1. IMPLEMENT A NEGOTIATED PROJECT AND DEMONSTRATE AN ADVANCED LEVEL OF RELEVANT RESEARCH TO SUPPORT YOUR PRACTISES.

2. IDENTIFY APPROPRIATE STRATEGIES TO CRITICALLY ASSESS AND DEVELOP YOUR PROJECT AND DEMONSTRATE AN ADVANCED UNDERSTANDING OF THE WORKING PRACTISES THAT UNDERPIN YOUR PROFESSIONAL DEVELOPMENT.

3. ARTICULATE AND PRESENT YOUR PROJECT IN A PROFESSIONAL PORTFOLIO.

4. REFLECT CRITICALLY UPON YOUR PROFESSIONAL PRACTICES.

The exact nature and content of the module will be identified by the student, with appropriate staff help, in the Learning Contract. It will usually take the form of analytical, preparatory, experimental and other practical work relating to their chosen area of practice, plus associated research that underpins the project.

Specific module Learning Outcomes will be taken from your own negotiated and approved Learning Contract.

[Learning Outcomes 1- 4]

This module provides the framework for the initiation of your overall project as outlined in your Learning Contract. It should be used to establish working processes that will inform your practice as you begin to test ideas relating to the project aims and objectives set by you in your Learning Contract. The module will also allow for the on-going revision of your project and Learning Contract.

You will execute a body of project work and undertake relevant research in order to develop your ideas and working practices. You will be supported by tutorials, with academic advisors and online material via Blackboard. Throughout the module, you will be required to present a reflective and critical evaluation of what you do in your project to your academic advisors. You are expected to produce a Project Portfolio to accompany your main practical project. This should document the development of your work by providing: an analysis of project planning and the specific practices you must undertake to achieve your aims; evidence of research and a critical evaluation of what you are doing. The portfolio should also provide evidence of how your project relates to the set aims and objectives of your overall programme of study and include an analysis of the relationship between what you learn during work-shop sessions and the development of your main project. The Project Portfolio can take various forms, including practical projects, written reports or verbal presentations, which are supported by evidence of appropriate research within the field of study.

This module provides the framework for the initiation of your overall project as outlined in your Learning Contract. It should be used to establish working processes that will inform your practice as you begin to test ideas relating to the project aims and objectives set by you in your Learning Contract.

Supervisory tutorials
Independent Study
Blackboard material

Students will have a recommended reading lists dependent on their subject specialism; however, generic texts include:

Bell, J (2018) Doing Your Research Project. McGraw-Hill Education
Booth, W., Colomb, C. & Williams, J. (2003), The Craft of Research 2nd Ed., University of Chicago Press
Boud, D, Cohen, R, Walker, D, (eds). (1993). Using Experience for Learning. Open University Press
Davies, M.M. and Mosdell, N. (2006), Practical Research Methods for Media and Cultural Studies, Edinburgh University Press
Heywood, J. (2000), Assessment in Higher Education, Jessica Kingsley
Kolb, D (1983). Experiential Learning. London: Prentrice Hall
Kolb, D. A. & Allen D. (1984), Experiential Learning: Experience as the source of learning and development, Prentice Hall
Megginson, D. (2008), Continuing Professional Development, Chartered Institute of Personnel & Development
Moon, J. (2006), Learning Journals: A Handbook for Academics, Students and Professional Development, Routledge.
Moon, J.A. & Moon, J. (2001), Reflections in Learning and Professional Development, Routledge
Robson, C (2011). Real World Research. Wiley
Schön, D. (1987), Educating the Reflective Practitioner, Jossey-Bass
Schön, D (1991). The Reflective Practitioner. Jossey Press.
Schön, D. (1995), ‘Knowing-in-Action: The New Scholarship Requires a New Epistemology’ In: Change, 27 (6), pp. 26–34.
Winstanle, C. (2009), Writing a Dissertation for Dummies, John Wiley & Sons

Negotiated access to equipment, studio spaces and workshop facilities and technical support as appropriate to the subject area.

University Library.
Blackboard