Employability Based Learning 1
Run by School of Computer Science and Electronic Engineering
20 Credits or 10 ECTS Credits
Semester 1 & 2
Overall aims and purpose
This module aims to enable learners to carry out a number of employment related tasks, negotiated jointly with employers/industry representatives and Grŵp-based staff.
Indicative content includes:
● Workplace practices in the Computing industry
● Application of group theory: forming effective groups, managing group work, a review of group management theories such as Belbin and Tuckman
● How theory works in practice.
● Use of new ideas as transformational tools that leads to new levels of awareness, through reflection.
● Making sense of the practical relevance of knowledge, skills, concepts and theories.
● Relevance and context of knowledge, skills, concepts and theories.
● Development of insight and understanding, through analysis.
● Recruitment and applying for a job in the IT industry: different types of CV; adapting the CV; applying for a job; interview skills.
● Writing reflectively: development of reflection skills; methods for writing reflectively.
Equivalent to the range 60%-69%. Is able to analyse a task or problem to decide which aspects of theory and knowledge to apply. Solutions are of a workable quality, demonstrating understanding of underlying principles. Major themes can be linked appropriately but may not be able to extend this to individual aspects. Outputs are readily understood, with an appropriate structure but may lack sophistication.
Equivalent to the range 70%+. Assemble critically evaluated, relevent areas of knowledge and theory to constuct professional-level solutions to tasks and questions presented. Is able to cross-link themes and aspects to draw considered conclusions. Presents outputs in a cohesive, accurate, and efficient manner.
Equivalent to 40%. Uses key areas of theory or knowledge to meet the Learning Outcomes of the module. Is able to formulate an appropriate solution to accurately solve tasks and questions. Can identify individual aspects, but lacks an awareness of links between them and the wider contexts. Outputs can be understood, but lack structure and/or coherence.
Apply communication skills effectively to take advantage of new opportunities at work.
Explain the contribution made by others in a work-based context, recognising interrelationships that enable common goals to be achieved.
Demonstrate enhanced insight and understanding, through analytical comment, based upon specific examples.
Summarise the enhanced contribution made in work-based contexts as a result of applying new knowledge and skills appropriately.
Apply knowledge, skills, concepts and theories gained at Level 4 into work-based contexts and explain how they operate in practice.
Produce an individual reflective report which summarises new knowledge and skills gained during Level 4 and how they have contributed to enhanced performance in work based contexts. The analysis must be supported by specific examples and is likely to include comparison of projects carried out early in Level 4 with later projects in order to identify progress. The explanation should be supported by research into accepted theories of group formation and group working.
|LOGBOOK OR PORTFOLIO||Project Possibilities Portfolio||
A portfolio to Identify potential workplace group projects in agreement with the assessor and employer that will provide the starting point for the group project portfolio. The evidence can include as example: communication records, appraisal/manager review, activity log, minutes of meetings and expert witness statements. The portfolio will also need to include an outline of any identified opportunities with a final choice and justification on how they will enhance knowledge and competence in the workplace.
|LOGBOOK OR PORTFOLIO||Evidence Portfolio||
Compile a portfolio of evidence that demonstrates application of knowledge, skills, concepts and theories in context of a work based project involving the student to achieve a specific goal. The group project will be completed for the student’s employer and agreed in advance between the student, employer and assessor. The evidence can include as example: communication records, appraisal/manager review, activity log, assessor observation, expert witness statement and an examination of work products where appropriate.
Appropriate supporting documentation will be included to describe how the group has achieved the objective and worked together for the duration of the project. Research will be evidenced using the Harvard Referencing system.
Teaching and Learning Strategy
60 of the 200 notional learning hours undertaken in the workplace - theory.
Relevant theoretical material is delivered using a blend of online material via Moodle, tutor visits to the workplace and employer input/support.
140 of the 200 notional learning hours undertaken in the workplace - 140 hours tutor/employer-directed student learning.
Assignments for this module aim to link theory to real employment situations and to encourage reflective practice
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
Subject specific skills
- Knowledge and understanding of facts, concepts, principles & theories
- Use of such knowledge in modelling and design
- Problem solving strategies
- Analyse if/how a system meets current and future requirements
- Deploy theory in design, implementation and evaluation of systems
- Recognise legal, social, ethical & professional issues
- Knowledge and understanding of commercial and economic issues
- Knowledge of management techniques to achieve objectives
- Knowledge of information security issues
- Specify, design or construct computer-based systems
- Evaluate systems in terms of quality and trade-offs
- Recognise risk/safety for safe operation of computing equipment
- Deploy tools effectively
- Work as a member of a development team
- Development of general transferable skills
- Deploy systems to meet business goals
- Methods, techniques and tools for information modelling, management and security
- Knowledge of systems architecture
- Specify, deploy, verify and maintain information systems
- Defining problems, managing design process and evaluating outcomes
- System Design
- Knowledge and/or understanding of appropriate scientific and engineering principles
- Knowledge and understanding of mathematical principles
- Knowledge and understanding of computational modelling
- Specify, deploy, verify and maintain computer-based systems
- Principles of appropriate supporting engineering and scientific disciplines
Bolton, G., 2014. Reflective Practice: Writing and Professional Development . SAGE Publications Ltd
Johnson, D. and Johnson, F., 2012. Joining together: Group Theory and Group Skills . Pearson
Napier, R. and Gershenfeld, M., 2004. Groups: Theory and Experience . Routledge.
Schon, D.A. and Argyris, C., 1992. Theory in Practice: Increasing Professional Effectiveness . Jossey-Bass.
Cottrell, S., 2008. The Study Skills Handbook. 3 rd ed. Palgrave Macmillan.
Courses including this module
Compulsory in courses:
- H300: BSc Applied Software Engineering (Degree Apprenticeship) year 1 (BSC/ASE)