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Ultraversity

Over the life-time of the Ultraversity project a number of peer reviewed research papers, news articles and validation documents were produced and a selection of those are presented below.

Ultraversity Pathway Validation Document

The Negotiated Award Pathway (Ultralab & UCANA), Special Approval for a Cohort Path for BA Hons Learning, Technology and Research, Web Delivery at Chelmsford Campus Including Validation of New modules to be Delivered Online (April 2003).

Ultraversity Pathway Validation Document - Read More…

Personalised Learning and the Ultraversity Experience

Powell, Stephen, Ian Tindal, and Richard Millwood. 2008. “Personalized Learning and the Ultraversity Experience.” Interactive Learning Environments 16 (1) (April): 63–81.

Personalised Learning and the Ultraversity Experience - Read More…

Undergraduate student researchers, the Ultraversity model for work based learning

Tindal, Ian, Stephen Powell, and Richard Millwood. 2007. “Undergraduate Student Researchers – the Ultraversity Model for Work Based Learning.” In Proceedings of the 2nd TENCompetence Open Workshop – Service Oriented Approaches and Lifelong Competence Development Infrastructures, 157–166. Bolton: Institute for Educational Cybernetics.

Undergraduate student researchers, the Ultraversity model for work based learning - Read More…

Undergraduate Student as Action-Researcher: Work-focussed Learning

Powell, Stephen, Richard Millwood, and Ian Tindal. 2009. “Undergraduate Student As Action-Researcher: Work-focussed Learning.” In Higher Education – Skills in the Workplace Delivering Employer-led Higher Level Work-based Learning, 113–123. York: University Vocational Awards Council.

Undergraduate Student as Action-Researcher: Work-focussed Learning - Read More…

Ultraversity validated modules

Action Inquiry (30 credits at level HE5)
This module brings together developing research skills and an increasing understanding of theory in an action inquiry. It seeks to build upon Year One by again offering the opportunity to select and negotiate an appropriate task. In choosing a topic you may wish to further develop existing research from the previous modules or begin new cycles
Exhibition Preparation (30 credits at level HE6)
During this module researchers will consider the implications of the research methodology they will be using including the ethical considerations. They will be involved in research leading to a small-scale pilot exhibition in preparation for the main exhibition. They will be considering audience, media and communication strategies in order to have the maximum impact on the identified audience.
Exhibition Validation and Defence (30 credits at level HE6)
The defence will be to a peer and academic audience and will be made after the exhibition process and will focus on the reaction it generated. The defence is in the form of an exploration of the approach used and some of the key ideas that have been developed. In addition, key questions posed by the examiners will be answered. The defence should be disseminated using appropriate media.
Implement Action Inquiry and Exhibition (30 credits level HE6)
During this module researchers will carry out their research plans and hold a full-scale exhibition of the findings. They will also gather evidence of the impact of the research. This module will provide the opportunity to present key research findings and begin to assess the impact of this on the workplace and colleagues.
Introduction to Online Communication & Technology (30 credits at level HE 4)
This module aims to enable the student, to understand how to use the online learning community environment. You will learn how to confidently participate in online conversations with your learning facilitator and peer group. You will gain a basic understanding of how people interact in an online community to support each other’s learning.
Investigating the Work Setting (30 credits at level HE4)
This module will introduce you to workplace learning. You will deepen your understanding of your role in the workplace looking at it from a range of perspectives. This activity will act as a foundation for the research work you will undertake during the degree introducing you to.
Reflection in the Work Setting 1 (30 credits at level HE4)
This module introduces the concept of systematic and critical reflection. You will explore your role in your work place by reflecting on specific critical instances that provide an opportunity for learning - what, when, and why you do things and how you this affects you and those around you.
Learning in the Work Setting (30 credits at level HE5)
This module aims to enable the student to develop an understanding of learning in the context of the organisation as a learning body moving forward in an ever-changing world. You will consider the way your Personal Development Plan and personal learning integrates/links with the learning of your workplace organisation
Reflection in the Work Setting 2 (30 credits level HE5)
This module is built on the skills and knowledge you developed in Reflection in the Work Setting 1, where you identified critical incidents and used a model of reflection to begin to make sense of what you observed. This module uses the contexts of workplace technology and learning to further explore this idea at a higher level, by focusing on the concept of 'Double Loop' learning.
Review and Planning (30 credits at level HE6)
During this module researchers will plan out the work for the four modules of their level 3, year 3 work. This will involve reviewing changes in the work role and what has been learned from the degree course to date.
Understanding Action Inquiry (30 credits level HE4)
Action Inquiry is a process by which you can better understand your workplace by observing, developing and carrying out an action plan to effect change and improvement. It is a process that values qualitative rather than quantitative data and where the emphasis is on listening to and researching with colleagues. Action enquiry is particularly valuable for those seeking to improve their working practice. It will develop valuable workplace skills in ICT, communication, presentation, reflection and analysis.

