Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
| |||||||||||||||||||||||||||||||||||||||||||
|
None 100% Repeat Assignment: Pedagogical Planning Portfolio to include report of pedagogical strategies and demonstrators of complex concepts supported by theoretical underpinnings. |
|||||||||||||||||||||||||||||||||||||||||||
|
Description This module will shift focus from teacher-centred planning to a more sophisticated pedagogical orientation. Building on the developing epistemological position of what it means to be a technology teacher, this module supports the development of pedagogical practices required to unpack complex concepts. Students will utilise knowledge of task design, personal development and evidence based practice. This module will lay the foundations for the final school placement, capstone project, articulation of professional portfolio and synthesis of professional competencies. Students will engage with weekly lectures, labs and tutorials. Lectures will provide students with the opportunity to critically discuss contemporary topics within technology education including human memory systems, instructional strategies, authentic task design and assessment, constructs of capability, biologically primary and secondary knowledge, and design driven education. Tutorials, which will be scheduled in a workshop, will see students experimenting with evidenced informed practices, or practices with a lack of evidence but which warrant further exploration (for example based on curiosity/examining assumptions). The purpose of these tutorials will be to both give students the opportunity to practice planning to use and using these methods. They will also focus on critical discourse around big issues in technology education to aid students in building their identity as technology teachers. Labs will see students critiquing a design task with the purpose of challenging their assumptions about design in education, and will build on the conversation started in their “Design for Learning” module. | |||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Draw on empirical evidence to design lessons and units of learning/schemes of work to include complex concepts for technology education. 2. Utilise the learning and developmental theories associated with teaching and learning to develop a comprehensive pedagogical content knowledge, reflective of the discipline specific requirements. 3. Understand various approaches to assessment (normative, criterion, and ipsative), relative mechanisms (adaptive comparative judgement, criterion marking, grade transformation), and associated issues concerning validity and reliability. 4. Understand the various ways in which students can demonstrate capability in technology education and develop a philosophical stance on defining capability. 5. Understand the potential impact of task context on learners in terms of motivation, performance, and identity. 6. Develop and use appropriate physical and ICT based resources/scaffolds for in-class, blended and remote learning contexts | |||||||||||||||||||||||||||||||||||||||||||
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
Planning for teaching, learning and assessment:Human memory systems, forgetting curves, progressive planning, instructional strategies, cognitive load theory, planning for differentiation, assessment types (criterion, normative, ipsative), assessment reliability and validity, learning transfer, metacognition and self-regulated learning, evidence informed pedagogical strategies (retrieval practice/testing effect, spaced practice/distributed practice, interleaved practice, generative learning, interrogative elaboration, calibration), biologically primary and secondary knowledge, and blended/ remote learning.Technology educator identity:Constructs of capability, professional judgement, pedagogical content knowledge.Teaching to and through design:Assumptions surrounding design in technology education, creativity and innovation, pedagogical implications, assessment implications, design and inquiry based learning, authenticity, entrepreneurship, context effects. | |||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||||||||