B.Sc (Ed Studies) Year 1 Module Listings

Overview

Effective communication skills including written and oral presentations, as well as an ability to work with others, are the main factors contributing to job success in any sector. For those working in an educational setting the ability to communicate effectively is an essential prerequisite for success in the workplace. Communication involves conveying your messages to other people clearly and unambiguously. It is also about receiving information that others are sending to you, with as little distortion as possible. Communication skills, both verbal and non-verbal, such as listening and responding, intercultural communication, presenting and facilitation in group settings will be evaluated, analysed and applied in this module. This course aims to equip students with a basic understanding of the process of communication and to help them develop and practice their own communication skills so that they themselves can become successful communicators in a variety of educational settings.

Overview

The rationale of this course is to facilitate students understanding of principles and practices associated with adult learning, both inside and outside of the classroom. Students will learn to compare and contrast learning styles in adulthood and childhood from a theoretical (andragogy vs pedagogy) and practical perspective. They will also explore methodologies to create positive, nurturing educational environments for adult learners, with a specific focus on differentiating instruction for specific populations (e. g. young, middle-aged, elderly). Students will also have the opportunity to explore implications for training in the workplace, issues for public policy in relation to life-long learning, and the effects of diversity and globalisation

Overview

This module sets out the basic principles of the sociology and philosophy of education as they form the Foundations of Education. It contributes to a broad understanding of how individual circumstances and the operation of the institutions of society affect educational outcomes. It also analyses the function of higher, further, adult, and continuing education. It also identifies the nature and purposes of education both for the individual and society. The course is designed to encourage a critical application of the theoretical frameworks to the concepts and structures of modern education systems both national and internationally

Overview

In 2011, the Irish government published the ‘National Strategy for Higher Education to 2030’ which made two recommendations related to the area of transition to third-level education. The first of these stated that:

Higher education institutions should prepare first-year students better for their learning experience, so they can engage with it more successfully (p.18).

The second (recommendation number 6), recommends that:

Both undergraduate and taught postgraduate programmes should develop the generic skills needed for effective engagement in society and in the workplace (p.18).

Although these recommendations are incorporated across undergraduate modules, a need was identified to have an accompanying module that explicitly addressed these goals in students’ first semester in college. This module examines how to guide students towards the effective management of their own learning and development. It introduces students to the academic and broader skills required for success in their new academic journey and beyond.

It also examines the language that is used in education so that students better understand the language and become more sensitive to how it influences thinking. Education texts and programmes contain many terms that can be confusing for those who are new to the area. Examples of such terms are child-centred, active learning, ability grouping. Other terms are familiar but shape our understanding of education in ways that are often unquestioned. Knowing the language of education and how it shapes our thinking about education is important for people who work in any area of education.

Overview

This module provides students with an opportunity to explore the centrality of the arts in education and what education can learn from the arts. It investigates different perspectives regarding arts’ relationship with creativity, imagination, culture and other learning domains. It examines the natures and range of visual arts, drama, music, dance, interdisciplinary and collaborative arts practices. Students will dialogically and critically reflect on their personal engagement with the arts and arts education so that practice, theory and personal experience are explored simultaneously. They will research different arts and arts education organisations and institutions. This module examines the methodologies employed in various arts and arts education contexts. It also positions arts educational theory and policy within the broader educational landscape.

Overview

This module provides students with opportunities to develop an understanding of theoretical knowledge, skills, as well as identify professional skills learned in course work in real world practice settings. This module will introduce the professional competencies of i) communication, ii) leadership, iii) problem solving and iv) organisational skills and their relationship to adult education settings. Additionally, the course is designed to familiarize students with wellness models and self-care practices and their relevance for the field of education. The course will be interdisciplinary in nature. It focuses on the effects of stress on the body and offers practices to assist students to deal with stress in their own lives. Based on Paulo Freire’s theory of popular education, this module also seeks to encourage students to multiply what they learn in their own community or place of work. These tools can be adapted for use in a variety of workplaces, such as: caring professions, educational settings, with social workers, counsellors and people working in advocacy and justice and peace work.

Overview

The rationale of this course is to facilitate students understanding of how people learn, both inside and outside of the classroom. Students will develop expertise in the creation of educational environments that are learner-centred and information-rich. They will explore concepts such as formative self-assessment, inclusive education and cooperative learning. This course will have both a theoretical and practical focus, incorporating direct, lecture-style tuition as well as group-based and self-directed learning.

Overview

This module aims to enable students to familiarize themselves and gain an understanding of Special Educational Needs from an educational perspective. It aims to inform on national and international legislation, policy, practice, and terminology in the area. It provides insights to, and cultivates understanding of, emotional and behavioural conditions and related learning needs. Additionally, methods of assessment, and practical strategies for educational and social inclusion are explored. At the end of this course, students will have a greater understanding and consideration for the education and needs of those affected by emotional and behavioural conditions, along with a greater understanding of the role they might play in supporting and including such learners.

Overview

The course will enable students to design and implement technologically mediated learning objects in educational environments. Theoretical frameworks and pedagogy when using technology in education, reflecting on national and international practice, are explored on this module. 

Overview

The past few decades have demonstrated the need for effective leadership within the context of a rapidly changing Irish education landscape. Many different models of leadership exist and are applied in various education contexts. This module will draw upon theory and contemporary scholarship in sociology, political science, economics and education to provide different perspectives on leadership in education. This foundation module will provide an introduction to the nature of education leadership principles, models and theories, including; distributed, instructional, participative, democratic, transformational, moral, strategic leadership.