Aims of the IDIBL framework
The model of learning that underpins this programme is one of an autonomous, self-directed, critical, and reflective individual who seeks to learn with others. This model emphasises the analysis of the values, and moral and ethical dilemmas surrounding work-place practice.
|Objective||Learning outcomes at Levels 4 and 5 - the graduate with Foundation Degree / Diploma / Certificate will be able to:||Learning outcomes at Level 6 - the graduate with Bachelors Degree will be able to:||Learning outcomes at Level 7 - the postgraduate with Masters Degree will be able to:|
|1. Action for improvement to create curious, evaluative and effective 'improvers' in society||With guidance, identify opportunities to improve their own practice, take small-scale actions and evaluate the outcomes.||With support, develop and implement a plan of action for improving their own practice and critically evaluate the outcomes.||Independently identify opportunities to take actions for improvement at an organisational level, systematically implement innovative solutions and critically evaluate the outcomes.|
|2. Scholarly research to assure the quality of improvement is based on best evidence, analysis and insight||With guidance, construct a research plan and collect data to help answer a simple research question.||Develop and implement effective research plans, which isolate and focus on the significant features of a problem.||Undertake a significant piece of research that fully and critically explores key issues demonstrating rigor in the research process.|
|3. Communication for effective dissemination of improved practice||Communicate orally, in writing, and in appropriate media, in work and course contexts making informed and balanced arguments.||Effectively communicate orally, in writing, and in appropriate media, in academic and professional contexts making well-informed, coherent arguments.||Synthesize sources and communicate orally, in writing, and in appropriate media, in academic and professional contexts making well informed, coherent and persuasive arguments.|
|4. Application of subject and professional knowledge for depth of understanding of practice||Demonstrate a sound understanding of the principle issues in their field and take part in an argument around topics of debate or controversy drawing on personal experience.||Evaluate complex issues in their field and take part in reasoned argument around topics of debate or controversy drawing on knowledge from experience, work and course contexts.||Critically analyse and evaluate complex issues and lead reasoned argument around topics of debate or controversy drawing on knowledge at the forefront of their field including a historical perspective.|
|5. Learning and working with others to sustain lifelong learning and community of practice||Evidence personal practice of lifelong learning, using technology, and working in organisational contexts.||Articulate philosophies of lifelong learning, the applications of technology, and the way organisations work.||Take a leadership role to articulate philosophies of lifelong learning, the applications of technology, and the way organisations work.|
|7. Organisation and policy to act on wider contexts of organisation and society||Exercise personal responsibility in tacking actions based on work context and local policies.||Use organisational theories to inform analysis of complex work circumstances and exercise personal responsibility in taking action in the light of local and national policies.||Use organisational theories to inform analysis and evaluation of their work context at a strategic level, critiquing local and national policies and develop recommendations for change.|
|8. Ethics to maintain integrity and respect for individuals and society||Understand the ethical expectations in their work context and act accordingly.||Understand the implications of ethical dilemmas including social implications of activities and interpret these to inform their action inquiry.||Analyse and manage the implications of ethical dilemmas including social implications of activities and work pro-actively with others to formulate solutions.|
|9. Technology to enhance creativity, confidence and competence with technology as a modern practitioner||Develop an understanding of the potential use of relevant technologies for communication, co- ordination and analysis.||Confidently and competently use relevant technologies for communication, co- ordination and analysis of work-place activities.||Evaluate technology for its contribution to communication, co- ordination and an organisation's enterprise activities.