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M95
Award in Micro-placement in Industry

MQF Level: 7

ECTS Value: 10 ECTS

Duration: 6 weeks*

Self Study Hours: 30

Practice Hours: 180

Contact Hours: 15

Assessment Hours: 25

*The 6-week micro-placement generally takes place within the summer months though the Institute for Education will be holding initial planning sessions with course participants prior to its commencement

Course Description

Workplace learning offers the opportunity for experiential learning where learners learn through acquisition, participation and reflection. In particular, within communities of practice, individuals enrich their knowledge and learn essential skills and competencies within the context through collaboration, problem-solving, observation and critical thinking. The aim of this module is to provide educators with a real experience in the world of work with the objective of experiencing the importance, relevance and application of the subject they teach through having a placement outside of the school/classroom-based environments.

This module will focus on problem-based learning and inquiry-based learning. The placement will offer the opportunity for learners to apply a variety of competencies such as problem-solving skills and techniques that are essential in providing a holistic education. In addition, learners will also be exposed to inquiry-based learning methods so that they reflect on the workplace experience and propose recommendations for change in relation to their own practice as educators.

Entry Requirements

Applicants interested in following this programme are to be in possession of a Bachelor’s degree (MQF 6 with a minimum of 180 ECTS). 

Overall Objectives and Outcomes


By the end of this module, the learner will be able to:

Competences

a) Apply a problem-solving process at the place of work;
b) Analyse workplace-related factors in order to formulate recommendations for change leading to improvement of educational practice;
c) Identify and evaluate sources of information in relation to the contextual problem in the workplace setting;
d) Evaluate the effectiveness of own competencies through the application of inquiry-based techniques.

Knowledge 

a) Understand activity-based theory;
b) Identify and define a real work-based problem;
c) Evaluate sources of information needed to address the contextual problem;
d) Apply problem-solving techniques related to root cause analysis, formulation of solutions and monitoring of actions identified;
e) Assess the validity and effectiveness of solution/s proposed;
f) Critically evaluate factors that contribute (positively and negatively) to effective learning at the workplace.

Skills

a) Apply problem-solving techniques for a given workplace context;
b) Analyse the root cause of an identified problem at the place of work;
c) Propose valid and effective solutions related to the identified contextual problem.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.  

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Certification

Upon successful completion of this module, course participants will be conferred an accredited certification. 

Further Learning Opportunities and Career Progression

Upon successful completion, this certification may also be used to apply for Recognition of Prior Learning for accredited programmes. Teachers may use this certification in their application for accelerated programme.

Suggested Readings

Core Reading List
1. Amador, J.A., Miles, L., Peters, C.B. (2006). The Practice of Problem-Based Learning: A Guide to Implementing PBL in the College Classroom. US: Jossey-Bass.
2. Duch, B.J., Groh, S.E. and Allen, D.E. (2001) The Power of Problem-Based Learning. US: Stylus Publishing.
3. Flint, W.J. (2007) Problem-based learning: Welcome to the real world: A teaching model for adult learners. US: BookSurge Publishing.
4. Knight, P. and Yorke, M. (2003) Assessment, Learning and Employability. Open University Press, McGraw-Hill Education.
5. Kolb, David. (1984). Experiential Learning: Experience As The Source Of Learning And Development. Prentice Hall.

 

Supplementary Reading List

1. Cameron, J. (2012), Recognising workplace learning. Journal of workplace learning, 24(2), pp. 85 – 104.
2. Campbell, J. (2012). Inquiry-based learning case studies for Computing. Interactive Technology and Smart Education, Vol. 9(1), pp. 4 – 15.
3. Dobson, H.E. and Bland Tomkinson, C. (2012). Creating sustainable development change agents through problem-based learning: Designing appropriate student PBL projects. International Journal of Sustainability in Higher Education, 13(3), pp. 263-278.
4. Farrell, A.M. (1992). What Teachers Can Learn from Industry Internships. Association for Supervision and Curriculum Development, 49 (6), pp.38-41.
5. Fenwick, T. (2010). Workplace learning and adult education. European Journal for Research and Learning of Adults,1(1), pp 79 – 95.
6. Griffin, R. (2011). Seeing the wood for the trees: workplace learning evaluation. Journal of European Industrial Training, 35, (8), pp. 841 – 850.
7. Griffin, R. (2011). Workplace learning evaluation: a conceptual model and framework. Industrial and Commercial Training, 43, (3), pp. 172 – 178.
8. Laxman, K. (2013). Infusing inquiry-based learning skills in curriculum implementation. International Journal for lesson and Learning Studies, 2(1), pp. 41 – 55. San Tan, C.K. and Frank Ng, F. (2006). A problem-based learning approach to entrepreneurship. Education and Training, 48(6), pp. 416 – 428.
9. Yeo, R.K. (2007). Problem-based learning: a viable approach in leadership development?. Journal of Management Development, 26(9), pp. 874 – 894.

 

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