Learning and Development - WKBL8150
The aim of this module is to able students to demonstrate that they have the relevant professional experience to be able to undertake the programme and develop the academic knowledge and skills to complete their studies. It will assist students to understand the relationship between professional and academic knowledge and the importance of understanding the context in which their professional knowledge is developed. Students will be required to produce a convincing argument that shows the connection between their existing professional knowledge and the requirements of academic study, such as the ability to structure concepts when thinking and making professional judgements in their professional practice, or using experiential approaches to experience and/or act out the behaviours, knowledge and values of their own professional practice. Although the knowledge base will primarily be the students own professional experience students will be introduced to theories of experiential learning and reflective practice which will support them to understand how professional knowledge is generated and the importance of self directed study.
Total contact hours: 31
Private study hours: 269
Total study hours: 300
This module is available in Autumn term
This module is part of the Master's level programme
Method of assessment
Main assessment methods:
Critical Review, 3000 words, 70%
Presentation, 20 minutes, 30%
Boud D, Keogh R, Walker D (2005) Reflection: Turning Experience into Learning, London, Routledge
Durrant, A.; Rhodes, G. and Young, D. (Eds) (2009) Getting Started with University-level Work Based Learning. Middlesex: University Press
Kolb D (1984) Experiential Learning: Turning Experience into Learning, Englewood Cliffs, N.J,: Prentice-Hall
Keats, D. (2000) Interviewing: A Practical Guide for Students and Professionals. London: Open University Press.
Marshall, L.; Rowland, F. (1998) A guide to learning independently. London: Open University Press.
Moon J (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice, London, Routledge.
Pritchard, L.; L, Roberts. (2006) The Adults Guide to Higher Education. London: McGraw Hill
Stapley L (2006) Individuals, Groups and Organizations Beneath The Surface: An Introduction, London Karmac
Senge, P, et al (2007) The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organisation, London, Random House
Talbot, C. (2003) Studying at a Distance. London: Open University Press Ltd.
Wilkinson, D. (2000) The Researcher's Toolkit: The Complete Guide to Practitioner Research. London: Routledge.
See the library reading list for this module (Canterbury)
See the library reading list for this module (Medway)
On successfully completing the module students will be able to:
1. Appraise different theories of experiential learning and reflective practice to show how these can be used within an organisational context.
2. Demonstrate the ability to critically assess own learning and development needs in direct relation to the context of an organisation.
3. Demonstrate the ability to produce an individual learning and development plan which shows an analysis of personal and professional experience within the context of current professional practice.
4. Critically evaluate how organisational learning and development strategies might add value in personal, organisational and multi-agency practice.
5. Demonstrate the ability to critically reflect upon, assess and conduct own professional practice, within a framework of professional ethical responsibility.
PG Certificate / PG Diploma / MA/MSc in Professional Practice
Credit level 7. Undergraduate or postgraduate masters level module.
- ECTS credits are recognised throughout the EU and allow you to transfer credit easily from one university to another.
- The named convenor is the convenor for the current academic session.
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