University of the West of England
MODULE SPECIFICATION
(Revised October 2005)
Code: |
UTTGKC-10-3 |
Title: |
Independent Contemporary Educational Studies |
Version: |
3 |
Level: |
3 |
UWE Credit Rating: |
10 |
ECTS Credit Rating: |
5 |
Module Type: |
Project |
Owning Faculty: |
Social Sciences and Humanities |
Field: |
Primary, Early Childhood and Education Studies |
Field Leader: (see guidance notes) |
|
Valid From: |
September 2008 |
Discontinued From: |
|
Contributes Towards: (see guidance notes) |
BA (Hons) Jt Hons Education Studies BA (Hons) Early Childhood Studies BA (Hons) Jt Hons Early Childhood Studies BA (Hons) Studies in Education |
Pre-requisites: |
Nil |
Co-requisites: |
Nil |
Excluded Combinations: |
Nil |
Learning outcomes:
At the end of the module the students will have:
• identified an area of interest, relevance and value to themselves and/or their place of employment;
• identified and negotiated a study of appropriate scope and/or depth of enquiry;
• demonstrated congruence with intended programme aims and learning outcomes;
• followed a systematic, critical and analytical route of enquiry/study in pursuance in their identified goal;
• produced a final submission for assessment which shows evidence of relevant background reading, a systematic appraisal and analysis of the topic to be studied;
• taken responsibility for own learning, articulating their own preferred learning styles and strategies and managing their own development;
• communicated effectively in a manner appropriate to the area of study and report on procedures in a clear and concise manner.
Syllabus outline:
During the initial phase of the study the focus will be on identifying a specific area and developing a plan, strategy and study programme relevant to the chosen area. Students will embark on a search of relevant literature with tutorial support.
The module will then develop into central investigative activities with tutorial support.
The module will then culminate in the development of the submission. For example this could be:
a) a written report; and/or
b) materials for use by pupils/students; and/or
c) audio or visual materials including computer programmes etc;
d) any other form which is relevant to the subject being studied, subject to the approval of the supporting tutor.
Teaching and learning methods:
Given the varied and eclectic nature of the module the learning approaches will be negotiated between the student and the supporting tutor.
Reading Strategy
It is essential that students read one of the many texts on research methods available through the Library. Key chapters from several will be available electronically via the Library’s Digital Collections [alternative could be via printed study packs].
Students are expected to identify all other reading relevant to their chosen topic for themselves. They will be encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. It will be expected that assignment bibliographies and reference lists will reflect the range of reading carried out.
Additional support is available through UWEonline. This includes interactive tutorials on search skills and on the use of specific electronic library resources.
Indicative Reading List
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.
BELL, J.(1999, 3rd Edn.) Doing your Research Project. Buckingham: OUP.
London: Centre of Information on Language Teaching and Research.
FAIRBAIRN, G.J. & WINCH, C. (1996), Reading, Writing & Reasoning: a Guide for Students, Buckingham: OUP.
SHARPE, J.A. & HOWARD, K. (2002) The Management of a Student Research Project, (3rd Ed), Aldershot: Gower.
MARSHALL, L. & ROWLAND, S. (1993) A Guide to Learning Independently, (2nd Ed), Buckingham: OUP.
WILLIAMS, K. (1999) Developing Writing Skills Oxford: Oxford Centre for Staff Development.
Additional readings and websites will be identified by the tutor, with reference to the area of study.
Assessment
ATTEMPT 1
First Assessment Opportunity
Component A
The module will be assessed by the submission of an appropriate study which is the equivalent of 2,000 words.
Assessment criteria:
A L3: Conceptual Domain (Core)
The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.
together with two other level 3criteria negotiated with the tutor chosen from below
B: Literature Domain The assignment demonstrates that the student can reference
appropriate literature and utilise it in the development of analysis and discussion of ideas.
C: Contextual Domain The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (eg personal, locational, historical, political etc) influencing the area of study.
D: Research Domain The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, clearly justifying plans and methods on technical grounds and evaluating research outcomes.
E: Ethical Domain The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice.
F: Values Domain The assignment demonstrates that the student can clearly identify and analyse the basis of their own value position and where relevant, the value position of others in relation to the area of study.
G: Action Domain The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, appraising professional development needs and/or outcomes.
H: Negotiated Domain In addition to criteria specified under domains A-F, we accept the possibility of tutor and student negotiating an appropriate assessment criterion, to encompass specific elements of significance not addressed through the existing criteria. With tutors new to the programme it is important that such negotiated criteria are approved by the relevant Award Leader.
Students will provide a witnessed declaration of authenticity.
Documentation generated in the process of producing the assignment will be made available upon request.
The student must demonstrate to the supervising tutor that the work submitted does not duplicate work previously submitted for assessment for other modules within the intended programme
Second Assessment Opportunity (further attendance at taught classes is not required)
Component A
The module will be assessed by the submission of an appropriate study which is the equivalent of 2,000 words.
Assessment criteria:
A L3: Conceptual Domain (Core)
The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.
together with two other level 3 criteria negotiated with the tutor.
Students will provide a witnessed declaration of authenticity.
Documentation generated in the process of producing the assignment will be made available upon request.
The student must demonstrate to the supervising tutor that the work submitted does not duplicate work previously submitted for assessment for other modules within the intended programme
SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is not required.
Specification confirmed by ……………………………………………Date ……………………………
(Associate Dean/Programme Director)