Ultraversity
Ultraversity Pathway Validation Document
Ultraversity (BA. Learing, Techology and Reserach pathway) academic rationalle.pdf
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Personalised Learning and the Ultraversity Experience
- 21. 08 Mar Personalised leraning and the Ultraversity experience.pdf
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Undergraduate student researchers, the Ultraversity model for work based learning
- 17. 07 Nov Undergraduate student researchers, the Ultraversity model for work based learning.pdf
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Undergraduate Student as Action-Researcher: Work-focussed Learning
- 23. 08 Dec UNDERGRADUATE STUDENT AS ACTION-RESEARCHER, WORK-FOCUSED LEARNING.pdf
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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
Criteria | Excellent | Very Good | Good | Pass | Fail |
---|---|---|---|---|---|
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
Criteria | Excellent | Very good | Good | Pass | Fail |
---|---|---|---|---|---|
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
Criteria | Excellent | Very good | Good | Pass | Fail |
---|---|---|---|---|---|
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. |