Module: Research Project 2

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Research Project 2
Module Code	ES327 (ITS) / EDU1070 (Banner)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
Module Co-ordinator	Jane O'Kelly
Module Teachers	Justin Rami
NFQ level	8	Credit Rating	15
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Array

Description

The module aims to enable students to introduce and implement a research project within their field of professional practice. The focus of this research will have been determined in Module ES324. It will support students in identifying and conducting research within their fields of education/training and also provide students with experience in designing and implementing research methodologies. The module will allow students to link theory to practical application, to develop research skills and facilitate reflective professional practice in an education and/or training context.

Learning Outcomes

1. Analyse the role and function of research methodologies relevant to the student's research project.
2. Be familiar with the key documents relating to Further Education and Training in the areas of literacy, numeracy, White Paper on Further Education, SESS directives, Traveller Education
3. Apply key concepts, theories and techniques related to the use of research tools necessary for a research project.
4. Compare and contrast qualitative and quantitative data collection tools in terms of their relevance to their own research project
5. Implement a research project within an education and/or training workplace context.
6. Initiate and evaluate the benefits of experiential learning in the workplace through the research theory and practice.
7. Demonstrate the ability to write a research report using academic conventions, skills and techniques.
8. Critically evaluate the benefits of experiential learning together with the benefits of conducting academic research in a work-based practice
9. Summarise and evaluate the benefits of personal reflection related to the theoretical and practical applications of implementing a research project in a work-based practice
10. Evaluate the key findings in relation to most recent research in the areas of education and training in Ireland the the EU

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	45	No Description
Assignment Completion	125	No Description
Group work	75	No Description
Independent Study	100	No Description
Tutorial	30	No Description
Total Workload: 375

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

The theoretical underpinnings of experiential, work-based learning

Key issues in relation to research/experiential learning

Conducting research within the workplace

The role of the training/education practitioner as both provider and change agent within their own context

The nature of reflective experiential learning/research in one's workplace

The development of strategies to facilitate reflective experiential learning in the workplace

The design of tools to facilitate reflective experiential learning

The implementation of prototype methodologies and tools to facilitate reflective experiential learning

Writing a research report

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Zina O'Leary,: 0, The Essential Guide to Doing Your Research Project, ISBN: 978-1-84860-010-2
Judith Bell: 2010, Doing your research project, Open University Press / McGraw Hill, Maidenhead, ISBN: 978-0335235827
Gina Wisker: 2009, The undergraduate research handbook, Palgrave Macmillan, Basingstoke,
Jennifer Mason: 0, Qualitative researching, 0 7619 7428 8
Uwe Flick,: 0, An Introduction to Qualitative Research, 978-1-84787-323-1
David Silverman: 0, Doing qualitative research, ISBN: 1412901979
Chris Hart: 1998, Doing a literature review, SAGE, London, 0 7619 5974 2

Other Resources

10826, website, 0, http://www.sess.ie/documents-and-publications/otherdes, 10827, website, 0, http://www.education.ie/en/, 10828, website, 0, http://www.education.ie/en/Publications/Policy-Reports/lit_num_strategy_full.pdf, 10829, website, 0, http://www.education.ie/en/Publications/Policy-Reports/traveller_ed_strat.pdf, 10830, website, 0, http://www.education.ie/en/Publications/Policy-Reports/fe_aduled_wp.pdf,