FC6051 - Work Related Learning for Games and Animation (2023/24)
|Module approved to run in 2023/24
|Work Related Learning for Games and Animation
|Credit rating for module
|School of Computing and Digital Media
|Total study hours
|Running in 2023/24(Please note that module timeslots are subject to change)
The module enables students to undertake an appropriate short period of professional activity, related to their course at level 6, with a business or community organisation and to gain credit for their achievements. The activity can be a professional training, a volunteering activity, employment activity, an activity within the School of Computing and Digital Media, a placement or business start-up activity.
It is expected student should work for 150 hours which should be recorded clearly in the portfolio. 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 Work Based Learning planning and to have the Work Based Learning approved, before they take up the opportunity. It is essential that students are made aware that both the “Work Based Learning agreement” and relevant “health and safety checklist” where applicable need to be approved before starting the learning activity.
The module aims to provide students with the opportunity to:
• gain a useful experience of the working environment and the career opportunities available on graduation.
• undertake a work-based project appropriate to their academic level.
• 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.
There is no standard syllabus for the module, the learning outcomes will be developed in the subject-based context of the Work Based Learning.
A “Learning agreement” produced and approved before the work begins, will specify the way in which the outcomes will be developed and how they will be evidenced.
Suitable Work Based Learning should offer students a range of learning opportunities at level 6, career aspirations and should be, wherever possible, related to their subject specialism. The Work Based Learning should enable the student to build on previous experiences and learning gained within their academic course and elsewhere. It should provide learning opportunities for enhancing all their abilities and allow for the development of the learning outcomes and attributes to level 6. Vocational subjects may identify additional outcomes related directly to their specialism.
LO1 - 6
Balance of independent study and scheduled teaching activity
The module is supported by the module team who undertakes induction and debriefing sessions and provides learning support though email, telephone contact, drop-in sessions and individual appointments. The student is assessed by the module team.
Induction sessions introduce students to the requirements and demands of Work Based Learning module, assists them in the diagnosis of their abilities, helps them make decisions about suitable work areas, and ensures they produce an appropriate CV for Work Based Learning applications.
2. The approval of the Work Based Learning
When a work based learning opportunity is gained and an on-site supervisor, client or supervisor is identified before the start of the work, the students need to email the module leader the “Learning agreement” form and relevant “health and safety checklist” if applicable. Both forms need to be approved by the module team before the learning activity starts. Each student will be assigned an academic supervisor who will look after the student throughout the process.
The learning agreement form will identify and specify the
• task(s) involved in the working activity;
• skills, abilities and 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 learning process, students need to keep a record of the activities carried out at work (in a spreadsheet), reflect on them and reference them to the agreed learning outcomes in the learning agreement.
4. Academic responsibility
The module team will obtain feedback from the employer/client/supervisor on the performance of the student.
5. Formal feedback, portfolio and Presentation
The employer/client/supervisor will produce a feedback to evaluate the knowledge and skills demonstrated by the student.
The student needs to submit a work based learning portfolio and give a presentation at the end. These enable the student to summarize the work experience, reflect on their learning and the experiences gained from the placement and to develop action learning plans for the future.
LO1: demonstrate s/he can operate effectively as an independent learner in a supervised work environment, including the selection and application of appropriate methods and procedures to required tasks.
LO2: communicate appropriately with colleagues and superiors.
LO3: describe and evaluate the structure, major activities and responsibilities of the organisation, and show an understanding of commercial and economic issues within the context.
LO4: demonstrate his/her analytical and advanced problem solving skills related to the subject.
LO5: evaluate critically her/his performance and abilities and plan for their improvement.
LO6: prove an understanding of social and professional aspects in the work related activities.
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 with evidence: The portfolio (3000 words) include evidence of the learning activities, such as a PDP, professional training attended, certificates obtained, a record of student’s work related activities in a spreadsheet, the reflection on their personal and professional development during the learning that help them to become more self-aware and to improve their performance.
Assessment, by the module team, is based on the portfolio’s organisation, presentation, clarity and technical content and will stress analytic and reflective skills. [LO1][LO2][LO3][LO4][LO5][LO6]
Presentation: Each student will be required to give a short presentation after completion of the learning period. This allows the student to describe how they obtained the work, the structure of the organisation, commercial and economic issues of the development, use and maintenance of the organisation’s information system, aspects of the work they carried out during the year, their aspirations and achievements, and to reflect on their experience. The details of the presentation will be informed to the student by the module leader and the respective academic supervisory team.
[LO3], [LO4], [LO5][LO6]
Assessment can be both formative and summative:
The formative process includes the regular maintenance of a spreadsheet. This allows the student to time-manage, to reflect on and learn from their experience, and to improve their performance during the learning activity. Formative assessment also includes the regular employer/client/supervisor comments and observations during the period.
The summative process includes performance evidence obtained throughout learning and is not just a snapshot at one point in time e.g. on completion of the project/task(s). The employer/client/supervisor will provide a feedback on the student’s performance and attendance.
In the case of volunteering activities - volunteering and their specific learning outcomes need to be agreed by the module team in advance. Each student will be allocated an academic supervisor. Students need to submit a learning portfolio with evidence. The portfolio needs to demonstrate volunteering activities carried out, how the agreed learning outcomes have been met by these activities, the quality of the achievements, quality of the reflection on the activities, problem solving skills and analytic skills demonstrated in the portfolio.
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
Websites: University Careers Portal
Other resources appropriate to the placement and determined by the Employer, Supervisor and Subject Tutor.