Module guide: BA Hons. Education Studies: Educational Contexts and Practice

University of Teesside
School of Social Sciences and
Law
BA Hons. Education Studies
EDU2068-N
Educational Contexts and
Practice
L2:20 CATS
Module Leader:
Module Tutor/s
Nick Tanner: n.tanner@mbro.ac.uk tel: 333 209
Nick Tanner: n.tanner@mbro.ac.uk tel: 333 209
Barbara Comiskey ba.comiskey@mbro.ac.uk tel: 333 209
2010
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Module guide: BA Hons. Education Studies: Educational Contexts and Practice
Contents
Page no’
Welcome
3
Module Aims
3
Learning Outcomes
3
Learning Strategy
4
Attendance
4
Assessment strategy
5
Assignment submission
5
Indicative resources
6
Regulations
7
Module planner
8
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Module guide: BA Hons. Education Studies: Educational Contexts and Practice
Educational Contexts and
Practice
Welcome
This guide details the content of the module ‘Educational Contexts and
Practice’ and sets out exactly what will be required of you. Included within the
guide are: module aims
 learning outcomes
 details on assessment
 list of preparatory reading
 a week by week outline of the areas to be covered during the next
year
Contents page
Module Aims
This module aims to explore different education and training settings and
contexts and to provide students with the knowledge base to be able to
critically evaluate these in terms of their own involvement in educational
provision. The module aims to enable the students to evaluate their own
position within the educational system and the position of their organisation.
The module will explore the complexity of the interaction between learning
and contexts, and the range of ways in which participants (including learners
and teachers) can influence the learning process.
Contents page
Main Learning Outcomes
Knowledge & Understanding
By the end of this module the students will be able to:
1. Demonstrate knowledge and understanding of the complexity of the
interaction between learning and contexts, and the range of ways in which
the participants can influence the learning process.
2. Critically analyse the societal and organisational structures and purposes
of educational systems, and the possible implications for learners and the
learning process.
Cognitive & Intellectual Skills
3. Employ balanced, logical and supported argument when evaluating
learning contexts and situations.
Practical & Professional Skills
4. Identify and reflect on potential connections and discontinuities between
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Module guide: BA Hons. Education Studies: Educational Contexts and Practice
differing learning situations and the application of this in educational
contexts.
5. At with increasing autonomy, with reduced need for supervision, within
defined guidelines.
Key Transferable Skills
6. Reflect systematically on own performance to further develop learning.
Contents page
Learning Strategy
Students will attend a series of lectures and seminars over 5 weeks for 4
hours per week (2 hours lecture for 5 weeks and 2 hours seminar for 5
weeks). The lectures will introduce the theoretical elements and key
developments in areas of educational contexts and practice and will cover the
indicative content for the module and the seminar tasks will enable the
students to contextualise the content in terms of their own practice
environment. Opportunities for individual tutorials are built onto the module
delivery (outside of the formal class contact hours). Students can access
tutorial support before or after the taught session or at other times as
arranged to the students and tutors mutual convenience. Ongoing support will
be provided to the students via e-mail correspondence with the module tutor
and by the provision of supporting materials in the VLE.
Students will be undertaking practice based learning during the duration of
this module (in addition to attending scheduled sessions/accessing electronic
support as indicated above). This practical learning experience will provide
the focus for the formative and summative assessment task activity
thus enabling the students to link theoretical to learning to authentic issues of
professional practice.
Attendance
Students are expected to attend all lessons and workshops and any other
scheduled learning activity. If your attendance falls below 80% you may be
deemed not to be taking the module unless you are given specific exemption
from attendance by the course leader, for which medical evidence will be
required. There is strong evidence that attendance in class is related to
success in assessments.
Contents page
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Module guide: BA Hons. Education Studies: Educational Contexts and Practice
Assessment Strategy
The assignment below forms part of a portfolio of summative assessments.
Hand in dates are noted on the year planner at the back of this module guide.
Summative Assessment
Produce an essay comparing and contrasting two teaching and learning
contexts in which you have been involved as a practitioner. Critically evaluate
the similarities and differences between the learning and teaching contexts
Physical environment, planned learning, the needs of the learners and the complexity of
the interaction between learning and contexts.
