropriately detailed comments on assessments, in order to support you in making feed-forward improvements to future learning and assessment. Feedback will also help you to clarify your understanding so that you can reflect on your work and measure your own progress. You will receive feedback on your performance in the following ways: written feedback upon completion of each summative assessment within three working weeks. via individual tutorials/group meetings oral feedback after learning activities within sessions LEARNING RESOURCES FOR THIS MODULE (INCLUDING READING LISTS) The module makes full use of the University's virtual learning environment in various ways and will provide the following: A repository for lecture and seminar material Reading lists A communication tool between you and your tutors, and between you and your peers Links to internal and external learning resources Assessment for learning activities Feedback on assessment for learning and other activities Electronic learning objects (such as journal articles) and links to external organisations and case study materials Facilities for group working Reading list: ANDERSON, L., BOUD, D., and COHEN, R. (2000) Experience-based learning. In Foley, Griff (ed), Understanding adult education and training. Sydney: Allen and Urwin BELBIN, R. Meredith, (2002) Management Teams: Why They Succeed or Fail. Oxford, Butterworth Bennett, Milton (1993) Towards ethnorelativism: A developmental model of intercultural sensitivity. In Paige, R. M. (ed), Education for the intercultural experience. Yarmouth: ME, Intercultural Press. BLOOM, Benjamin, (1956) (ed) Taxonomy of educational objectives: the classification of educational goals, Handbook I, Cognitive Domain, London, Longmans Clifford, Valerie and Montgomery Catherine (ed) (2011) Moving towards internationalisation of the curriculum for global citizenship in higher education. Oxford: Oxford Centre for Staff and Learning Development COTTON, Julie (1995) The theory of learning: An introduction. London: Kogan Page. COTTRELL, Stella (2003) Skills for success: the personal development planning handbook. Basingstoke: Palgrave Macmillan COTTRELL, Stella (2005, 2011) Critical thinking skills: Developing effective analysis and argument. Basingstoke: Palgrave Macmillan

5 EATON, John and JOHNSON, Roy (2001) Communicate with emotional intelligence. Oxford: Communicators. Fook, Jan and Gardner, Fiona (2007) Practising critical reflection: A resource handbook. Maidenhead, Open University Press GOLEMAN, Daniel (2004) Emotional intelligence: Why it can matter; and working with emotional intelligence. London: Bloomsbury HARGIE, Owen (ed) (2006) The handbook of communication skills. London: Routledge. HOCHSCHILD, Arlie, Russell (1983) The managed heart: Commercialisation of human feeling. California: University of California Press. HONEY, Peter. and MUMFORD, Alan. (1982) The Manual of Learning Styles. Maidenhead: Peter Honey HONEY, Peter. and MUMFORD, Alan. (2000) The learning styles questionnaire: 80- item version. Maidenhead: Peter Honey Publication KARTEN, Naomi (2009) Changing how you manage and communicate change: Focusing on the human side of change. Ely: Governance. KNIGHT, Peter and YORKE, Mantz (2003) Learning, curriculum and employability in higher education. London: Routledge KOLB, David (1984) Experiential learning : experience as the source of learning and development, New York, Prentice-Hall MILLS, Wright, C (2000) The promise in The sociological imagination. London: Open University Press MOON, Jennifer A. (2004) A handbook of reflective and experiential learning: Theory and practice. London: RoutledgeFalmer Olson, Christa Lee and Kroeger, Kent (2001) Global competency and intercultural sensitivity. Journal of Studies in International Education, Vol: 5, : 2, pp: RIBBENS, Geoff and THOMPSON, Richard Understanding body language NY: Barron's, (2001) SINGH, Dalip (2006) Emotional intelligence at work. London: Response books. TAYLOR, Ros and HUMPHREYS, John, (2001) 10 Skills for Career Success. London, Kogan Page

6 SECTION 2 MODULE INFORMATION FOR STAFF ONLY MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE NEW MODULE EXISTING MODULE - NO CHANGE Title Change Level Change Credit Change Assessment (clarification of tasks and weightings) Yes Change to Delivery Pattern Date the changes (or new module) will be implemented 09/2013 MODULE DELIVERY PATTERN Module Begins Module Ends Course Intake 1 09/ /2014 Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMENT INFORMATION Indicate how the module will be marked *Overall PERCENTAGE Mark of 40% *Overall PASS / FAIL Grade Yes (but already done) NA Yes SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? FINAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) NON-STANDARD ASSESSMENT PATTERNS MARK 'X' IN BOX IF MODULE ASSESSMENT PATTERN IS NON STANDARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. Task. 2 NA NB: n-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes. REVISIONS Date Sept 2013 Reason Minor Mod