Debating the Big Questions in Education
| Module title | Debating the Big Questions in Education |
|---|---|
| Module code | EFPM913 |
| Academic year | 2019/0 |
| Credits | 30 |
| Module staff | Justin Dillon (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
This module gives you the opportunity to engage in critical and lively debate around the ‘big questions’ that are often asked in relation to education. Each module session will debate a different ‘big question’. This will mean that you will critically examine a number of different contemporary educational issues over the course of study. The Education Studies module (EFPM914) is a pre-requisite to this module because you will be required to bring your knowledge and understanding of the different theoretical perspectives to bear on the contemporary issues which will be critically examined in this module.
Module aims - intentions of the module
The principal aims of this module are:
- To enable you to critically explore a range of contemporary debates in the field of education
- To introduce you to a range of varying viewpoints which might be proffered in debates on these contemporary issues
- To encourage you to critically assess the issues in light of your own educational experiences, research interests or relevant professional expertise
- To allow you the opportunity to actively engage in these debates with others and to develop considered statements (drawing on relevant theoretical perspectives, empirical research, policy and practice) on these issues over the course of study
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate ability to identify, effectively explain and critically evaluate key issues in education
- 2. Demonstrate ability to derive sound, theorized conclusions on a selected number of big issues that are debated within education
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate ability to select, integrate and present coherently and reflectively, orally and in writing, relevant theoretical arguments relating to education
- 4. Critically reflect upon and evaluate your own (and others) understandings of current issues and debates in education
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Communicate and engage in debate effectively and accurately, orally and in writing, in a manner appropriate to the discipline
- 6. Undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Intelligence and ability
- The implications of neuroscience for education
- Education for sustainable futures
- Education for global citizenship
- Technologies for teaching and learning
- Professional learning
- Assessment
- Creativity
- Alternatives to mainstream schooling
- Educational inequality and diversity
- Social justice
- Inclusion
- Religion and faith-based education
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30.5 | 269.5 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30.5 | 10 x 3 hour taught sessions (online/campus), 1 x academic tutorial (0.5 hours) |
| Guided Independent Study | 60 | Set weekly readings |
| Guided Independent Study | 109.5 | Directed study e.g. web-based activities; preparing conclusive statements on the debates; preparing for academic tutorial; preparing for seminars; responding to seminar activities. |
| Guided Independent Study | 100 | Preparation for assignments and further reading |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Essay | 1500 words | 1-5 | Written and oral tutor feedback (academic tutorial) |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 80 | 0 | 20 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Literature review | 80 | 5000 words | 1,2,3,6 | Written tutor feedback |
| Individual presentation | 15 | 1000 words | 1,2,3,5 | Written tutor feedback |
| Class participation in seminar debate activities | 5 | 275 words | 1-5 | Written tutor feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Literature review | Literature review (5000 words) | 1,2,3,6 | 6 weeks |
| Individual presentation | Recorded presentation | 1,2,3,5 | 6 weeks |
Re-assessment notes
Class participation in seminar debate activities will not be reassessed as this activity will take place within taught session time. Presentations will be required as audio recordings owing to the main assessment session occurring within term time.
Indicative learning resources - Basic reading
Adey, P. & Dillon, J. (eds) (2012). Bad Education: Debunking Myths in Education. Milton Keynes: Open University Press.
Armstrong, A. C., Armstrong, D. and Spandagou, I. (2010) Inclusive Education, International Policy and Practice. London: Sage
Arnot, M. (2002) Reproducing Gender; Critical Essays on Educational Theory and Feminist Politics London: Routledge
Ball, S. (2017) The Education Debate. London: Policy Press.
Hayes, D. (ed.) (2004) Key Debates in Education. London: Routledge Falmer.
Reay, D. (2017) Miseducation: Inequality, Education and the Working Classes
Selwyn, N. (2016) Education and Technology: Key Issues and Debates. London: Bloomsbury.
William, D. (2017) Assessment and learning: some reflections, Assessment in Education: Principles, Policy & Practice, 24:3, 394-403.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | EFPM914 Education Studies |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 25/05/2018 |
| Last revision date | 29/03/2019 |
