Module Code: H6MLV
Long Title Making Learning Visible
Title Making Learning Visible
Module Level: LEVEL 6
EQF Level: 5
EHEA Level: Short Cycle
Credits: 5
Module Coordinator: Michael Goldrick
Module Author: Jane Liu
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 • Describe different types of learning stories
LO2 • Demonstrate knowledge of the theoretical background of Narrative and Transformative Learning
LO3 • Demonstrate an awareness of the patterns and meaning in stories which affect their own learning
LO4 • Create their own learning story as a way of supporting their own learning and development
LO5 • Show an appreciation of the wider world environment as a place to learn
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
The role of stories in learning
Overview of Narrative and Transformative learning theory; Contribution made by stories throughout time;
The anatomy of a story
Different types of stories - film, prose, poetry, myth, paintings etc.; What makes a story a 'learning story'.
Using stories to make sense of the world and our experience of it
Values, attitudes and beliefs embedded in stories; Translating the analysis of attitude and knowledge into changed perceptions and behaviours; reframing the past through our understanding of our story
Developing our own learning story
Using analysis and reflection of theory and personal experience to create a personal learning story using a variety of media which reflects the individual student's style. e.g. Digital Story Telling, Art, Drama, Poetry, Oral story-telling etc.
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Reflective Journal % of total: 100
Assessment Date: Every Week Outcome addressed: 1,2,3,4,5
Non-Marked: No
Assessment Description:
Weekly journal capturing reflections on the development of individual learners personal learning process
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture per week 2 Every Week 2.00
Independent Learning No Description 8.5 Every Week 8.50
Total Weekly Contact Hours 2.00
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture per week 2 Once per semester 0.17
Independent Learning No Description 8.5 Once per semester 0.71
Total Weekly Contact Hours 0.17
 

Module Resources

Recommended Book Resources
  • Jennifer A. Moon. (2010), Using Story: In Higher Education and Professional Development, Routledge, p.208, [ISBN: 0415564697].
Supplementary Book Resources
  • Patricia McGee. (2014), The Instructional Value of Digital Storytelling: Higher Education, Professional, and Adult Learning Settings, 1st. Routledge, [ISBN: 978-041581569].
  • Christina Baldwin. (2007), Storycatcher, New World Library; First Trade Paper Edition edition (November 28, 2007), [ISBN: 978-15773160].
This module does not have any article/paper resources
Other Resources
  • [http://storiesforchange.net/topics/educ ation], Unknown.
  • [http://digitalneprice.net/docs/Citizens hip_in_BiH_], Unknown.
  • [http://digitalneprice.net/docs/Citizens hip_in_BiH_], Digital Storytellers speak.
Discussion Note: