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On successful completion of the module, students will be able to:
Identify and use sources of knowledge and evidence.
Be aware of ethical principles professional codes relevant to the WBL project.
Demonstrate reflection upon the design, conduct and outcomes of the WBL Project.
Match a research method, data collection and data analysis technique and describe how these are appropriate to the aims and objectives of the WBL research project.
Review how the WBL project has been planned and managed.
The rationale aims and objectives of this project are drawn up by apprentices in the ‘learning agreement’. It follows that each negotiated project will be unique to the individual apprentice.
Learning and teaching typically includes a range of methods such as lectures, seminars, workshops and tutorials, with emphasis on team experience and peer support, large and small group discussions, problem-solving activities and individual and paired working. Given that, this module is delivered on a block basis over three days, (21 hours) the module is delivered using blended learning approaches. This will include pre-session activities in preparation for each day’s taught sessions and post session activities that summarise the days sessions. Typically four taught sessions (of 1-1.5 hours each) will take place each day. These are interspersed with learning and reflection activities (of 2-3 hours during and at the end of each day) to embed learning.
Apprentices may be expected to draw on a range of theoretical/academic, personal and work-based resources. Course documentation, support materials and web-based materials will be available on the VLE as appropriate.
Implementation of study skills will be supported and in particular teamwork, and the capacity to develop written argument, will be developed. During each session there will be opportunities for tutor/student interaction to meet individual needs and help develop skills, confidence, competence, knowledge and understanding relating to the aims and objectives of the module. Accessing library resources and help with coursework study skills will be available from services across the university. The module also embeds diversity as part of the University’s work towards the Race Equality Charter by ensuring that module reading lists incorporate ethnic and gender diversity, the perspective of marginalised communities, and populations.
Apprentices would be expected to prepare for the sessions by reading set texts and completion of tasks set in class or via the VLE and will be expected to take part in a wide range of learning activities. Technology such as Panopto and learning platforms, including MS Teams, will be utilised to facilitate some of this communication. Moodle will serve as the key mechanism for recording information about the apprentices’ progress against KSBs, including a facility to upload evidence of how these have been met outside of the academic programme, an ‘off’ the ’job’ log, and a platform for Learning Journal entries.
Apprentices will maintain their Learning Journal during this module and on-going self-evaluation will be part of the apprentices’ identification of needs. Learners reflect on current practice and develop action plans for continued personal and professional development, including a 3-way learning agreement (student, university and employer/work stakeholder). The Learning Journal is part of the apprentice’s Portfolio of Evidence that they will complete throughout their entire apprenticeship programme. Learning Journal entries, therefore, must be capable of providing, or locating, proof of the achievement of the Knowledge, Skills and Behaviours of an Apprenticeship Standard. Not all Learning Journal entries will be used for the final evidence of achievement required by the End Point Assessment (EPA). Implementation of study skills will be supported and in particular teamwork, and the capacity to develop written argument, will be developed. During each session there will be opportunities for tutor/student interaction to meet individual needs and help develop skills, confidence, competence, knowledge and understanding relating to the aims and objectives of the module.
Study Skills
In advance of the programme, through the VL and during the induction session for module 1, apprentices will be introduced to study skills by the following:
• The Subject Librarian with Information Systems training and Digital Literacy training packages.
• The Learning Hub and their role in supporting students with academic writing and study skills.
• The E-Learning Team and the use of our VLE, Moodle, Turnitin, technology to support study.
• The IT team and the use of IT packages, software, programmes for academic study skills.
The above study skills support areas will also be embedded across all modules with a specific study skills session timetabled each day of block delivery; i.e. formal lecture 9-1pm, then lunch break, then 2-4pm, study skills session. This session could include any of the above teams, areas, resources in addition to the allocated lecturer teaching the module and their specified input.
Further details relating to assessment
Ethical approval may be needed from the ICE ethics committee if any primary research is undertaken as part of the WBL project. Guidance will be provided by the module leader. However a literature review of secondary research is advised. This module does not require students to have studied research methods prior to completion of this work-based project; an understanding of formal research methods would not be required in order to successfully complete the assignment.
The project is an evidence informed practice project to address the learning objectives for this module. The project will be negotiated with the apprentice’s employer to fit with the needs of their organisation.
Apprentices will continue to maintain their Learning Journal during this module, as on-going self-evaluation forms part of the apprentices’ identification of needs to enable them to work towards the End-Point Assessment. The Learning Journal is exected to include x3 reflective accounts, to be completed during the module, with one final end of module reflection that specifically links the module content with their professional practice. These entries will be formatively assessed in order to provide feedback to work towards the End-Point Assessment.
Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 4AP