Registry
Module Specifications
Archived Version 2010 - 2011
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Description INACTIVE - 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 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. | |||||||||||||||||||||||||||||||||||||||||
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 |
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Indicative Content and
Learning Activities The module will examine the following in relation to the development of reflective experiential learning in the workplaceThe theoretical underpinnings of experiential learningLearning styles and the relation between theory, practice and reflection in learningKey issues in relation to experiential learning as a means of acquiring professional education and training for both individuals and organisationsThe role of the training/education practitioner as both provider and change agent within their own contextThe nature of reflective experiential learning in one''s workplaceThe development of strategies to facilitate reflective experiential learningThe design of tools to facilitate reflective experiential learningThe implementation of prototype methodologies and tools to facilitate reflective experiential learning" | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Programme or List of Programmes |
ET | BSc in Education & Training |
- See the module specification for ES319 in 2003 - 2004
- See the module specification for ES319 in 2004 - 2005
- See the module specification for ES319 in 2005 - 2006
- See the module specification for ES319 in 2006 - 2007
- See the module specification for ES319 in 2007 - 2008
- See the module specification for ES319 in 2008 - 2009
- See the module specification for ES319 in 2009 - 2010
- See the module specification for ES319 in 2010 - 2011
- See the module specification for ES319 in 2011 - 2012
- See the module specification for ES319 in 2012 - 2013
- See the module specification for ES319 in 2013 - 2014
- See the module specification for ES319 in 2014 - 2015
- See the module specification for ES319 in 2015 - 2016
- See the module specification for ES319 in 2016 - 2017
- See the module specification for ES319 in 2017 - 2018
- See the module specification for ES319 in 2018 - 2019
- See the module specification for ES319 in 2019 - 2020
- See the module specification for ES319 in 2020 - 2021
- See the module specification for ES319 in 2021 - 2022
- See the module specification for ES319 in 2022 - 2023
- See the module specification for ES319 in 2023 - 2024
- See the module specification for the current year