Faculty of Health and Science Department of Lifelong Interprofessional Learning Module Guide For HPHP4002: Development of Academic Skills and Reflective Practice Date October 2016 – August 2017   This module is governed by the University’s Academic Regulations. You should read and familiarise yourself with the Academic Regulations. In the event of any information contained in this handbook conflicting with that in the Academic Regulations, then the Academic Regulations should be taken as the definitive version. This handbook should be read in conjunction with supporting information available in the Student Handbook available at www.cumbria.ac.uk/studenthandbook and the Course Information Point (CIP): www.cumbria.ac.uk/StudentLife/Support/YourStudies/CourseInformationPoint/Home.aspx All students are expected to read and familiarise themselves with the content of the Student Handbook. The University has taken all reasonable steps to ensure the accuracy of the information contained in this handbook and will use all reasonable endeavours to deliver modules in accordance with the descriptions set out within the handbook. Nevertheless, circumstances outside the University’s reasonable control may arise which limit its ability to deliver the module as described. Where reasonable and appropriate to do so, the University will make all reasonable endeavours to put in place alternative arrangements to achieve the relevant learning outcomes, and provided the University does so, it will not be responsible to the student for any failure to provide the module in accordance with the module handbook. If you require this document in an alternative format, please contact the Module Leader for this module in the first instance. Contact details for your Module Role Name Contact details Module Leader Tom Davidson [email protected] Senior Lecturer Stewart Ralph [email protected] Lecturer Sarah Green [email protected] Lecturer Steve Thoburn [email protected] CIP Administrator Dayle Ellwood [email protected] Programme Lead for owning programme of the module Tom Davidson [email protected] Lecturer Matthew Maddock [email protected] DMS co-ordinator SSgt Dave Rapoo [email protected] Name of the External Examiner for the module: Matthew Cooper Position: Programme Lead - BSc Paramedic Practice Institution to which they belong: Glasgow Caledonian University   Introduction to the Module 1. Aims of the module The module will enable students to develop study skills that will enhance their ability to develop as a reflective lifelong learner. 2. Intended Learning Outcomes On successful completion, you should be able to: 1. Access, select and retrieve information from a variety of sources utilising a range of ICT, ebased tools and resources. 2. Develop skills in the writing and presentation of academic assignments along with skills in citation and referencing of supporting resources. 3. Understand the differences between argument and assertion and be able to comment on the strengths of argument. 4. Recognise strengths and weaknesses of own ability to learn in order to enhance own lifelong learning ability. 5. Demonstrate an understanding of reflection and how reflective practice will support own personal and professional learning development. 3. Indicative Module Content • Introduction to library and information services including: how to access electronic catalogues and databases, how to search for and evaluate information, referencing skills. • Getting the most from a virtual learning environment (VLE) eg Blackboard. • Preparing for different types of assessment eg essay and report preparation. • Handling numbers • Reflection • Keeping and using personal and professional records including developing and managing a personal development portfolio Programme of work Please refer to your programme Blackboard site for your timetable and module information Assessment Overview Title Weighting Formative Assessment Multipart Assessment • Completion of a CV • Completion of book evaluation x 1 • Completion of journal article evaluation x 1 • Completion of Insite workbook. Learning outcomes 1, 2 & 4 Summative Written Assessment (750 words) Structured Reflective Essay 30% Learning outcomes 1 - 2 Written Assessment (1500 words) Personal reflection and development plan Learning development plan 70% Learning outcomes 3, 4, 5 Reassessment Reassessment in any failed component will be stated in the Academic Regulations. You, as a student, should be aware of the following penalties: • Assessment Word Limit – the upper limit specified may be exceeded by up to 10% without penalty. Penalties apply to work which exceeds the word limit beyond 10%, including citations within the main body of your assignment, and you will lose marks (please refer to the Academic Regulations, Appendix 3c, section 3.5 here, so that you are aware of these penalties). • If you falsify the word count you will be subject to Minor Malpractice procedures and will receive a penalty in accordance with those procedures (please familiarise yourself with these procedures in the Academic Regulations, Appendix 3d, section 7.5 here. Further details about assessment word limits can be