Sadza, Agata (2014) Teaching professional competencies: an exercise in module design. Investigations in university teaching and learning, 9. pp. 100-110. ISSN 1740-5106
InvestigationsInUniversityTeachingAndLearning v9 p100-110.pdf - Published Version
Download (272kB) | Preview
In this article I discuss and evaluate an approach to the design of an undergraduate module, based on a careful analysis of various variables affecting the design process. A special focus is put on the constructive alignment of the module aims, learning activities (including blended learning scenarios), assessment and feedback.
The module in question is a level 5 (year 2) undergraduate module titled Managing Translation, offered as a 15-credit (one-semester) core module on the BA Translation programme at London Metropolitan University. It was designed and implemented in order to address an authentic gap in current academic provision in the field of Translation, related to teaching professional competencies and workplace practices as opposed to subject-specific knowledge and skills.
|Uncontrolled Keywords:||Investigations in university teaching and learning, module design, constructive alignment, translation, teaching professional competencies|
|Subjects:||300 Social sciences > 370 Education
|Department:||Guildhall School of Business and Law
Centre for Professional Education and Development (CPED)
|Depositing User:||David Pester|
|Date Deposited:||15 Apr 2015 10:29|
|Last Modified:||14 Oct 2016 09:39|
Actions (login required)