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Module Specifications

Archived Version 2009 - 2010

Module Title Project 2
Module Code ES319
School School of Education Studies

Online Module Resources

Module Co-ordinatorDr Trudy CorriganOffice NumberCA116
Level 1 Credit Rating 15
Pre-requisite None
Co-requisite None
Module Aims

The module aims to enable students to introduce and implement a research project through their proposed professional practice. It will also provide students with experience in designing a prototype of research methodologies and skills for facilitating reflective experiential learning in an education and/or training context.

Learning Outcomes
On successful completion of this module the learner will be able to…
  1. Analyse the role and function of research methodologies relevant to the student's research project.
  2. Write a research proposal
  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.

Indicative Time Allowances
Lectures 36
Tutorials 24
Laboratories 0
Seminars 65
Independent Learning Time 100

Total 225
Assume that a 15 credit module load represents approximately 225 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.

Indicative Syllabus
  • The module will examine the following in relation to the development of reflective experiential learning in the workplace
  • The theoretical underpinnings of experiential learning
  • Learning styles and the relation between theory, practice and reflection in learning
  • Key issues in relation to experiential learning as a means of acquiring professional education and training for both individuals and organisations
  • The role of the training/education practitioner as both provider and change agent within their own context
  • The nature of reflective experiential learning in one''''''''''''''''''''''''''''''''s workplace
  • The development of strategies to facilitate reflective experiential learning
  • The design of tools to facilitate reflective experiential learning
  • The implementation of prototype methodologies and tools to facilitate reflective experiential learning
Continuous Assessment100% Examination Weight0%
Indicative Reading List
Essential:Aspinall, K,.Simkins, T. Wilkinson, J.F. and McAuley, M.J. (1992) Managing Evaluation in Education: a development approach. London: RoutledgeBell, J. (1987) Doing Your Research Project: a Guide for First-Time Researchers in Education and Social Science. Bucks, OU PressReece, J. and Walker, S. (2001) Teaching, Training and Learning: a practical guide, Sunderland, Business Education PublishersSupplementary:Golub, A.L. (1997) Decision Analysis: an Integrated Approach, New York. Wiley Ross, A. (2000) Curriculum: Construction and Critique. London: Falmer


Continuous Assessment: 100%

Programme or List of Programmes
ETBSc in Education & Training