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Module Specifications

Archived Version 2010 - 2011

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

Online Module Resources

Module Co-ordinatorDr Trudy CorriganOffice NumberCA116
NFQ level 8 Credit Rating 15
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

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.

Workload Full-time hours per semester
Type Hours Description
Total Workload: 0

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

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


Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
Indicative Reading List

  • Aspinall, K: 0, 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 FirstTime Researchers in Education and Social S,
Other Resources

Programme or List of Programmes
ETBSc in Education & Training