Learning, Technology and Research

BA (Hons)

Intermediate award(s): CertHE, DipHE
Full-Time

Julian Keith

BA (Hons) Learning Technology and Research

I have thoroughly enjoyed the journey that I have been on and I feel that a lot of that stemmed from the energy and enthusiasm that was injected by the course tutors, facilitators and administrators.

Overall I feel as if I have been a part of something exciting and dynamic and hope that you continue to offer this degree to others who are unable to physically attend University due to work or other commitments as it is a truly rewarding experience thanks to an excellent team of professionals. The course has opened up a spirit of inquiry within the cohort and made individuals challenge their use of technology.

Course overview

This fully online, work-based degree offers an exciting opportunity for you to develop your professional abilities and intellectual capacity, and to enhance and enrich your daily work experience.

Suitable for candidates working in a range of fields, all study is related to the individuals' work role. Importantly, the content of this course can be personalised to suit your work content, enabling you, and your organisation, to gain maximum benefit from the experience.

All teaching is delivered online, and you will enjoy the support of learning facilitators and your peers in an online learning community. Course content will help you become an articulate, critically reflective problem solver within your own work context.

Additional course information

Within the context, the main aims of this degree are:
  • to enable you to take charge of your own professional development and to deliver strategies to achieve this
  • to develop skills of action inquiry, giving you the capability to commit to lifelong learning
  • to maintain a flexible approach to change
  • to provide an awareness of your capacity
  • to influence change.

When you graduate you will be able to:
  • analyse and evaluate your own learning experiences and requirements
  • research appropriate sources to gain knowledge and skills, appropriate to your chosen field
  • develop, plan and implement projects
  • communicate effectively at a range of levels within the workplace.

This course is about developing the skills you need to succeed in your work environment. It is also about enhancing the experience you take from the workplace, and giving you the ability to continue to develop after you graduate.


Year one core modules
  • Introduction to Online Communication and Technology

    Find out how to use the online learning environment. Learn how to confidently participate in online conversations with your tutors and other students on the course. Understand how people interact in an online community to support each other's learning. The tasks in the module include: Building your own personal learning space; Evaluating a variety of online tools; Discussing how learning theories relate to online learning.

  • Investigating the Work Setting

    This module will introduce you to workplace learning and deepen your understanding of your role in the workplace by looking at it from a range of perspectives. Studies will act as a foundation for the research work you will undertake during the degree.You will carry out tasks and build up your assessment portfolio, which includes: A presentation to illustrate a typical day in your working life; A self audit of your skills and learning needs; A mapping of your workplace structures and decision making processes; A Personal Development Plan that identifies the key workplace issues that you will focus upon in your first year.

  • Reflection in the Work Setting 1

    Discover Reflective Practice by exploring your role in the work place. You will reflect in depth on critical incidents; everyday events that provide significant opportunities for learning. You will apply models of reflection to help you systematically learn from your experiences by considering what, when, and why you do things. You will examine how your actions affected you and those around you and plan approaches to improve your practice.

  • Understanding Action Inquiry

    Action Inquiry is a process related to Action Research 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 Inquiry is particularly valuable for those seeking to improve their working practice. It will develop valuable workplace skills in ICT, communication, presentation, reflection and analysis. This module will help you understand what Action Inquiry involves, why it is valuable and where and when it is best used. It will equip you to carry out the research essential to meeting the requirements of this undergraduate degree. You will carry out a short work-based project.

Year two core modules
  • Action Inquiry

    Bring together developing research skills and an increasing understanding of theory in an action inquiry project. Here is an opportunity to select and negotiate a work-based project. In choosing a topic you may wish to further develop existing research from the previous modules or explore a fresh focus.

  • Learning in the Work Setting

    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

    Develop your ability to identify and learn from critical incidents in your workplace. You will focus on the concept of 'Double Loop learning' and use models of reflection to make sense of your behaviour by examining the influences that govern your actions and challenging them where appropriate.

Year three core modules
  • Impact Review and Career Progression

    Consider the impact of your major project then develop and present an impact study, critically reviewing feedback from the audience. The review process is one of identifying and articulating the audience voice as expressed through interview, questionnaire or other forms. Mapping your achievements against the graduate learning outcomes will lead you towards considering your strengths and weaknesses and how these could be presented to a future employer. You will add to your professional development plans by mapping out a systematic approach to developing your learning and to planning your future career.

  • Review and Planning

    Plan the work for your Level 3 studies. This will involve reviewing changes in the work role and what has been learned from the degree course to date.

