module specification

This module consists of a short work placement of 25 full working days (or the part time equivalent of this).

The module enables students to undertake an appropriate short period of professional activity, related to their course at level 5 (Intermediate level), with a business or community organisation and to gain credit for their achievements. The activity can be a volunteering activity, employmentactivity,an activity within the Faculty of Computing Virtual Business Environment (VBE), placement  orbusiness start-up activity.
For the purpose of this module – the FOC VBE will be also be recognised as ‘the employer’.

It is expected that the student should work for 150 hours which should be recorded clearly in the learning log. The 150 hours can be completed in 25 working days in a FT mode, or spread over a semester in a PT mode.

Students should register with the module leader to be briefed on the module, undergo induction and planning and to have the learning outcomes approved, before they start thelearning activity. It is essential that students are made aware that both the “learning agreement” and “health and safety checklist” where is applicable need to be approved before starting the placement.

The module aims to provide students with the opportunity to:
• gain a useful experience of the working environment.
• undertake a real work-based project appropriate to their academic level 5.
• enhance and extend their learning experience by applying and building on their academic skills and abilities by tackling real life problems in the workplace.
• enhance professional and personal development.
• Develop and document employability related skills
 

There is no standard syllabus for the module and the learning outcomes will be developed in the subject-based context of the work placement. A “learning agreement” produced and approved before the learning activity begins, will specify the way in which the outcomes will be developed and how they will be evidenced.

For the FOC Virtual Business Environment, students will be working on real external client projects with agreed deliverables to the client and will be expected to work in teams that may be include students from other years of their degree. There will be specific emphasis placed on professional conduct, self-management, team-working and understanding of business and client requirements.

Suitability of work based learning opportunity – general guidelines

Suitable work based learning opportunities should offer students a range of learning opportunities appropriate at level 5 via professional work experience and/or professional training. It should provide learning opportunities for enhancing all their abilities and allow for the development of the learning outcomes and attributes to level 5. Vocational subjects may identify additional outcomes related directly to their specialism.
 

The module is supported by the Work Based Learning support team who undertakes pre- and post-placement induction and debriefing sessions and provides on-placement support though email, telephone contact, drop-in sessions and individual appointments.

1. Induction
Induction sessions introduce students to the requirements and demands of Work Based Learning, assists them in the diagnosis of their abilities, helps them make decisions about suitable work areas, and ensures they produce an appropriate CV for placement applications.
In the case of the FOC Virtual Business Environment (VBE)– opportunities within the VBE will be advertised on a student portal inviting applications and CV’s. Candidates will go through an interview process that will seek to develop interview skills through responsive feedback and recommendations. This is to encourage an appreciation of employability requirements sought by business and industry.

2. The approval of the Work Based Learning
Each Work Based Learning case will be evaluated by the module team. When a Work Based Learning opportunity is gained and an on-site employer supervisor or supervisor (where there is no employer involved) is identified before the start of the placement, the student needs to email the module team the “Learning agreement” form and relevant “health and safety checklist” where is appropriate. Both forms need to be approved by the supervision team before starting the placement.

The Work Based Learning agreement form will identify and specify the
• task(s) involved in the placement;
• skills, abilities an attributes to be developed and demonstrated, together with the associated assessment criteria;
• learning opportunities for the development of the expected outcomes;
• evidence required to demonstrate attainment of the outcomes.

3. The Work Based Learning
During the placement, students need to keep a learning log, keep a record of the activities carried out in the placement, reflect on it and reference them to the agreed learning outcomes in the placement learning agreement.

Where is possible, the academic placement supervisor will visit the student once at the work place during the placement. This is to get feedback from the employer or supervisor (where there is no employer involved) on the performance of the student. It is also an opportunity for students to ask feedback from the academic placement supervisor.
In the case of the FOC VBE – students (and their project teams) will be supervised by an academic with support and feedback from a selected FOC VBE management team.

4. Formal feedback and Work Based Learning Portfolio
The employer or supervisor (where there is no employer involved) will produce an end-of-placement feedback to evaluate the knowledge and skills demonstrated by the student.

The student needs to submit a Work Based Learning portfolio at the end of the placement. These enable the student to summarize the placement experience, reflect on their learning and the experiences gained from the placement and to develop action learning plans for the future.
 

On completion of the module the student should be able to:

The assessment on this module is 100% coursework and double marked in accordance with the requirements of the relevant accrediting body and the university guidelines.

Learning Portfolio: The portfolio to enable the student to record and reflect on their personal and professional development, helping them to become more self-aware and to develop their PDP and employability. Some employers may provide a means of personal record keeping.It is also intended to develop the student's knowledge of the particular area of work - to broaden her/his perspective by reference to the appropriate literature, and to enhance understanding within the wider industrial setting. The format and emphasis of each report, which may vary between different placements, is drawn up in consultation with the Academic Tutor who also gives guidance on its content. Assessment, by the Academic Tutor with the Industrial Supervisor, is based on the report's organisation, presentation, clarity and technical content and will stress analytic and reflective skills. [LO1][LO2][LO3][LO4][LO5]

Assessment can be both formative and summative:

The formative process includes the regular maintenance of a structured learning log. This allows the student to plan and monitor their progress, to reflect on and learn from their experience, and to improve their performance during the placement. Formative assessment also includes the regular employer comments and observations during the placement period.

The summative process includes performance evidence obtained throughout placement (from the learning log) and is not just a snapshot at one point in time e.g. on completion of the project/task(s). The employer will provide an end-of-placement feedback on the student’s performance and attendance.
In the case of the FOC VBE – the business client will provide a formal feedack on the individual (or team) performance, measuring understanding of project specifications / communication and presentation of project deliverables (or agreed iterative stages of deliverable) / time-management / project presentation and documentation.

Durrant A., Rhodes G., Young D., (2011), Getting Started with University-level Work Based Learning, 2nd edition, Libri Publishing, ISBN-10: 1907471219

Ruth Helyer R., (2010), The Work-Based Learning Student Handbook (Palgrave Study Skills), Palgrave Macmillan, ISBN-10: 0230229565

Fanthome C., (2004), Work Placements: A Survival Guide for Students (Palgrave Study Guides), Palgrave Macmillan, ISBN-10: 1403934347

Other resources appropriate to the placement and determined by the Employer Supervisor and Subject Tutor.