University teaching sessions
Tutorials
University library
Materials and links on BA Education (Lifelong Learning) Blackboard

The learning strategies will require participants to commit 300 learning hours of which 30 hours will consist of contact time. This time will be used to provide tutorials to support participants in connecting their work and assessment tasks for each module to their portfolio, documenting their day to day professional work in lifelong learning sector organisations. This will provide participants with an ability to draw on their learning from the four modules to inform their critical evaluation of own professional practice and its continual development.

A further 270 hours of independent study, linked to their day to day workplace activity, will require participants to take responsibility for relating the issues addressed in the four modules to their personal experience, for reading and thinking about the issues raised and relating all this to their own working context. This will form the basis of the portfolio.

Will comprise three components totalling an equivalence of 5000 words 1. A professional Practice Portfolio (PPP) which will comprise reflective commentaries and supporting evidence from each of modules one to three with an additional two reflective accounts drawn from critical incidents in own practice. It will include early research notes in terms of suggested areas of interest for investigation in module 5. weighted at 85% 2. A 15 minute presentation that will focus on learning from previous modules 1-3. Weighted at 15%. 3. A completed Professional Development Plan (PDP) that comprises an `action plan' for issues arising from studies and work place. Weighted at zero %.
Tests learning outcomes 1, 2 and 3.

ARMITAGE, A. BRYANT, R. DUNNILL, R. HAYES, D. HUDSON, A. KENT, J. LAWES, S. AND RENWICK, A, (2007) Teaching and Training in Post-compulsory Education, Buckingham, Open University Press
BLACK, P. HARRISON, C. LEE, C. MARSHALL, B. WILIAM, D. (2003) Assessment for Learning, Buckingham, Open University Press
BROOKFIELD, S (1995) Becoming a Critically Reflective Teacher, San Francisco, Jossey Bass
COHEN, L. MANION, L. AND MORRISON, K. (2004) A Guide to Teaching Practice, London, RoutledgeFalmer
HILLIER, Y. (2002) Reflective Teaching in Further and Adult Education London, Continuum

This module will provide participants with an increasingly acute and critical understanding of their own professional effectiveness in the following core activities for an education/training professional in the lifelong learning sector. It will link directly to modules 1-3 and will be used to inform module 5.

The PPP will require an update of the PDP and a reflective commentary of the main learning points from each of the module that relate both to personal and professional development. Each commentary will include consideration of possible action research questions that emerge from reflection and can be discussed at Tutorials. Early research notes will be included as supporting evidence in the PPP.