7B038E - Practitioner Inquiry 01 Sep 2027 - 31 Aug 2033 | Version 0
Associated Module Information
| Module Code: | 7B038E | ||
|---|---|---|---|
| Module Title: | Practitioner Inquiry | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Giovanna Comerio | ||
| Module Team: | Carol Wood, Beth Dando | ||
| First Intended Intake: | SEP 2027 | Final Year of Intake: | 2032 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100461 - higher education | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
Module Aims
The main aims of the module are:
Aim 1
To support learners’ investigation in their higher educational practice through a structured, ethically nformed research process that draws on relevant scholarship and methodological understanding to generate meaningful insights into learning and teaching.
Aim 2
To enable learners to generate, analyse, and interpret evidence to inform their pedagogical decisions and strengthen their professional identity as a reflective, research-informed educator.
Aim 3
To empower learners to communicate their research findings with clarity and impact through scholarly dissemination, demonstrating critical engagement with professional values, stakeholder expectations, and the wider social, organisational, and global contexts of higher education.
Content Summary
This module builds on what you have learnt about curriculum design, teaching, learning and assessment in the previous module, guiding you deeper into a critical, reflective, and research-informed approach to teaching. You’ll question your assumptions, examine your teaching practice, and strengthen your professional identity as an educator who makes intentional, evidence-based decisions that inform your approach to teaching.
At the heart of the module is your independent action research project based on an educational challenge you experience in your professional context. You’ll design and implement a pedagogical change, evaluating its impact using systematic inquiry, learning the foundations of research practice, a key element of academic professional practice. Through a blend of individual and collaborative activities, you’ll consider a pedagogical challenge from multiple angles and make thoughtful use of Generative AI in ethical and responsible ways. Along the journey, you’ll develop the habits of critical questioning, collaborative exploration, and methodological rigour that are central in higher education.
The module concludes with a compelling capstone: a journal style article or a conference-like presentation where you’ll discuss your research and insights. This final output showcases your growth as a research driven practitioner, and positions your teaching as an intellectually rich, evidence-informed endeavour.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Synchronous Hours | 56 |
| Guided Learning Hours (Includes 10.5 digital guided learning hours and 27.5 hours asynchronous learning hours to perform generative AI tasks required the project) | 38 |
| Independent Study | 106 |
| Formative Assessment | 40 |
| Summative Assessment | 60 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Embedding an ethical use of GenAI, to design, conduct, and critically evaluate a rigorous, ethical Action Research project, applying appropriate research approaches, ethical considerations, and reflective techniques to enhance teaching practice and consequently the learner’s experience. |
| LO2 | To present the outcomes of their pedagogical inquiry in a clear, coherent, and academically grounded manner demonstrating how their decisions, interpretations and conclusions contribute to professional learning within their higher educational context, and relate to wider organisational, societal, and higher education landscapes. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Research Plan / Proposal / Project/ Log | Requires participants to use GenAI to decide on the most suitable pedagogical intervention and design their research projects (USW AI Framework, Level 4). Following a human-centred approach to learning with GenAI, participants will be required to justify their use of GenAI and these justifications are part of the assessment | 0 | 1800 | 30 | No | 40 |
| Asynchronous Assessment | Student Choice | Participants can decide whether to write a report or present their project, and they can decide whether to use GenAI and in which sections of their work. | 25 | 4200 | 70 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Research Plan / Proposal / Project/ Log | ✘ | ✘ | |
| Student Choice | ✘ | ✘ | |