ACT107-PersonalandProfessionalDevelopment1 | Lecture | Learning

Section 3 Unit Title Unit Code Programme Credits Contact Time Personal and Professional Development 1 PPD1/ACT107

BA (Hons) Design for Interaction 10 Level 1 Unit Status Core - Mandatory 20 Access to Resources 40 Independent Study 40

Introduction

Reflection upon experience is central to both academic learning and professional development. This unit will support and focus on the development of learners’ self-awareness, patterns and habits of learning, and their study, organisation, self-management and communication skills. It provides the opportunity for structured selfreflection that can be built upon, as learners work towards a continuing process of critical analysis of their professional practice. It will play an important role in setting students up for their course and supporting them to develop increasingly independent approaches to learning. Students will attend a number of lectures, workshops and seminars and be directed to supporting material covering areas such as the following: Primary Topics

Indicative Curriculum Outline

Learning styles/patterns and how these relate to other areas such as: o Team working strategies and group processes; o Study skills; o Project/time management; o Problem solving. Goal setting in relation to own strengths and weaknesses.

Faculty of Design

Definitive Document: 21 July 2006

Section 3

Skills In order to pass this unit, the learner must demonstrate their ability to: Unit Learning Outcomes Consider their own strengths and weaknesses, particularly as a learner; (LO1) 2. Develop personal and professional goals, particularly in relation to learning; (LO2) 3. Collect and present evidence of personal and professional development. (LO3)
1.

Overview Students will be exposed to key concepts and methodologies through lectures, seminars and workshops. However the majority of learning will take place through the development of their Personal and Professional Development File. Personal and Professional Development File The Personal and Professional Development File will be made up of three main elements: Learning Plan The Learning Plan will set out the students’ position in relation to their course/learning and possible future directions. This will mostly be produced by considering their strengths and weaknesses in relation to their course and goals. Reflective Commentary The Reflective Commentary will identify specific evidence from the Evidence Base (below) in order to demonstrate the achievement of learning outcomes (some of which may not be specifically delivered within this unit). Evidence Base The Evidence Base will contain documents and other evidence to support both the Learning Plan and the Reflective Commentary. Teaching Methods Students will be supported in developing knowledge and skills within this unit by the models used and the ways in which elements such as the Learning Plan, the Reflective Commentary and formative assessment are structured.

Teaching and Learning Strategies

Faculty of Design

Definitive Document: 21 July 2006

Section 3

Lectures/Guest Lectures/Workshops 2-3 per term. Lectures and workshops will introduce underlying concepts, processes and models in areas such as learning styles, project/time management, communication skills and goal setting. Guest lectures may be used to help learners understand these concepts within a wider context where appropriate. Small Group Seminars/Workshops 2-3 per term. These will be used to encourage discussion and reflection on the learning/working experience and to ensure learners gain from shared experiences. Self-Directed Study The majority of learning for this unit is self-directed. Students will learn by doing within the framework of structured and supported review already described. Tutorials 2-3 per year.

Faculty of Design

Definitive Document: 21 July 2006

Section 3

Personal and Professional Development File – Indicative Contents The list below details the type of content expected to demonstrate the attainment of the unit learning outcomes. While the list below is neither exhaustive nor prescriptive, most Personal and Professional Development Files will contain examples of the work detailed below: • Assessable Elements • • Learning Plan o Personal and professional goals o Self analysis – strengths and weaknesses as a learner Reflective Commentary (750 – 1000 words or equivalent) o Significant milestones in learning and in meeting goals o Reasons for changes in direction or goals Evidence Base This may include, as appropriate: o Initial portfolio o Tutor/peer feedback o Responses to Project Briefs o Schedules/project plans/personal timetable o Evidence of independent study/engagement o Research notes

Formative Assessment There are normally formative assessment points during each term for students to receive feedback on their Personal and Professional Development File and progress. This will give students an indication of their existing performance in relation to the learning outcomes before submitting the File for summative assessment. Summative Assessment The Personal and Professional Development File is submitted for interim feedback and then as a final submission. The percentages of the final grade are weighted accordingly. Assessable Elements Percentage of Final Grade Personal and Professional 25% Development File (1st submission, normally start of term 2) Personal and Professional 75% nd Development File (2 submission, normally in term 3)

Faculty of Design

Definitive Document: 21 July 2006

Section 3

Achievement in this unit will be assessed on evidence, within the Personal and Professional Development File, of the level to which learners have demonstrated their ability to:

Assessment Criteria

Thoroughly review their own strengths and weaknesses (particularly as a learner) and relate these to relevant models, such as learning styles; (LO1) Develop and set out personal and professional goals, particularly in relation to learning, that are informed by the models covered within the unit; (LO2) Evidence their learning and personal and professional development by gathering relevant material and presenting this in an appropriate form. (LO3)

Students will be referred to relevant models, texts and discussions during and in support of other teaching. What follows is a more general guide: Marshall, L. (1998) A Guide to Learning Independently, Open University Press. Lakoff & Johnson. (1981) Metaphors We Live By, University of Chicago Press. http://www.support4learning.org.uk/education/lstyles.htm - links to many useful resources on learning styles, progress files, mind mapping etc. http://www.peterhoney.com/learning online questionnaire on learning styles. http://www.vark-learn.com/english/page.asp?p=questionnaire – additional model of learning styles.

Indicative Reading List

Faculty of Design

Definitive Document: 21 July 2006

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