Module: Emerging Pedagogies

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Emerging Pedagogies
Module Code	EDU1099 (ITS: ES513)
Faculty	STEM Ed, Innov, Global Studies	School	DCU Institute of Education
NFQ level	9	Credit Rating	10

Description

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.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Online activity	6	Webinar
Online activity	6	Wiki activity
Lecture	24	scheduled class timetable
Online activity	20	Online discussions
Group work	6	Group activity
Independent Study	50	Assignment readings and preparation
Independent Study	75	assignment work
Total Workload: 187

Section Breakdown
CRN	20367	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Margaret Farren	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Research Paper	Research paper.	100%	Week 30

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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.

Neuroscience
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.

Indicative Reading List

Books:

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,

Articles:
None

Other Resources

Website: Farren, Website, http://webpages.dcu.ie/~farrenm