Module: Uaneen Non-Contributing Module

Module Specifications.

Current Academic Year 2024 - 2025

All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).

As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.

Date posted: September 2024

Module Title	Uaneen Non-Contributing Module
Module Code	UM405 (ITS) / PSK1001 (Banner)
Faculty	No College Designated	School	DCU Non-School Designated
Module Co-ordinator	Una Redmond
Module Teachers	Sandra MCCORMACK
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Resumission of assignment

Description

This module aims to award credit to students who have had their involvement in extra-curricular activity assessed during their period of study at DCU and have demonstrated reflective learning arising from participation in those activities. The aim of the module is to encourage activity, outside the rigour of academic study and assessment, which is recognised as adding to the rounding of the education of the student in its broadest sense. The activity/ies and the student's reflection on the learning arising will be recorded by the student in a learning diary or portfolio and will be assessed and approved by an Award Board appointed by Academic Council for this purpose.

Learning Outcomes

1. Collect and synthesis information required to develop a unique learning portfolio, which is self crafted and self directed.
2. Critically select activities which contribute to learning and exercise judgement in selecting extra curricular activities which provide learning opportunities.
3. Apply learning to complex societal problems and identify, investigate, formulate and advocate solutions
4. Determine their role in the wider society and recall information, concepts and theories which are essential to build a democratic society.
5. Demonstrate leadership and self reliance while using an objective approach to problem solving.
6. Justify their own values, motivations and passions to display a personal value system to create a just and democratic society.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Seminars	10	Mandatory workshops
Independent Study	5	Reading on topics of reflection, writing and portfolio preparation
Assignment Completion	20	Completion of portfolio
Independent Study	85	Participation in activities
Online activity	5	No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Gillie EJ Bolton: 2005, Reflective Practice: Writing and Professional Development, Sage Publications,
Jenny Moon: 2006, Learning Journals: A Handbook for Academics, Students and Professional Development, Routledge,
Dannelle D. Stevens: 2009, Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight and Positive Change, Stylus Publishing,
John Zubizarreta: 2009, The Learning Portfolio: Reflective Practice for Improving Student Learning, 2nd, Jossey Bass Higher and Adult Education,
Nedra Reynolds: 2006, Portfolio Keeping: A Guide for Students ., Bedford/St Martins,
Mary Robins: 2009, Guide to portfolios: Creating and Using Portfolios for Academic, Career and Personal Success, Prentice Hall,
Richard Paul: 2007, Thinkers Guide to How to Write a Paragraph: The Art of Substantive Writing, Foundation for Critical Thinking,

Other Resources

None