HE7009 - Negotiated Experiential Learning Module

HE7009

Negotiated Experiential Learning Module

7

20 CC   10 ECTS

Delivery not site specific, to be negotiated according to clients' needs.

This experiential learning module will normally have been negotiated as part of the PG Diploma or MA Learning and Teaching in Higher Education.  It will offer the opportunity to build on previously accredited activity appropriate to the outcome (e.g. in the form of professional development activities, taught work-related modules or prior learning). Learners are debarred from undertaking experiential learning modules which are substantially similar to, and repeat learning already achieved within, other modules.


Tutor contact will occur during the planning of the learning and the negotiation of the learning agreement. After this point, the tutor will provide advice, expert support and feedback, where appropriate. Both face to face and online tutoring modes will be used. Contact hours maximum of 10 hours.
Scheduled hours Placement Hours Independent Guided study
0 0 0

Normally, students would be expected to attend an initial tutorial to plan the NELM and complete the Negotiated Experiential Learning Agreement. There is no subsequent formal attendance requirement for this module, although it is expected that students will attend previously negotiated tutorials and maintain online contact throughout the module.

Work based, experiential learning with tutor support and workplace mentor support ,where appropriate. Formative assessment will occur through discussion and feedback on :
  • the proposed Negotiated Experiential Learning Agreement (NELA)
  • draft material submitted throughout the course of the module

  • The module is designed to provide a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. Unlike HE7106, this module is specifically aimed at participants who are undertaking enhancement projects in the workplace, rather than undertaking various activities for personal development. For the individual practitioner, the module offers an accreditation mechanism for such projects. From an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation, as part of his/her work role and in so doing enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the Head of Department (where applicable) and the Programme Leader, confirming that the module has been negotiated and agreed upon. 
  • To enable participants to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
  • To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
  • To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
  • To engender in participants a sympathetic understanding of the methods of operation of the reflective practitioner.

Work based, experiential learning with tutor support and workplace mentor support where appropriate. Formative assessment will occur through discussion and feedback on:
  • the proposed Negotiated Experiential Learning Agreement (NELA)
  • draft material submitted throughout the course of the module.

On completion of this module, participants will be able to:

  1. Demonstrate, and apply critically, the knowledge, skills and understanding resulting from planning and undertaking experiential learning, via an enhancement project, at work.
  2. Critically evaluate the processes undertaken and reflect on practice in order to identify key achievements and make an individualised, comprehensive critique of the learning.
  3. Critically evaluate and apply key concepts and theories required for experiential learning as negotiated within the module, recognising their inter-relationships and distinctiveness.
  4. Consider their effectiveness as practitioners in relation to a critical reading of a range of relevant literature, application of current practices and justification of new approaches.
  5. Reflect critically and accurately on their own personal development, future plans and learning needs. Learning outcomes specific to the experiential learning concerned may be negotiated with the University supervisor (and employing organisation where applicable) and specified in the Negotiated Experiential Learning Agreement.  

Component Weighting % Learning outcome(s) assessed Assessment category


  1. The specific assessment methods to be deployed are identified in the Negotiated Experiential Learning Agreement. Assessment will typically take the form of a portfolio of a notional 4,000 - 5,000 words [weighting 100% coursework], the content and form negotiable between tutor and student. On negotiation, oral assessment (e.g. a presentation, dialogue assessment, role play, etc) may be used and counted towards the word allowance, as may appropriate artefacts resulting from experiential learning (such as reports written for the workplace). (Any proposals for assessment that fall outside those stated above will be subject to authorisation by the Programme Team and reported to Programme Assessment Board.)

Campbell, A., & Norton, L. (2007) Learning, teaching and assessing in higher education: Developing reflective practice. Exeter, United Kingdom: Learning Matters. 

Crosling, G. M., Thomas, L., & Heagney, M. (2008). Improving student retention in higher education: The role of teaching and learning. London, United Kingdom: Routledge 

D'Andrea, V., & Gosling, D.  (2005).  Improving teaching and learning in higher education:  A whole institution approach.  Maidenhead, United Kingdom:  Open University Press

Hartley, P., Woods, A., & Pill, M. (Eds).  (2005).  Enhancing teaching in higher education:  New approaches for improving student learning.  London, United Kingdom:  Routledge

Saunders, M., Bamber, R., & Trowler, P. (2011). Reconceptualising evaluative practices in higher education: The practice turn. Maidenhead, United Kingdom: Open University Press

Tennant, M., McMullen, C., & Kaczynski, D. (2009). Teaching, learning and research in higher education: A critical approach. London, United Kingdom: Routeledge

 WLE Centre. (2007). Work-based learning for education professionals: A centre of excellence at the Institute of Education. Retrieved August 22, 2007, from the Work-based learning for education professionals Web Site: http://www.wlecentre.ac.uk/cms/

 Relevant additional reading can be specified in the Negotiated Experiential Learning Agreement

Julie-Anne Regan

Learning and Teaching Institute Programme Assessment Board

Revalidation panel for the MA Learning and Teaching in Higher Education

Wed, 10 Apr 2013

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