| CODE | SOC5020 | ||||||||||||
| TITLE | Reflective Analysis for Professional Development | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Sociology | ||||||||||||
| DESCRIPTION | This study-unit is unique in that it spans the entire duration of the programme. The study-unit will be delivered using the blended approach, including some face to face teaching sessions (which will focus predominantly on equipping the students with the skills to work with the technology that will be used during this study-unit, mainly Mahara- the E-portfolio system) as well as online synchronous sessions. This study-unit seeks to enable the students to apply the learning from each study-unit to the reality of their own professional lives. More significantly, this study-unit will equip the students with the reflective skills required to analyse how this learning may be applied to their own professional development. Since today's world is becoming increasingly technological, the reflective writing will be carried out using a range of digital and mobile technologies. Study-unit Aims: The aim of this study-unit is to enable students to develop reflective skills through using digital technologies, to analyse their own learning and professional development. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - describe the concept of reflective practice; - differentiate between reflective processes and reflective practice; - illustrate how reflection can be an effective strategy for learning; - examine how reflective practice can help to bridge theory and practice; - recognise opportunities for learning within one's own professional environment; - demonstrate how learning can occur from reflecting on experience. 2. Skills By the end of the study-unit the student will be able to: - create own personal approach to reflective writing; - present their reflections using a range of digital technologies; - demonstrate effective peer reviewing feedback skills using the E-portfolio platform; - create a digital story. Main Text/s and any supplementary readings: MAIN TEXTS - BRADBURY, H., FROST, N., KILMINSTER, S. and ZUKAS, M., 2012. Beyond reflective practice: New approaches to professional lifelong learning. London: Routledge. - JOHNS, C. 2004 Becoming a Reflective Practitioner, 2nd edition, Oxford: Blackwell Publishing. - SCHON, D.ON, D.A., 1995. The reflective practitioner: How professionals think in action. UK: Taylor and Francis. SUPPLEMENTARY TEXTS - SCHÖN, D.A., 2009. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. John Wiley and Sons. - CAMBRIDGE, D., 2010. Eportfolios for lifelong learning and assessment. John Wiley & Sons. [NOT available in Library] ZUBIZARRETA, J., 2009. The learning portfolio: Reflective practice for improving student learning. John Wiley & Sons. |
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| STUDY-UNIT TYPE | Blended Learning | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Valerie Visanich |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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