Micro-Credential in Supporting Practice-Based Learning

Overview

There is a growing demand in higher education for modules that enhance educators’ ability to deliver practice-based learning, driven by the increasing emphasis on employability, real-world skills, and industry collaboration. As universities strive to bridge the gap between academic theory and professional practice, there is a clear need for lecturers who can design and facilitate experiential learning opportunities that prepare students for complex, dynamic work environments. This demand is particularly acute in the technological university sector, which is traditionally characterised by its strong alignment with industry needs and embedded relationships with employers and professional bodies. Moreover, national and international policy frameworks increasingly advocate for authentic assessment and industry engagement, further reinforcing the relevance of this micro-credential.

This micro-credential supports university lecturers in designing and facilitating practice-based learning experiences, both within university classrooms and through external placements such as internships or work-based learning. It equips educators with the skills to mentor students in real-world settings, establish effective university–employer partnerships, and embed authentic learning and assessment strategies into their teaching practice.

Participants will complete a project through which they will develop a student-facing resource to support students undertaking a placement or simulated practice-based learning experience, accompanied by a critical and scholarly reflection that explains the rationale for their design choices.

Details

5 ECTS credits; 15 hours of class time plus peer engagement and independent learning; typically delivered mostly online with the possibility of some in-person sessions.

Entry Requirements

Participants must be working in TU Dublin. Participants must have an NFQ Level 8 (or higher) qualification or complete a Recognition of Prior Learning process to demonstrate their capacity to participate in this micro-credential.

Learning Outcomes

Upon successful completion of this module the participant will be able to:

Critically analyse key principles, theories, and frameworks underpinning practice-based learning in higher education contexts.
Design and implement pedagogically sound learning experiences in placement, workplace, or simulated environments, aligning with curriculum goals and learner needs.
Apply and evaluate strategies that foster student reflection, professional development, and authentic assessment during experiential learning.
Develop and sustain collaborative partnerships with external stakeholders or create realistic simulations that mirror professional practice.
Reflect critically on their own role and professional identity in supporting and assessing students in practice-based settings, identifying areas for ongoing development.

Assessment

Participants will design a practical, student-facing resource to support students undertaking a placement or simulated practice-based learning experience. This resource will be tailored to their disciplinary context and may take the form of a guide, digital toolkit, or similar. The resource should also act as a piece of key guidance for placement settings about the nature of placement/simulation on the module/programme.

Alongside the resource, learners will submit a critical and scholarly reflection that explains the rationale for their design choices. This commentary will draw on relevant literature, educational theory, policy, and the learner’s own professional experience or anticipated practice in supporting practice-based learning.

Indicative Syllabus

Foundations of Practice-Based Learning

Core theories and principles that underpin effective practice-based learning experiences.

Designing and Facilitating Authentic Learning

The creation of genuine learning and assessment tasks, along with the practical facilitation of learning within both real and simulated environments.

Assessment, Feedback, and Reflection for Professional Growth

The methods for assessing student progress and providing feedback in practice-based settings, alongside the critical role of reflection in developing professional identity.

Mentorship and Supervision in Practice

The essential functions of mentorship and supervision in supporting learners within various placement settings.

Partnerships and Ethical Practice-Based Learning

The importance of building strong collaborations with industry and community stakeholders, while ensuring all practice-based learning is conducted ethically, inclusively, and safely.