Rubric

Level HE4 assessment criteria

CriteriaExcellentVery GoodGoodPassFail

Understand the task

and meet the

learning objectives.

Negotiates tasks

set, identifies and

meets own learning

objectives.

Completes the tasks

set and meets all of

the learning

objectives.

Understands most

of tasks set and

meets most of the

learning objectives.

With support,

addresses most of

the tasks set. Meets

the learning

outcomes in a

limited way.

Barely or fails to

address the tasks or

meet the learning

outcomes.

Ability to express

ideas and provide a

coherent and

structured

discussion.

Demonstrates

understanding of a

variety of emerging

ideas. Synthesises

ideas to provide

clear and logical

explanation in

discussions.

Presents ideas in a

clear and concise

manner and shows

some evidence of

synthesis and

explanation of ideas

in discussions.

Presents ideas

clearly, but without

synthesis.

Discusses ideas but

does not develop

them.

Presents ideas in a

partial and

fragmentary way.

Discusses ideas in a

limited way.

Does not

distinguish between

facts and

opinions/ideas.

Shows little

coherence in

discussions.

Understand the

theoretical

background of

chosen area of

study.

Synthesises a range

of literature.

Describes how use

of theory could

improve practice.

Begins to connect

theory and practice.

Shows good

understanding of

individual

theories/ideas/

models from the

literature.

Accesses the

literature but shows

limited

understanding of

theory.

Has difficulty

accessing the

literature. Shows

little or no

understanding of

theory.

Demonstrate the

development of

analytical skills.

Demonstrates

thorough analysis

of issues

independently.

Demonstrates

analytical skills

independently.

Demonstrates some

analytical skills in

less structured

activities with

reduced questioning

from learning

facilitators.

Demonstrates some

analytical skills in

highly structured

activities and with

questioning from

learning facilitator.

Able to classify.

Little evidence of

analytical skills

demonstrated.

Little

demonstration of

ability to classify.

Assess their

individual strengths

and weaknesses.

Identifies their own

strengths and

weaknesses

independently.

Identifies their own

strengths and

weaknesses with

limited support.

Demonstrates some

understanding of

own strengths and

weaknesses, with

learning facilitator

support.

Has an awareness

of own strengths

and weaknesses.

Shows limited

awareness that

individuals possess

both strengths and

weaknesses.

Demonstrates

understanding of

use of technology

and a range of

media.

Identifies

appropriate use of

technology/media

appropriate for the

message and

audience.

Begins to

demonstrate

appropriate choice

of

technology/media

for a specific

message and

audience.

Independently uses

appropriate

technology and

other resources.

Uses a range of

media.

Identifies use of

appropriate

technologies with

support from

learning facilitator.

Uses two media.

Is not selective in

use of technology

and other resources.

Uses one media.

Communication

with others.

Communicates

effectively giving

relevant

information in a

clear and concise

manner.

Independently

offers support to

others engaging in

extended

conversations.

Offers support to

others and begins to

engage in

conversation

around issues.

Gives information

clearly and

appropriately.

Provides some

support for others

when specifically

requested.

Gives information

given

indiscriminately

Supports others

infrequently.

Communicates in

an unclear way

takes support from,

but rarely offers

support to, others.

 

Level HE5 assessment criteria

CriteriaExcellentVery goodGoodPassFail

Select and negotiate

appropriate tasks.

Meet learning

objectives.

Negotiates tasks,

devises own tasks,

identifies and meets

own learning

objectives.

Develops aspects of

the tasks set

following

negotiation meets

all of the learning

objectives.

Understands all of

the tasks set and

meets most of the

learning outcomes.

Limited negotiation.

With support,

addresses most of

the tasks set.

Meets the learning

outcomes in a

limited way.

Barely or fails to

address the tasks or

meet the learning

outcomes.

Ability to take

responsibility for

their own learning.

Takes full

responsibility for

their own learning

following

negotiation.

Takes responsibility

for their own

learning, with some

direction.

Takes limited

responsibility for

own learning if

supported by

learning facilitator.

Infrequently takes

responsibility for

own learning.

depends on others

for support and

direction.

Learning is directed

by others.

Ability to relate

theory to practice.

Demonstrates the

ability to relate

theory and practice

and show the

relationship

between the two.

Increasingly

demonstrates a

critical approach to

literature.

Understands there

is a relationship

between theory and

practice.

Demonstrate

relationship in a

limited way.

Connects theory

and practice in a

limited way.

Uncritical

acceptance of

literature unless

supported by

learning facilitator.

Connects theory

and practice with

support from

learning facilitator.

Uncritical

acceptance of the

literature.

Does not connect

theory and practice.

Sees literature as

descriptive.

Evidence of

developing

analytical skills.

Analyses a range of

information

independently;

compares and

contrasts ideas.

Analyses a range of

information with

minimum guidance

begins to compare

and contrast ideas

independently.

Develops analytical

framework with

limited learning

facilitator support.

