Module Details
Module Code: |
EDUC6002 |
Title: |
Education
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Long Title:
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Education
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NFQ Level: |
Fundamental |
Valid From: |
Semester 1 - 2017/18 ( September 2017 ) |
Field of Study: |
1420 - Education Studies
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Module Description: |
This module aims to develop an understanding of a range of relevant learning theories and models alongside related roles and responsibilities in education and training. It describes the developing education environment in Ireland and Europe and the qualification frameworks and credit systems within it. The module also introduces the students to process and practice in teaching and learning.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
# |
Learning Outcome Description |
LO1 |
Describe and compare a range of learning theories alongside the associated models |
LO2 |
Compare the Irish and European education environments |
LO3 |
Outline relevant qualifications frameworks and relate them to credit systems in education and training |
LO4 |
Explain and differentiate between the various roles in teaching and learning |
LO5 |
Outline structures, processes and practices within learning, education and training regarding their relevance within a community 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).
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None |
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.
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None |
Co-requisite Modules
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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.
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None |
Indicative Content |
Learning Theories and Models
Introduction to learning theorists and theories: Constuctivism, cognitivism, behaviourism, tranformatism etc.
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Development of the Education Environment
Policies at European and National levels and related structures and practices. Formal, non-formal, informal and lifelong learning.
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Qualifications Frameworks
The Bologna Process. European Qualifications Framework and the European Area of Higher Education. National Qualifications Authority of Ireland and the National Framework of Qualifications. Credit Systems and the European Credit Transfer System.
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Roles and Responsibilities in Learning
Learners and learning styles. Lecturing, teaching, tutoring, mentoring, training and coaching.
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Structures, Processes and Practices in Education
The Irish education system. Education policies for higher education, adult education, community education and lifelong learning and associated practice.
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Module Content & Assessment
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Assessment Breakdown | % |
Coursework | 100.00% |
Assessments
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.
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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 |
Independent & Directed Learning (Non-contact) |
Non Contact |
Study and reading |
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 |
Independent & Directed Learning (Non-contact) |
Non Contact |
Study and reading |
Every Week |
4.00 |
4 |
Total Hours |
7.00 |
Total Weekly Learner Workload |
7.00 |
Total Weekly Contact Hours |
3.00 |
Module Resources
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Recommended Book Resources |
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Curaj, A., Scott, P., Vlasceanu, L., & L. Wilson (Eds). (2014), European Higher Education at the Crossroads - Between the Bologna Process and National Reforms - Parts 1 and 2, Ch. 1, 5 - 7 and 53, Springer, [ISBN: 978940073939].
| Supplementary Book Resources |
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Palmer, J.A. (Ed). (2001), Fifty Modern Thinkers on Education: From Piaget to the Present, First. Routledge, New York, [ISBN: 9780415224093].
| Supplementary Article/Paper Resources |
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Maunsell, C. et al.. (2010), Part 1 - Lifelong Learning: Policy and
Context, presentations given to the University
Sector Framework Implementation Network
on 24 February,
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Maunsell, C., Downes, P., and V.
McLoughlin. (2008), National Report on Lifelong Learning in
Ireland - Towards a Lifelong Learning
Society in Europe - The Contribution of
the Education System, Lifelong Learning 2010 - A European
Union Sixth Framework Funded Project,
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NALA - National Adult Literacy Agency. (2008), It’s never too late to learn: A study of
older literacy students in Dublin, p.80,
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Murphy, A.. (2005), Lifelong Learning: Romance, Evidence,
Implementation?, p.11,
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Department of Education and Science. (2000), Learning for Life: White Paper on Adult
Education, July 2000, p.224,
| Other Resources |
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Website, Quality and Qualifications Ireland (QQI). (2015), Various, Dublin, QQI,
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Website, Department of Education and Skills. (2015), 'EU and Education', Dublin,
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Website, European Commission - Education and
Training. (2015), The Bologna Process and the European
Higher Education Area, European Commission,
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Website, Institute of Education. (2014), Lifelong Learning, London, University of London,
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