module specification

For students wishing to work within health, public health, Social care and community contexts, it is very important to understand and to be able to apply techniques of reflective learning and self awareness.  This module introduces the concepts of action and reflective learning, and through a combination of lectures, seminars and action learning sets exposes students to a range of techniques, and asks students to apply these to themselves, other modules, their personal aspirations, their work/volunteering experience, their organisations and future work in a community context. The collaborative learning will enable students to progress from being a passive to an active and reflective learner in control of own learning. They support others in making developmental decisions and choices, principally through work undertaken in Action Learning Sets. Specific attention is given to diversity and the development of inter-personal skills that support the learning process in a group context.

1. To introduce ‘action learning’ as a long term learning tool (A01)
2. To promote reflective learning  and reflective practice (A02)
3. To support individual empowerment and guided personal development through learning (A03)
4. To promote critical reflection (A04)
5. To enable students to plan their personal, academic and career development (A05)
6. To enable students to focus on target setting, self-evaluation, review and problem solving in a work context (A06)
7. To facilitate critical reflection on practical, work-related issues of working in health, public health and community settings.(A07)
8. To promote participation in and contribution to other students’ learning (A08)
9. To promote understanding of how ‘action learning’ can relate to community self and others’ empowerment (A09)

1. Reflective thinking and learning, self awareness and personal exploration
- as a concept;
- as a process linking education, work and personal development;
- as a tool for personal development and supporting autonomy in learning;
- as a means for individual empowerment
- as a guide for reflective writing;
- as a tool for to solving work based problems.

2. Collaborative learning and learning networks
- as a means to consider development as learners, workers, community and family members;
- as a means of supporting team work, partnership work and community empowerment;
- as a means of using group support as a resource for learning.

3. Personal and career development planning
- personal target setting, planning, measurement and review;
- goal setting, learning styles and the notion of self managed learning and action learning;
- career patterns and career development planning processes;
- mapping and matching personal skills, attributes, knowledge and experience with community sector work;
- exploring health, social work and community work standards;
- evaluating options and making informed choices.

4. Inter-personal skills development
- active listening
- non-judgmental questioning
- group process skills
- giving and receiving feedback
- using the appropriate level, style and means of communication
- understanding power dynamics
- working with diversity and difference
- supporting others in making decisions
- team working

The core emphasis of the module is on reflective learning. As expected on a Foundation degree, a key part of the learning will take place in the workplace and this experience will form the key focus of the three-hour weekly sessions facilitated by teaching staff. The teaching will include a variety of delivery styles based around small group and individual activities. Extensive use will be made of peer supported learning activities. Directed learning will be provided weekly as preparation for activities undertaken in class. E-learning will be actively encouraged.

Students will work in Action Learning Sets (small groups with a set facilitator) during the module. This serves to support the reflective process, to learn from action, to help the students to build strong supportive networks for themselves and provide a context within which to practice their interpersonal skills development. This form of group working will also help to prepare students to get more out of other seminars and lectures and less structured group learning environments. The module will directly enhance students’ analytical, self- assessment, active listening and problem solving skills.

On successful completion of this module, students will be able to:
1. Apply reflective learning to their work (L01 and L07)
2. Articulate their individual learning achievements derived from a variety of contexts. (L02)
3. Present and discuss work-related problems, construct personal development targets and action plans and consider ways of reviewing progress. (L03 and L05)
4. Support others in making decisions and choices (L04, L08 and L09).
5. Identify key inter-personal skills that support the learning development process.(L06)
6. Apply reflective and action learning techniques to the workplace and a community context. (L06)
7. Recognise achievements and change as a result of being involved in action learning (L04 and L07)
8. Reflect critically on practical, work related issues of working in health, social care and community settings, and to develop options to meet work-related challenges (L07 and L09)
 

The module will be assessed on 2 pieces of reflective writing and on the student’s performance in their Action Learning Set. first piece of reflective writing will enable the students to develop reflective skills and get into the habit of critical and reflective thinking and writing and will be submitted in week 14. Students’ performance in their Action Learning Sets will be based on active participation and engagement in the process of action learning sets and evidence of supporting other set members. The final piece of work (which will be submitted on week 30) will assess the students evaluation of their journey throughout the module, assess their ability to critically reflect on the skills learnt, how they will use the experience and learning in their future work and their ability to form informed long term goals to form a reflective portfolio. This final piece of work will encourage the further development of work-based plans and learning.

McGill, I. and Brockbank, A.  (2004) The action learning handbook : powerful techniques for education, professional development and training. London  and New York, RoutledgeFalmer. (E-Resource)
Pedler, M (2011). Action learning in practice. 4th ed. Farnham: Gower (E-Resource)
Redmond, B. (2006) Reflection in Action: Developing Reflective Practice in Health and Social Services. Aldershot (UK) and Burlington (USA): Ashgate
Revans, R (2011). ABC of action learning. Farnham: Gower. (E-Resource)
Schon D. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Weinstein, K. (1995). Action Learning, A Journey in Discovery & Development. Harper Collins.
Endorsement and Quality Standards Board for Community Development Learning. National Occupational Standards for Community Development Work.

Website:
BOND. (2004). Action Learning Sets. Available: http://www.bond.org.uk/data/files/als.pdf. Last accessed 15 April 2013.