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Module Title |
Learning to Learn: Core Skills/Methods for IR
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Module Code |
LG122
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School |
School of Law & Government
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Online Module Resources
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| Module Co-ordinator | Dr Eileen Connolly | Office Number | C217a |
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Level |
1
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Credit Rating |
10
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Pre-requisite |
None
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Co-requisite |
None
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Module Aims
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The best environment for students is one in which they take responsibility for their own learning.An independent learning environment is created within the BA International Relations by usingA range of teaching techniques. The aim of this module is to break students dependence onpassive modes of learning, particularly learning by rote.In addition to fostering an independent learning mindset at an early stage in the programme, this module will introduce students to critical analysis, argument formulation, and research techniques with relevance to the BA in International Relations. The aim is to develop analytical techniques at the beginning of the programme. A number of themed modules are designed to ensure that these skills are utilized and enhanced over the course of the programme as a whole. Students will be asked to complete a range of assignments which will complement and integrate the work being carried out in other modules.The core aims of this module as outlined above are the same as those for the equivalentfirst-year module on the BA Economics, Politics and Law, LG115 Learning to Learn: CoreSkills/Methods. Consequently, where appropriate, students on the module here will shareclasses with students on the BA Economics, Politics and Law, particularly in weeks 1-7 inclusive.However, given that Law and Economics are not integral to the BA in International Relations,for the most part students on this module will be taught separately.The fact that there are some shared classes between students on this module and students on theBA Economics, Politics and Law, LG115 Learning to Learn: Core Skills/Methods means thatthere will be a detailed preparatory co-ordination meeting in the first semester of 2003-04between the staff teaching on the two modules. A further meeting will be held after thefirst four-week teaching period. Staff teaching on the course will be required to exchange lecture notes with each other, to ensure maximum coherence in teaching. There will also be awebsite specifically constructed for this course.
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Learning Outcomes
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The range of skills that students will learn from this module include: essay-writing skills, presentation skills, communication skills, teamwork, data analysis, interview techniques. The assignments set will use these practical skills to enhance students cognitive skills, such as their ability to critically analyse and evaluate. This learning will be reinforced across all modules in the programme. Students will learn how to evaluate the analytical strength of other peoples arguments and will be given the opportunity to develop their own skills in this regard. They will learn how to integrate theory and empirical evidence in the construction of arguments. Students will be encouraged to make oral presentations of their work. Overall, though, particular emphasis will be placed on writing skills as this is an area in which third level students have been deficient.
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Indicative Time Allowances
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Hours
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Lectures |
24
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Tutorials |
0
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Laboratories |
0
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Seminars |
0
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Independent Learning Time |
126
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Total |
150
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Placements |
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Assignments |
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NOTE
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Assume that a 10 credit module load represents approximately 150 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module.
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Indicative Syllabus
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Week One to Six:The first phase of the module focuses on basic writing and research skills. Topics will include learning to use the library, using the internet for essay writing, structuring an argument, constructing a bibliography, using theory, identifying appropriate empirical evidence, as well as basic skills of data analysis. This will include 4 one hour sessions taken by Library staff to develop the students'''' skills in harnessing information resources. The rest of the modules will be taught largely in a lecture format with learning outcomes monitored using a range of short assignments relating to International Relations. For example, students might be asked to go away and construct a bibliography on the causes of war.Week Seven: Reading WeekWeeks Eight to Sixteen:This phase of the module is designed to build on the skills learnt in weeks to four by applying them to specific topics relating to International Relations. Lecturers will lead students in class debates.Week Seventeen: Reading Week Weeks Eighteen to Twenty-Four:In this phase, students will have an opportunity to work in small groups, each facilitated by a staff facilitator. This affords an opportunity for students to develop their teamwork skills and for staff to take on a mentoring role. In the course of this session, each group will give a presentation on specified topics to the rest of the class. A feature of this part of the module is peer evaluation. Each group will be marked on their presentations by staff and by other groups. Topics covered from weeks Eight to sixteen include:1. Theory and International Relations2. States as international actors3. Regional actors (e.g., the EU)4. International organisations5. Non-governmental organisations6. War and its causes7. Constructing peace8. Development9. Globalisation
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| Assessment | | Continuous Assessment | 100% | Examination Weight | 0% |
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Indicative Reading List
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Giddens, Anthony (1999). Runaway World: How Globalisation is reshaping our lives. London: Profile Books.Huddlestone, P. & Unwin,L. (1997) Teaching and Learning in Further Education, London: Routledge FalmerJarvis, P, (1995) Adult and continuing education: theory and practice London, Routledge.Jolliffe,A., Ritter, J. & Stevens, D. (2001) The Online Learning Handbook : Developing and Using Web-Based Learning London: Kogan PageKegley, Charles W. and Wittkopf, Eugene R., World Politics: Trend and Transformation, 8th ed., New York, 2002.Mabey, C. and Iles, P. eds. (1994) Managing Learning, London, RoutledgeMoon, J (1999) Learning Journals : A Handbook for Academics, Students and Professional Development, London: Kogan PageNye, Joseph (2000). Understanding International Conflicts. London: Harper CollinsRiding, R & Rayner, S. (1998) Cognitive Styles and Learning Strategies London: David FultonStern,Geoffrey (2000) The structure of international society :an introduction to the study of international relations New York:Continuum.Sutherland, P (1997) Adult Learning A Reader London: Kogan PageWenger, E (1998) Communities of Practice : Learning, Meaning and Identity Cambridge: Cambridge University PressWhite, Brian, Richard Little and Michael Smith eds. (2001) Issues in world politics New York, NY:Palgrave.Readings for the various topics will be presented at the beginning of the year.
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Programme or List of Programmes
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| IR | BA in International Relations |
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