found in the University’s Conduct of Assessment at http://www.cumbria.ac.uk/Public/AQS/Documents/AcademicRegulations/3c.pdf Academic Malpractice The University adopts a firm position on academic malpractice (cheating) of any kind, which can include: cheating in exams; plagiarism (ie use of someone else’s work and trying to pass it off as your own); collusion (eg working with other students inappropriately in the submission of work); fabrication and falsification; and impersonation. Penalties for academic malpractice may affect your reassessment opportunities and can, in some cases, mean that you will be required to leave the University without any award. Full detail on the academic malpractice procedures can be found here and at: http://staff.cumbria.ac.uk/Public/AQS/Documents/AcademicRegulations/3d.pdf Submission by Turnitin (delete if not appropriate) Turnitin is used by the university to detect plagiarism but it is also a valuable learning tool for you. http://www.cumbria.ac.uk/Public/LISS/Documents/skillsatcumbria/TurnitinSubmission.pdf Assignment Brief Formative Assignment Guidance Multipart Assessment Formative assessment is designed to help learners learn more effectively by giving them feedback on their performance and how it can be improved and sustained. This means that it is an early piece of work that you complete, and you will receive lecturer feedback prior to completion of the summative assessemnt. This first assessment does not form part of your final mark, but will help you in your writing of the Structured Reflective Account (750 words) Summative Assignment Guidance Structured Reflective Account (750 words)(Assignment 1) You are required to write a 750 word reflective account on the four tasks of the multi-part activity. The aim of this assignment is to allow you to develop your writing and referencing skills (learning outcome 2). The following learning outcomes need to be met within this essay: 1. Access, select and retrieve information from a variety of sources utilising a range of ICT, ebased tools and resources 2. Develop skills in the writing and presentation of academic assignments along with skills in citation and referencing of supporting resources. 1. Introduction Introduce the essay to the reader; explain the purpose of the essay and what will be covered. You could utilise the wording of the learning outcomes. 2. Main body Begin with a brief definition of reflection and why we need to reflect, include a reference. You then need to reflect on the four tasks completed for the multi-part activity. - Explain what a CV is and include a reference, explain what you have gained from completion of this task. - Explain why you needed to understand the importance of being able to evaluate a book, what have you learnt from completing the task? Include the reference to the book you evaluated, conclude if the book was appropriate, for example: Date of publication, audience, content etc – see formative assessment template. - Reference the journal article, what have you learnt from this task? Were you aware of this journal before? Would you use it again? Was the article useful, well written etc.? How do you know this? - What have you learnt about yourself after completing the insite workbook? Were you surprised? How do you intend to maintain or improve your skills? 3. Reflective Conclusion: Pull together your thoughts regarding the tasks, summarise your learning and finish with an action plan Reflective Assignment (1500 word) (Assignment 2) Within this 1500 word essay you will need to meet learning outcomes 3,4 and 5 and so will need to demonstrate you understand the differences between argument and assertion and be able to comment on the strengths of argument. You also need to show you recognise strengths and weaknesses of your own ability to learn in order to enhance your own lifelong learning ability and demonstrate an understanding of reflection and how reflective practice will support your personal and professional learning development. You should utilise the knowledge gained from creating your learning development plan. Remember to include references to literature to support your points. Introduction (200 words approx.) Explain to the reader the purpose of the essay and the subjects you will be discussing, use the wording of the learning outcomes as a guide. Main body (1200 words approx.) a) Within the main body you need to define reflection and why it is needed. Discuss the use of reflective models and give examples. Choose one of the models and critique it. Remember to support your writing with relevant literature. b) Discuss learning styles, define what they are (look back on the PowerPoint presentation “Lifelong Learning and Learning Skills and handout; read around subject of learning styles). Describe your own learning style. Appraise/evaluate the strengths and weaknesses of your learning style. c) Reflect upon how you organise and manage your own learning, and how this will enhance lifelong learning d) Reflect on your development as a reflective practitioner and learner within higher education, taking into consideration new learning, and transferable knowledge and