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Module Title |
Project 2
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Module Code |
ES319
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School |
School of Education Studies
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Online Module Resources
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| Module Co-ordinator | Dr Trudy Corrigan | Office Number | CA116 |
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Level |
1
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Credit Rating |
15
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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 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.
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Learning Outcomes
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| On successful completion of this module the learner will be able to… |
- Analyse the role and function of research methodologies relevant to the student's research project.
- Write a research proposal
- Apply key concepts, theories and techniques related to the use of research tools necessary for a research project.
- Compare and contrast qualitative and quantitative data collection tools in terms of their relevance to their own research project
- Implement a research project within an education and/or training workplace context.
- Initiate and evaluate the benefits of experiential learning in the workplace through the research theory and practice.
- Demonstrate the ability to write a research report using academic conventions, skills and techniques.
- Critically evaluate the benefits of experiential learning together with the benefits of conducting academic research in a work-based practice.
- 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.
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Indicative Time Allowances
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Hours
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Lectures |
36
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Tutorials |
24
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Laboratories |
0
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Seminars |
65
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Independent Learning Time |
100
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Total |
225
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Placements |
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Assignments |
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NOTE
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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.
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Indicative Syllabus
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The module will examine the following in relation to the development of reflective experiential learning in the workplace
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The theoretical underpinnings of experiential learning
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Learning styles and the relation between theory, practice and reflection in learning
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Key issues in relation to experiential learning as a means of acquiring professional education and training for both individuals and organisations
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The role of the training/education practitioner as both provider and change agent within their own context
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The nature of reflective experiential learning in one''''''''''''''''''''''''''''''''s workplace
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The development of strategies to facilitate reflective experiential learning
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The design of tools to facilitate reflective experiential learning
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The implementation of prototype methodologies and tools to facilitate reflective experiential learning
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| Assessment | | Continuous Assessment | 100% | Examination Weight | 0% |
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Indicative Reading List
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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
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Assessment:
Continuous Assessment: 100%
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Programme or List of Programmes
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| ET | BSc in Education & Training |
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