  • Technology for Dissemination

    Prepare for sharing your major project findings with colleagues; you will plan a dissemination strategy including identifying what you intend to share, how you will share it and how you will gather critical feedback from a specified audience.

  • Work Based Major Project

    Undertake an extended work based major project, disseminate the findings to colleagues and collect feedback. During this module, you will consider the implications of the major project methodology you will be using, including ethical considerations.

Assessment

Assessment is via the evaluation of students' electronic portfolios.

At the end of each module, students will be required to produce an electronic portfolio that demonstrates the achievement of their learning targets and the delivery of some benefit to their workplace. The portfolio may take the form of a formal report, a video or audio report or use any appropriate medium.

Features

The aim of the BA LTR course is to help students become critically reflective practitioners and effective contributors to organisational learning. Professional development and creative use of technologies are key themes. Modules are designed to be adaptable to a range of work contexts and to suit personal development needs. Course leaders encourage the use of Twitter, blogging and a range of cloud computing technologies, students explore emergent technologies and how they can be used to make learning effective and delightful.

Course 'Tutors' see their role as facilitating learning rather than teaching of students. The approach to assessment is called patchwork text and media; this develops digital presentation skills, encourages the use of alternative genre and helps free the academic voice of the student from the constraints of text based assignments. Facilitator interactions with students are largely through dialogue in online learning communities, tutorials are held online via phone, Skype, G+ hangouts or Adobe Connect meetings.

Students study from home in their own time - there are no set times for attendance, audio podcasts are used to support learning, students can listen to these on their way to work or at home. There is a strong link between study activities and workplace activities - we offer opportunities to use workplace time as study time, for example the implementation of small scale action inquiry projects aimed at improving aspects of workplace practice. The curriculum has been praised by our external examiner as a cohesive approach to professional development that encourages creativity, gains students significant recognition in their workplaces and culminates with preparation for future employment or study.

Associated careers

This course is flexible and designed to meet the requirements of people already working in a professional or voluntary environment. It enables individuals to take charge of their own personal and professional development in a wide range of work contexts. There are opportunities to design and implement small-scale research projects that will contribute to workplace development and to individual's professional learning needs. The final year includes systematic planning for future learning and for career progression within or beyond student's current work context.
Main requirements:
  • Employed in full time/part time, paid/unpaid work. Can include voluntary work. Typically a minimum of 40 hours per month in the workplace is expected. 2. Appropriate Level 3 Qualification and/or prior and current experience in the relevant work sector. 3. Level 2 English qualification. 4. ICT competence sufficient to make effective use of word-processing, Internet and E-mail facilities. 5. Access to ICT facilities including Internet access (preferably broadband) at home and / or in the work place. If access is in workplace only, evidence of employer's support to study during working hours will be required.
  • Employed in full time/part time, paid/unpaid work. Can include voluntary work. Typically a minimum of 40 hours per month in the workplace is expected
  • Appropriate Level 3 Qualification and/or prior and current experience in the relevant work sector
  • Level 2 English qualification
  • ICT competence sufficient to make effective use of word-processing, internet and e-mail facilities
  • Access to ICT facilities including internet access (preferably broadband) at home and/or in the work place. If access is in workplace only, evidence of employer's support to study during working hours will be required

Our published entry requirements are a guide only and our decision will be based on your overall suitability for the course as well as whether you meet the minimum entry requirements. Other equivalent qualifications may be accepted for entry to this course, please email admissions@anglia.ac.uk for further information.

Entry requirements listed are for September 2014/January 2015 entry. Entry requirements for other intakes may differ.

Please note we do not accept AS level qualifications on their own for entry to our undergraduate degree courses. However for some degree courses a small number of tariff points from AS levels are accepted as long as they are combined with tariff points from A levels or other equivalent level 3 qualifications in other subjects.

International and EU applicants

We welcome applications from International and EU students. Please select one of the links below for English language and country-specific entry requirement information.
If you do not meet the above requirements, then there is an alternative. Consider entry to the course via an integrated foundation year at Cambridge Ruskin International College, an associate college of Anglia Ruskin, which is located on our Cambridge campus.

How to apply

Location

  • Distance Learning

Duration

3 years

Teaching times*

Online Learning only. Typically 15-20 hours per week

Available starts

September

Student finance

This is a full time degree, however as the study is conducted as distance learning, students are deemed eligible for part-time financial support.



Advice & support

Employability

Faculty

Health, Social Care & Education

Contact us

UK and EU applicants:International applicants:

 

* Teaching days are subject to change each academic year. Timings are also dependent on any optional modules you chose and are for guidance, so we advise all applicants to wait until they are in receipt of their timetable before making arrangements around course times.

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