Include evaluation of the ways in which the context can influence the learning
process.
Societal and organisational structures that have influenced the development of the two
learning situations and the possible implications for learners and the learning process,
with reference to educational systems as appropriate.
(3500)
This assessment will test all the module learning outcomes.
Assessment Submission & Feedback
All written assignments are to be submitted through the Middlesbrough
college Blackboard Gradebook system.
Late submission will result in only a pass grade of 40% being given
Feedback on assignments will be posted through the ‘Blackboard system’ and
additional support and guidance offered within the tutorial session. It is your
responsibility to check ‘Blackboard’ o collect your feedback.
Assessment re-submission
If you do not successfully pass the in-course summative essay you will be
offered an opportunity to resubmit the work in the period of four weeks after
you have received feedback. Feedback will be available within three weeks of
submission.
Assessment Criteria
Standard University of Teesside UG level 2 (NQF Level 5) marking criteria will
be used
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Module guide: BA Hons. Education Studies: Educational Contexts and Practice
Contents page
Indicative Resources
Essential
Armitage, A. et all ( 2007 ) Teaching and Training in Post Compulsory Education, 3rd Ed. Bucks:
OU Press
Brookfield , S. (1986) Understanding and Facilitating Adult Learning, Bucks: OU Press
Foley, G. (1999) Learning in Social Action: a contribution to understanding informal education,
Leicester : NIACE
Huddlestone, P. et al (2007) Teaching and Learning in Further Education, 3rd Ed .
London Routledge
Leitch, s. (2006) Prosperity for all in the Global Economy: World Class Skills. London: HMSO
McGiverney, V. (1999) Informal Learning in the Community: A Trigger for Change and
Development, Leicester: NIACE
Minton, D. (2004) Teaching Skills in Further and Adult Education. 3rd Ed. Stanley Thornes
Wallace, S. (2005) Teaching and Supporting Learning in Further Education. 2nd Ed London :
Learning Matters
Recommended
Coare, P. (1996) Through the Joy of Learning: A Diary of 1000 Adult Learners’Leicester: NIACE
Daines, J. et al (2006) Adult Learning, Adult Teaching, 4th Ed. Nottingham : Nottingham
University Press
Edwards, R. (et al) (1996) Boundaries of Adult Learning , Bucks: OU Press
Raggat, P. et al (eds) (1995) The Learning Society: Challenges and Trends, Bucks: OU Press
Journals
Journal of Vocational Education and Training (Triangle Publishers)
British Educational Research Journal
British Journal of Educational Studies
Journal of Educational Action Research
Research in Post-Compulsory Education
Times Educational Supplement
The Journal of In-Service Education
All journals available electronically at Teesside
Electronic
www.qca.org.uk
www.lifelonglearning.co.uk/iag
www.nfer.ac.uk
www.lsda.org.uk
www.ofsted.gov.uk
www.ali.gov.uk
www.avanti-books.com
Contents page
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Module guide: BA Hons. Education Studies: Educational Contexts and Practice
Regulations and Procedures
Naturally within the University there are a number of regulations which you
may need to refer to as your progress through this module on your
programme of studies and the University generally. The university has placed
these regulations on the University website at:
http://www.tees.ac.uk/sections/stud/policies.cfm
These regulations include:
a) Assessment Review Regulations
b) Consideration of Mitigating Circumstances for Assessment
c) Plagiarism and Cheating
d) Student Attendance
e) Regulations relating to intellectual property rights
f) Regulations relating to students’ use of computer facilities
g) Proceedings before Fees and Charges panel
h) Assessment and progression regulations
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Module guide: BA Hons. Education Studies: Educational Contexts and Practice
Module Planner
(Version 3, 18-08-10)
BA Hons Education Studies: Year Planner 2010-11
Date
Content
1
2
3
20/09/10
Induction– introduction to the course
27/09/10
Reflective Practice:
Learning from experiences, self-awareness
Models and frameworks
Ethics and legal background
Changing practice; Introduction to assignment
04/10/10
4
11/10/10
5
18/10/10
Research in Education
The nature and purpose of research
Methods and what counts as evidence
Qualitative approach
Research in Education
Quantitative approach. Using statistics
6
01/11/10
7
08/11/10
8
15/11/10
9
22/11/10
10
29/12/10
11
06/12/10
13/12/10
Assessment
Hand in
(University induction: 14th September.
Letter to all students)
Myers-Briggs self-assessment and feedback
Worked example of a journal article review.
Academic conventions. Harvard referencing.
Worked example of a book review
Suter (2005) International Journal of research
methods (Student-led review)
Research in Education
Critical analysis/thinking
Cohen (2007) Research methods in
Education Chap 14 (Student-led review)
Half term
25/10/10
12
Student led /
Higher skills activities
Research in Education
e-searching for specialist research
Research in Education
Workshop – research paper analysis
Education contexts and Practice
Society and Education. Policies & Proposals
Education contexts and Practice
Management, Organisation Structures, Culture
Education contexts and Practice
Teacher perspectives and environments
Approaches to teaching
Education contexts and Practice
Students and their needs
Approaches to learning
Education contexts and Practice
Effective delivery solutions. Current issues.
Skills work shop – beginning and
concluding your written work, academic style
Skills work shop – assessment for learning
Structuring the middle of your work
RP EA 1.
01/11/10
Armitage (2007) Teaching and
Training in post compulsory ed
Chap 1 (Student-led review)
Williams (2008) Journal of FE&HE
(Student-led review)
Skills workshop – compare and contrast +
critical evaluation
Skills workshop – debate
Using evidence for and against
Assessment for learning – considering
complete pieces of work and criteria
RinE EA
13/12/2010
CHRISTMAS
20/12/10
27/12/10
13
03/01/11
Effective and Innovative Environments
What is innovation? How do we know it works?
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Beetham & Sharpe (2007)
Re-thinking pedagogy in a digital age
Chap 16 (Student-led review)
RP EA 2
03/01/11
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Module guide: BA Hons. Education Studies: Educational Contexts and Practice
Date
Content
Student led /
Higher skills activities
Assessment
Hand in
Effective and Innovative Environments
E-learning and new technology
Cowie (2010) The Curriculum journal
(Student-led review)
14
10/01/11
15
12/01/11
Effective and Innovative Environments
Meeting different needs, differentiation
Skills workshop – Advanced
e-searching
16
24/01/11
Effective and Innovative Environments
Innovation & Society
17
31/01/11
Skills workshop – linking theory and
practice
Skills workshop - ethics
18
07/02/11
Effective and Innovative Environments
Resources/good practice workshop
Effective and Innovative Environments
Innovation in teaching & learning. Micro teach
EC&P EA
31/01/2011
Assessment for learning – complete pieces
HALF TERM
14/02/11
19
21/02/11
Education and Psychology
Basic frameworks & psychological models
20
28/02/11
Education and Psychology
Behaviour, motivation and learning
Vygotsky (1978) Mind in Society
Kozulin (2003) Vygotsky’s educational
Theory(Student-led review)
Maslow (1943) Theory of human
Motivation (Student-led review)
21
07/03/11
Education and Psychology
What is ‘intelligence’? Cognitive approaches
Skills workshop – debate
Evaluative skills, making judgements
22
14/03/11
Education and Psychology
Applying psychology
Skills workshop – Specialised
vocabulary
23
21/03/11
Education and Psychology
Linking theory & practice
Assessment for learning – complete pieces
24
28/03/11
Inclusive Practice
Policies and Law. Disability and discrimination.
Ball (2008) The education debate
Chap 4 (Student-led review)
E&IE EA
14/03/2011
EASTER
04/04/11
11/04/11
25
26
18/04/11
25/04/11
02/05/11
27
09/05/11
28
16/05/11
Inclusive Practice
Ethics and attitudes. Meeting individual needs.
Ainscow (2004) Journal of
Educational change (Student-led review)
Inclusive Practice
Strategies for inclusion
Skills workshop – using statistics recap
Skills workshop – proof reading and Harvard
referencing refresher
Bank Holiday
E&P EA
25/04/2011
IP EA
06/05/2011
Inclusive Practice
Student led presentations (SA 1)
Inclusive Practice
Student led presentations (SA 1)
IP ICA
16/05/2011
Last night – course end
Contents page
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