skills. e) Demonstrate your understanding of the differences between argument and assertion and comment on the strengths of argument. This could include definitions and practical examples. Reflective Conclusion (200 words approx.) Conclude with a summary of your discussions and learning, include your aims and aspirations, as a result of undertaking this programme. Assignment 1 (please refer to the SU ‘Tick List’ at the end of this Module Guide) Assessment timescales Cohort group start date Assignment deadline Feedback date to students Cohort 1 28/10/16 25/11/16 Cohort 2 18/11/16 16/12/16 Cohort 3 16/12/16 18/01/16 Cohort 4 17/02/17 17/03/17 Cohort 5 10/03/17 07/04/17 Cohort 6 12/05/17 16/06/17 Assignment 2 Assessment timescales Cohort group start date Assignment deadline Feedback date to students Cohort 1 02/12/16 04/01/17 Cohort 2 23/12/16 25/01/17 Cohort 3 20/01/17 17/02/17 Cohort 4 31/03/17 05/05/17 Cohort 5 21/04/17 19/05/17 Cohort 6 30/06/17 28/07/17 Reassessment detail and Guidance Important: Please familiarise yourself with the guidelines for Assignment Submission Internally agreed feedback and provisional marks will be disclosed to students within 20 days. [This is before moderation by the External Examiner and confirmation of marks by the Module Assessment Board and hence marks will only be provisional at this point in time]. Summative Assessment Summative assessment is the process of evaluating (and grading) the learning of students at a point in time. Formative Assessment Formative assessment is designed to help learners learn more effectively by giving them feedback on their performance and how it can be improved and sustained. Diagnostic Assessment Diagnostic assessment is the process of evaluating the ability and preparedness for a programme or module of study, identifying possible learning problems. Further information on assessment (eg extenuating circumstances (and/or extensions) and academic malpractice) can be accessed using the links at the end of this module guide. Referencing The University of Cumbria uses the Harvard system of referencing contained in Cite them right. This book is your key to referencing and copies can be found in the library or it can be accessed electronically from the skills@cumbria tab in Blackboard. For more details about referencing, please refer to www.cumbria.ac.uk/skillsatcumbria Reading List This reading list provides texts recommended for study on the module. Essential reading Bolton, G. (2005) Reflective Practice: writing and professional development (2nd ed). London: Sage. Clarke, A. (2004) E-learning skills .Basingstoke: Palgrave Macmillan. Cottrell, S. (2003). The study skills handbook. Basingstoke: Palgrave Macmillan. Pears, R. & Shields, G. (2005) Cite them right: the essential guide to referencing and plagiarism. Newcastle-upon-Tyne: Pear Tree Books Further reading Burns, T & Sinfield, S. (2008) Essential Study Skills: The Complete Guide for Success at University (2nd edition) London: Sage. Chivers, B. & Shoolbred, M. (2007) A Student’s Guide to Presentations. London: Sage. Cottrell, S. (2005) Critical thinking skills: developing effective analysis and argument. Basingstoke: Palgrave Macmillan. Cottrell, S. (2003). Skills for success: the personal development planning handbook. Basingstoke: Palgrave Macmillan Information Literacy and Journals It is important that while you are a student at the University of Cumbria you develop your information literacy skills to enable you to make carefully considered judgments about the quality and suitability of information that you find, especially when using the web. You are strongly encouraged to research your topic beyond this reading list and to demonstrate independent learning in the sources you choose to support your work. Please look at the Skills@Cumbria areas on the university website and on Blackboard for advice and guidance on using Quest and Journals. Journals are an excellent resource for finding high quality and up to date information. The best way to start is to use the Quest discovery tool that gives you access to a wide range of appropriate academic journal articles: www.cumbria.ac.uk/quest Module Descriptor Form Please see Black Board Support available to you Please refer to the Student Handbook, located on our website: www.cumbria.ac.uk/studenthandbook which has a wealth of information including the following: Assignment Submission Extenuating Circumstances Malpractice and Confidentiality Policy Marking and Moderation Student Absence Student Code of Conduct and Adjudication Student Services External Examiners LiSS Information regarding attendance can be found in Section D5 of the Academic Regulations. Students’ Union • The University of Cumbria Students’ Union Information & Advocacy Service offers a free, confidential and impartial service that can support students on a one to one basis over a range of academic and/ or welfare issues. Find out more at www.ucsu.me/support • The University of Cumbria Students’ Union has an Academic Sabbatical Officer whose core role is to support students with Academic issues which may arise in their course. Find out more at www.ucsu.me/yourvoice