Credit Where Credit is Due. Innovative Teaching Within the Applied Professional Studies Suite of Programmes

Authors

  • Andy Gould Partnership Division University of Greenwich
  • Mike Nicholls Partnership Division University of Greenwich
  • Dai Hall Partnership Division University of Greenwich

DOI:

https://doi.org/10.21100/compass.v1i2.24

Abstract

This paper will discuss teaching and learning in the programme Applied Professional Studies (APS). While there is nothing particularly new about the pedagogic principles discussed, it is rare that such market-led, student-centric and flexible approaches have been incorporated into one programme. This paper sheds light on APS, how it is structured, run and assessed with a special emphasis on the use of flexibility through learning contracts and student designed learning outcomes and the use of APEL, that together gives credit to students to know their own learning needs, to devise their own programme and to be given credit for what they know already.

Author Biographies

Andy Gould, Partnership Division University of Greenwich

A mature student and then study skills lecturer at the University of Greenwich, Andy Gould is now teaching on the Applied Professional Studies work-based programme. He is undertaking a PhD looking into the role of negotiated learning.

Mike Nicholls, Partnership Division University of Greenwich

Dr Mike Nicholls was responsible for the establishment and design of the Applied Professional Studies work-based degree programme. Alongside his expertise in negotiated and work-based learning, he also has a doctorate in biology. Mike is currently employed in the School of Education.

Dai Hall, Partnership Division University of Greenwich

Dai Hall, was a pioneer in the creation of the credit accumulation and transfer system and for many years was the Head of Admissions at the university. He played a central role in the establishment of Applied Professional Studies.
Compass: The Journal of Learning and Teaching

Downloads

Published

11/09/2012

Issue

Vol. 1 No. 2 (2010): Compass: The Journal of Learning and Teaching

Section

Research Articles

License

Compass: Journal of Learning & Teaching provides immediate open access to its content on the principle that making research freely available to the public supports a more equitable global exchange of knowledge.

 

Works are released under the default licence of Creative Commons Attribution 4.0 International (CC BY) licence, which provides unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. If authors require a divergent licence, please contact [happy to have 'the Scholarly Communications Manager' (ks8035h@gre.ac.uk) listed here if that is easier.]

 

Authors of articles published in Compass: Journal of Learning & Teaching remain the copyright holders to their published work and grant third parties the right to use, reproduce, and share the article according to terms of the Creative Commons license agreement applied to the work by Compass: Journal of Learning & Teaching.

 

Self-archiving policy: authors are permitted, and encouraged, to deposit any version of their article - submitted, accepted, and published versions - in subject and institutional repositories at any time. 

 

If you have any queries about the choice of license, or which to discuss other options, please contact the Scholarly Communications Manager at scholarlycommunications@greenwich.ac.uk.