Registry
Module Specifications
Archived Version 2007 - 2008
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| Module Aims | |||||||||||||||||||||||||||||||||
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The module aims to identify frameworks for analysing experiential learning, reflection and cross curricular practice and to provide students with experience in designing a prototype of methodologies and skills for facilitating reflective experiential learning in the workplace which would contribute to organisational transformation. | |||||||||||||||||||||||||||||||||
| Learning Outcomes | |||||||||||||||||||||||||||||||||
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Learning Outcomes: On the completion of this module students will be able to: Identify the strategic significance of reflection in experiential learning Understand the strategic significance of reflection Develop an awareness of the methodologies and tools associated with experiential learning Understand the concepts and principles of organisational transformation Design a set of methodologies and tools to facilitate reflective experiential learning in their workplace Implement their methodologies and tools in their workplaces Draft a report on their implementation which would form the basis for an evaluation of the process | |||||||||||||||||||||||||||||||||
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Assume that a 15 credit module load represents approximately 225 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module. | |||||||||||||||||||||||||||||||||
| Indicative Syllabus | |||||||||||||||||||||||||||||||||
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The module will examine the following in relation to the development of reflective experiential learning in the workplace: The theoretical underpinnings of experiential learning Learning styles and the relation between theory, practice and reflection in learning Key issues in relation to experiential learning as a means of acquiring professional education and training for both individuals and organisations The role of the training/education practitioner as both provider and change agent within their own context The nature of reflective experiential learning in one''''''''s workplace The development of strategies to facilitate reflective experiential learning The design of tools to facilitate reflective experiential learning The implementation of prototype methodologies and tools to facilitate reflective experiential learning | |||||||||||||||||||||||||||||||||
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| Indicative Reading List | |||||||||||||||||||||||||||||||||
| Essential:Aspinall, K,.Simkins, T. Wilkinson, J.F. and McAuley, M.J. (1992) Managing Evaluation in Education: a development approach. London: RoutledgeBell, J. (1987) Doing Your Research Project: a Guide for First-Time Researchers in Education and Social Science. Bucks, OU PressReece, J. and Walker, S. (2001) Teaching, Training and Learning: a practical guide, Sunderland, Business Education PublishersSupplementary:Golub, A.L. (1997) Decision Analysis: an Integrated Approach, New York. Wiley Ross, A. (2000) Curriculum: Construction and Critique. London: Falmer | |||||||||||||||||||||||||||||||||
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| Programme or List of Programmes | |||||||||||||||||||||||||||||||||
| BET | BSc in Education & Training | ||||||||||||||||||||||||||||||||
| ET | BSc in Education & Training | ||||||||||||||||||||||||||||||||
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