Postgraduate Module Descriptor

EFPM918: Reflecting on Educational Practices

This module descriptor refers to the 2021/2 academic year.

Module Aims

To support and develop your skills as a critically reflective and professional observer
To provide experience as a means of supporting the development of knowledge and skills in practice
To critically explore and problematise the issues and challenges professionals face in real-life education settings
To enrich your existing experience of professional settings and your understanding of the places where education might take place
To develop your understanding of experiential learning and what it means to learn through reflection
To develop employment related skills which will prepare you for future work in the field

Intended Learning Outcomes (ILOs)
This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills	1. Gather relevant practical data and critically analyse it for purposes of reflection; 2. Demonstrate ethical professional practices; 3. Critically reflect on your experience and observations and develop a comprehensive and sophisticated argument about what you learnt in relation to theory and policy; 4. Demonstrate detailed knowledge and understanding of: key themes in education practice; areas of interest to you; and their enactment.
Discipline-Specific Skills	5. Construct organised, structured, critically reflective and analytic writing; 6. Critically engage with relevant sources of literature and current debates in education; 7. Reflect on and problematise theory, practice and/or policy with regards to experiences of educational practices.
Personal and Key Skills	8. Demonstrate independent learning, self-management and organisation; 9. Critically reflect on your experiences of educational practices and discuss the implications for future practice; 10. Demonstrate oral and written communication skills.

Module Content

Syllabus Plan

Whilst the module’s precise content may vary from year to year, and depending on your particular specialism focus, it is envisaged that the syllabus will cover some or all of the following key areas:

Models of reflection
Personal development planning
Learning from experience
The key principles of reflective practice
Values and professionalism in the workplace
Key themes in education practice
Ethics in the workplace
Linking theory to practice

Learning and Teaching

This table provides an overview of how your hours of study for this module are allocated:

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
30	240	30

...and this table provides a more detailed breakdown of the hours allocated to various study activities:

Category	Hours of study time	Description
Scheduled Learning and Teaching Activities	30	30 hours of seminar/workshop/lecture/tutorials sessions, including introductory lecture in term 1
Placement/study abroad	30	30 hours experience of educational practice
Guided Independent Study	100	Directed study (e.g. locating an opportunity to experience practice, preparatory module paperwork, keeping a critical reflective log, completing seminar tasks, seminar preparation)
Guided Independent Study	100	Preparing for assignments
Guided Independent Study	40	Independent reading

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

How this Module is Assessed

In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.

Formative Assessment

A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Preparatory module paperwork (e.g. CV; ethics forms)	1,000 words	1, 2, 5, 8-10	Written tutor feedback

Summative Assessment

A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.

Coursework	Written exams	Practical exams
70	0	30

...and this table provides further details on the summative assessments for this module.

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Individual presentation	30	10 minutes + 5 minutes questions (1,500 words)	1-2, 4, 6-8, 10	Written tutor feedback
Written assignment based on themes drawn from educational experiences of practice	70	5,000 words	1-3, 5-6, 8-10	Written tutor feedback

Re-assessment

Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Individual presentation	Submission of written script and slides for presentation (1,500 words)	1-2, 4, 6-8, 10	6 weeks
Written assignment based on themes drawn from educational experiences of practice	Written assignment based on themes drawn from placement (5,000 words)	1-3, 5-6, 8-10	6 weeks

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

Bassot, B. (2015) The Reflective Practice Guide. London: Routledge

Brookfield, S. (1994) ‘Tales from the dark side: a phenomenology of adult critical reflection’, International Journal of Lifelong Education, 13 (3) pp.203-216. doi: 10.1080/0260137940130303

Crebert*, G., Bates, M., Bell, B., Patrick, C.J. and Cragnolini, V., (2004). Developing generic skills at university, during work placement and in employment: graduates' perceptions. Higher Education Research & Development, 23 (2), pp.147-165.

*Kara, H. (2015). Creative research methods in the social sciences: A practical guide. Policy Press.

Kolb, D. (1984), ‘Experiential Learning: Experience as a Source of Learning and Development.’ PHI..

*Moon, J., (2006), Learning Journals: A Handbook for Reflective Practice and Professional Development, Routledge.

Owen, S.M. and Stupans, I., (2009). Experiential placements and scaffolding for reflection. Learning in Health and Social Care, 8 (4), pp.272-281.