SML3004 : Year Abroad ePortfolio (YAeP)
- Offered for Year: 2019/20
- Module Leader(s): Dr Damien Hall
- Owning School: Modern Languages
- Teaching Location: Off Campus
|Semester 1 Credit Value:||50|
|Semester 2 Credit Value:||50|
A 'learning experience' is not just restricted to academic situations like a degree scheme, but can include any situation in which students may be involved during the Year Abroad. The problems confronted in registering at university abroad, teaching in a classroom for the first time, or adapting to work in an office environment can all be regarded as learning experiences. Employers are very interested in people who can manage their own learning and use their experiences to improve what they do in this way.
Outline Of Syllabus
Students are expected to reflect on the ways in which they are learning the language and adapting to the culture of their country of residence abroad and how they are developing skills from the University’s Graduate Skills Framework over the course of their Year Abroad, using the ePortfolio as a tool to carry out this reflection and as a platform of exchange with their Personal Tutor.
|Placement/Study Abroad||Study Abroad||1||1000:00||1000:00||N/A|
Teaching Rationale And Relationship
This module encourages students on their year abroad to focus on their learning and personal development. Through independent learing they become used to reflecting in a systematic and sustained manner on goals, processes and achievements
The format of resits will be determined by the Board of Examiners
|Reflective log||2||M||100||3000 words. Pass/Fail basis only|
Assessment Rationale And Relationship
This module is assessed on a pass/fail basis only.
Three reflective practice records (tutor blog posts) to be completed on the ePortfolio blog in November, March and May, at which time the assessment of successful completion of the module is made.
Feedback is provided by the students’ personal tutor via the ePortfolio after each reflective record submission.
One debriefing session is offered following the students’ return from their year abroad.
The assessment is not designed to elicit right or wrong answers, or to rank the students. It is designed to encourage students to reflect on their own progress, set their own goals and focus on the development in their linguistic and personal skills. Tutor input during the year is intended to give some feedback on progress. The final debriefing session is intended to ensure that students have taken the exercise seriously and have reflected adequately on their achievements.
Tutor Post 1 asks students to describe how they have settled into their
country of residence, assess their language progress and determine
learning goals for the next three months.
Tutor Post 2 asks students to evaluate how they have developed since TP1
(on a personal, professional and academic level), consider the successes
they have achieved, evaluate their language progress and determine new
goals for the next two months.
Tutor Post 3 asks students to reflect on their year abroad as a whole and
assess the goals they have achieved (on a personal, linguistic,
professional and academic level).
‘All three Tutor Posts require students to reflect on the development of skills from the University’s Graduate Skills Framework’.