Module Details

Module Code: EDUC8018
Title: Learning in Practice
Long Title: Learning in Practice
NFQ Level: Advanced
Valid From: Semester 2 - 2017/18 ( January 2018 )
Duration: 1 Semester
Credits: 5
Field of Study: 1420 - Education Studies
Module Delivered in: 1 programme(s)
Module Description: The community work supervisor has a unique opportunity to establish a supportive learning environment for both community workers and community members in general. This module assesses the part adult education plays in community development. Current theory and practice regarding the learning of adults, particularly 'vulnerable' adults, is critically reviewed. Key contemporary theories, models and practices are selected and tuned to the needs of adult learning in the community/workplace and applied in a community work setting.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Critcally assess the role of adult education in Community Development.
LO2 Critically review a range of theories, models and practice relating to the learning of adults in the workplace and in non-formal examinations.
LO3 Evaluate two frameworks of adult education which are seen as most appropriate for working with 'vulnerable' communities.
LO4 Analyse the implications of at least one perspective on how adults learn for the creation of a positive and 'empowering' environment and experiences within a selected community.
LO5 Synthesise the conditions, processes and practices for optimizing the learning of a selected group within their own community utilizing an perspective on how adults learn in a non-formal setting.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Community Development and Adult Learning
Community development and social change; education and participative democracy, education and equality, capacity building, emancipatory education. Adult Education in Ireland.
Experiential Learning, Non-formal and Formal Learning
Experiential Learning, situated learning and communities of practice, Kolb's cyclical theory, non-formal learning, accredited learning. Work-based learning.
Learning Theories
Behaviourism, cognitivism, constructivism, Vgoysky's proximal learning zone, Adult Learning - pedagogy and andragogy.
Emancipatory Learning and Practice
Critical pedagogy, critical reflection, transformative learning in practice. Reflective learning. Habermas, communicative action.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Short Answer Questions % of Total Mark 20
Timing Week 6 Learning Outcomes 1,2
Assessment Description
In-class test on core concepts in adult and community education
Assessment Type Written Report % of Total Mark 65
Timing Sem End Learning Outcomes 2,3,4
Assessment Description
Written report on the role of theory in informing the design of an adult education programme in the community
Assessment Type Presentation % of Total Mark 15
Timing Sem End Learning Outcomes 2,3,4,5
Assessment Description
A synthesis of the conditions, processes and practices for optimizing adult learning
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lecture/Workshop Every Week 3.00 3
Lecturer Supervised Learning (Non-contact) Non Contact Independent Learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lecture/Workshop Every Week 3.00 3
Lecturer Supervised Learning (Non-contact) Non Contact Independent Learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Gerri Kirkwood, Colin Kirkwood. (2009), Living Adult Education, Second. Sense Publications, [ISBN: 1999460915507].
  • Colm O Doherty. (2012), Community Development in Ireland, Gill and Macmillan, Dublin, [ISBN: 9780717149742].
Supplementary Book Resources
  • David A. Kolb. (1984), Experiential learning, Prentice-Hall, Englewood Cliffs, N.J., [ISBN: 978-0132952613].
  • Michael Carroll (Editor), Margaret Tholstrup (Editor). (2010), Integrative Approaches to Supervision, Jessica Kingsley, [ISBN: 978-1853029660].
  • Myles Horton and Paulo Freire; edited by Brenda Bell, John Gaventa, and John Peters. (1990), We make the road by walking, Temple University Press, Philadelphia, [ISBN: 9780877227755].
  • Peter Jarvis. (1996), Adult and Continuing Education, Second. Routledge, New York, [ISBN: 0415102421].
  • Christopher Johns (Editor). (2010), Becoming a Reflective Practitioner, Oxford Press, Oxford, [ISBN: 9781405185677].
  • Malcolm S. Knowles. (2009), The Modern Practice of Adult Education, Englewood Cliffs, Cambridge, [ISBN: 9780695814724].
  • Jean Lave, Etienne Wenger. (1991), Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge, [ISBN: 9780521423748].
  • Jack Mezirow (Ed.), Edward W. Taylor (Ed.), and Associates. (2009), Transformative Learning in Practice: Insights from Community, Workplace and Higher Education, 1st. John Wiley & Sons, [ISBN: 9780470257906].
  • Donald A. Schön. (2005), Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions, John Wiley and Sons, [ISBN: 9781555422202].
Supplementary Article/Paper Resources
This module does not have any other resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HCOED_8 Bachelor of Arts (Honours) in Community Development 8 Mandatory