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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Emerging Pedagogies
Module Code ES513
School 79
Module Co-ordinatorSemester 1: Margaret Farren
Semester 2: Margaret Farren
Autumn: Margaret Farren
Module TeachersMargaret Farren
NFQ level 9 Credit Rating 10
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Coursework Only

In this module, you will engage with the philosophies of education and philosophers of education. We will discuss the theories of learning in order to better understand the process of learning. The implication of neuroscience for educators will be explored. You will have the opportunity to identify areas for improvement in your own practice, conduct research and generate your own pedagogical approach. The use of technology in a learning context will be further developed.

Learning Outcomes

1. Debate knowledgeably about the key educational philosophies, theories of learning, reflective practices, developments in neuroscience and learning design.
2. Demonstrate knowledge and understanding of the use of collaborative online learning technologies for teaching, learning and creative inquiry.
3. Critically reflect on own pedagogical practice and identify areas for improvement.
4. Responsiveness to the social and cultural values shaping own pedagogical practice.
5. Generate and disseminate own pedagogical approach with consideration of role and context.

Workload Full-time hours per semester
Type Hours Description
Online activity6Webinar
Online activity6Wiki activity
Lecture24scheduled class timetable
Online activity20Online discussions
Group work6Group activity
Independent Study50Assignment readings and preparation
Independent Study75assignment work
Total Workload: 187

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

Philosophies of education
What it means to be educated. Vision of education.

Theories of learning.
Principal contemporary theories of education. Developments in neuroscience and relationship to learning.

Reflective practice.
Philosophy of reflective practice. Models of reflective practice. Educational influences in learning. Living Theory. Sustainable learning.

Pedagogy and values
Developing own pedagogical approach. Aware of a range of pedagogical approaches. Practice-based and Practice-Led research. Living educational values in practice.

Developments in neuroscience and implications for educators.

Collaborative Online Learning.
Tools and technologies to support collaborative online learning. Disruptive nature of technology. Developments in online learning.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Research PaperResearch paper.100%Week 30
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Bertrand, Y.: 2003, Contemporary Theories and Practice in Education, Atwood Publishing., Madison,
  • Dewey, J.: 2004, Democracy and education, Kessinger Publishing Co.,
  • Schon, D.: 1987, Educating the reflective practitioner : toward a new design for teaching and learning in the professions, Jossey-Bass,,
  • Schon, D.: 1983, The reflective practitioner : how professionals think in action, Basic Books,
  • Johnson, T.: 2007, Philosophical Documents in Education, 3rd, Merrill,
  • Bruner, J.: 2006, In Search of Pedagogy, Routledge;,
  • Van Manen, M.: 1992, The Tact of Teaching, The Althouse Press,
  • Freire, P.: 2001, Pedagogy of Freedom, Rowman & Littlefield,
  • Giroux, H.: 2014, On critical pedagogy, New York: Bloomsbury,, 1441116222, 9
  • McNiff, J.: 2014, Writing and doing action research, Los Angeles: SAGE,
  • Kemmis, Stephen, Nixon, Rhonda: 2014, The action research planner: doing critical participatory action research, Springer,
  • Argyris, Chris,: 1985, Action science, Jossey-Bass,,
  • Carol Costley,Geoffrey C Elliott,Paul Gibbs: 2010, Doing Work Based Research, SAGE Publications, 9781848606784
  • Zull, James: 2011, From brain to mind: using neuroscience to guide change in education,
  • Mareschal, Denis; Butterworth, Brian; Tolmie, Andrew: 2014, Educational neuroscience,
  • Collins, Stella: 2016, Neuroscience for learning and development: how to apply neuroscience and psychology for improved learning and training, Kogan,
Other Resources

30473, Website, Farren, 0, Website, http://webpages.dcu.ie/~farrenm,
Programme or List of Programmes
MEMEMSc in Ed. & Training Mgt (eLearning)
Date of Last Revision04-JAN-08

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