Can compare and

contrast ideas if

framework is

provided.

Develops analytical

framework in a

limited way and

only with learning

facilitator support.

Does not compare

and contrast ideas.

No analytical skills

yet evident.

Reflect on

individual strengths

and weaknesses.

Reflects critically

on own strengths

and weaknesses and

understands how

these impact on

others.

Understands own

strengths and

weaknesses and

how these might

relate to working

with others.

With learning

facilitator support,

develops techniques

to overcome

weaknesses and

build on strengths.

Begins to develop

strategies to

develop/overcome

these, with learning

facilitator support.

Shows limited

awareness of how

to develop

individual strengths

and build on

weaknesses.

Using appropriate

techniques to

communicate.

Communicates

effectively using

language

appropriate to

context.

Regularly offers

considered support

to others.

Uses appropriate

language to

communicate with

peers and learning

facilitators.

Occasionally offers

support.

Generally uses

appropriate formats

in communication

with peers and

learning facilitators.

Rarely offers

support.

Communicates with

peers with and

learning facilitators

with limited use of

appropriate

techniques.

Requests rather

than offers support.

Shows limited

effective

communication

with peers and

learning facilitators.

 

Level HE6 assessment criteria

CriteriaExcellentVery goodGoodPassFail

Meeting the

learning objectives.

Develops own

learning objectives

and meets them,

offering substantial

supporting evidence

which is relevant

and focused.

Meets all of the

learning objectives

offering relevant

and convincing

supporting

evidence.

Understands the

learning outcomes

and offers good

supportive evidence

offering the

potential for further

development.

Meets the learning

outcomes with

supportive evidence

of a satisfactory

nature.

Barely or fails to

meet the learning

objectives.

Evidence of

problem solving

skills.

Demonstrates and

evidences a full

range of problem

solving skills. High

order thinking skills

are evident.

Demonstrates and

evidences some

problem solving

skills.

Demonstrates

sound thinking

skills.

Demonstrates some

problem solving

skills. Thinking

skills are often

more descriptive

than analytical.

Demonstrates

limited problem

solving skills.

Does not evidence

problem solving

skills. Full

understanding is

not demonstrated.

Understanding of

appropriate theory

and its relationship

to practice.

relationship

to practice.

Demonstrates

excellent critical

awareness in

relating theoretical

and practical

components of their

work context

Demonstrates wide

knowledge the of

literature.

Demonstrates good

critical awareness

in relating

theoretical and

practical

components of their

work context.

Demonstrates good

knowledge of the

literature.

Demonstrates some

critical awareness

in relating

theoretical and

practical

components of their

work context

Demonstrates some

knowledge of the

literature.

Demonstrates

limited critical

awareness and does

not always relate

theoretical and

practical

components of their

work context.

Demonstrates

limited knowledge

of the literature.

Demonstrates no

critical awareness

and finds it hard to

relate theoretical

and practical

components of their

work context

Demonstrates little

knowledge of the

literature.

Analyses and

evaluates working

in a critically

constructive and

reflective manner.

Demonstrates

critical

construction, and

profound reflection.

Frequently

challenges positions

and usually shows

deep reflective

skills.

Sometimes

challenges

positions, and

sometimes shows

deep reflective

skills.

Understands that

there are a range of

positions and

demonstrates

shallow reflective

skills.

Rarely modifies

position and shows

limited and poor

reflection.

Evidence of

innovation within

tasks.

Presents new ideas

within tasks and

offers them for

criticism and

reflection.

Demonstrates new

understanding.

Presents some new

ideas with clear

explanation linked

to tasks.

Understands all

tasks set. Offers

few new ideas or

insights.

Understands most

tasks set.

Presents ideas are

presented in a

systematic way

with little new

insight offered.

Fails to engage in

tasks or offer new

insights or

understandings.

Consideration of

audiences needs

and can deliver in

an articulate and

effective manner

with peers and

stakeholders using

appropriate media.

Engages in and

leads discussions.

Offers ideas for

discussion and

critical debate. Uses

a wide range of

media in an

effective way to

communicate to a

variety of

audiences.

Develops ideas

through discussion

and offers ideas for

debate. Uses a

range of media to

clearly

communicate with

a range of

audiences.

Engages in

discussion but

offers few ideas.

Uses different

media to

communicate with

a limited audience.

Engages in

discussion to a

limited extent and

communication is

information seeking

or giving. Uses

predominantly one

media to

communicate with

a restricted

audience.

Fails to engage in

discussion. Does

not use a variety of,

or appropriate

media and fails to

communicate with

a variety of

audiences.

Autonomous and

self managed

learning.

Demonstrates

independent

thinking and works

in a self-managed

way.

Develops

independent

thinking and

sometimes works in

a self-managed

way.

Shows limited

autonomy and

works within

defined guidelines.

Rarely works in a

self managed way.

Manages their own

work and builds on

the ideas of others,

with some initial

support.

Needs strong

support and relies

heavily on the ideas

of others.