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Module Specifications

Archived Version 2008 - 2009

Module Title Project 2: Learning Organisation
Module Code ES319
School School of Education Studies

Online Module Resources

Module Co-ordinatorDr Kathy HarrisonOffice NumberC1123
Level 1 Credit Rating 15
Pre-requisite None
Co-requisite None
Module Aims

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

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

Indicative Time Allowances
Lectures 36
Tutorials 24
Laboratories 0
Seminars 65
Independent Learning Time 100

Total 225
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

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

Continuous Assessment100% Examination Weight0%
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


Continuous Assessment: 100%

A log of reflective practice to be completed within six weeks of commencement of the module.

A substantial end of module Project Report

This report will be an evaluation of the processes of developing and testing of a set of methodologies and tools to facilitate reflective experiential learning in their own work environment.  The Project will include reference to team-work, personal initiative, human resource management and information and communication technologies.

Programme or List of Programmes
ETBSc in Education & Training