B.Sc (Ed Studies) Year 1 Module Listings

Overview

The module sets out to facilitate student understanding of the nature, meaning and purposes of education. Students will explore education in traditional and non-traditional contexts, recognising that teaching and learning takes place not only in schools, colleges and universities but also in alternative settings outside the traditional classroom. The course is designed to encourage a critical appreciation of the theory, concepts and values underlying and influencing modern education, by drawing upon multi-disciplinary interpretations and sources.   

Learning Outcomes

On successful completion of this module students should be able to:

• Identify the theory and concepts relating to the broad field of education at national and international level;
• Analyse the nature, meaning and purposes of education;
• Develop a critical appreciation of education as a lifelong endeavour, considering how broadly education may be manifested;
• Evaluate the development of education in non-traditional contexts;
• Acquire the skills to begin formulating a personal philosophy of education, which is inclusive of all members of society and contributes to personal growth and development.

Method of Assessment

2 x 1,500 word essays (30%)

Written exam (70%)

Overview

This module facilitates 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.

Learning Outcomes

On successful completion of this module students should be able to:

• Compare and contrast behaviourist, cognitivist and constructivist approaches to learning.
• Relate these theories to practical approaches in an educational setting.
• Identify different forms of “intelligence” and different learning styles.
• Relate theories of learning to their own experiences, and identify their own learning styles.
• Describe cooperative learning methods and understand their application in practice.
• Evaluate group dynamics in terms of learning.
• Develop emotionally supportive, inclusive learning environments.
• Identify various forms of Assistive Technology and technologies for teaching and learning, and demonstrate understanding of their use in an educational setting.

Method of Assessment

1 x 1,000 words (10%)

1 x 2,000 words (20%)

Written exam (70%)

Overview

This module is being offered to provide students with an opportunity to explore the centrality of the Arts in Education and what education can learn from the arts. The course will investigate the different perspectives regarding arts’ relationship with creativity, culture, science, the aesthetic dimension of learning, critical thinking and rehabilitation in practical and theoretical manner. It will investigate the Visual Arts, Drama, Music, and Dance modes independently. It will also examine the rich potential within different integrated arts paradigms. Students will reflect, document and share their personal engagement with the arts and arts education so that practice, theory and personal experience are explored simultaneously.

Learning Outcomes

On successful completion of this module students should be able to:

• Discuss the relationship between art and creativity, art and science, art and culture and art and education
• Outline the effects and effectiveness of the arts in different educational and rehabilitation contexts 
• Recount and reflect upon their history of engagement with the arts as participator, responder, consumer, composer and performer.
• Explain the important considerations in planning for the implementation of the Dance, Drama, Music and Visual arts education modes
• Differentiate between various arts education paradigms in terms of aims and emphases
• Undertake arts advocacy responsibilities or make a case for arts education orientated grants from the various agencies and NGOs for arts based education projects and initiatives 
• Document visually and textually their learning on the module

Method of Assessment

Critical reflective folio-journal (50%)

Group project (50%)

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.

Learning Outcomes

On successful completion of this module students should be able to:

• Describe and explain the human communication processes
• Critically analyze and interpret messaging in all its manifestations
• Identify barriers to effective communication in various education settings
• Differentiate the various skills necessary for effective communication in various educational contexts and with a wide range of audiences
• Practice and demonstrate practical communication strategies for specific purposes in workshop settings through the medium of drama and role play
• Construct and deliver effective oral, print and electronic strategies in workshop settings which demonstrate effective communication
• Develop cultural awareness, curiosity and empathy while comparing and valuing different ethnic, cultural and age groupings

Method of Assessment

Poster Presentation 

Overview

This module facilitates 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.

Learning Outcomes

On successful completion of this module students should be able to:

• Compare and contrast the theoretical and practical approaches of pedagogy and andragogy.
• Relate these theories to practical approaches in an educational setting, with particular focus on applied issues such as disability, adult literacy and educational disadvantage.
• Identify some of the possible social and psychological barriers faced by adult learners.
• Identify different learning styles, and relate theories of learning to their own experiences - identify their own learning styles.
• Develop emotionally supportive, inclusive educational environments for adult learners.
• Describe the potentially liberating effects of adult education with reference to concepts such as empowerment, social justice and prevention of reproduction of oppression through educational systems.
• Complete a reflective journal relating the theoretical and practical approaches they have explored to their experiences in their work placement/observational study.

Method of Assessment

Presentation (30%)

Written exam (70%)

Overview

The module will enable students to design and implement technologically mediated learning objects.  Theoretical frameworks that apply to mainstream education have been adapted to e-learning, and these new approaches to learning are explored on this module. 

Learning Outcomes

On successful completion of this module students should be able to:

• Interpret and critically analyse theoretical frameworks underlying technology and education.
• Evaluate various educational software packages and employ these technologies to create online educational content.
• Interpret the concepts of communal constructivism, behaviourism, user generated content, peer learning, digital learning objects, pedagogies for educational content online, 21^st century learning skills and other concepts and justify their use in an educational setting.
• Create their own digital learning objects, having researched and evaluated appropriate technological and pedagogical interventions for their intended audience.
• Synthesise the range of technologies available in an educational environment.
• Use and evaluate emergent technologies, such as Multi User Virtual Environments (MUVEs) and analyse their application to education.

Method of Assessment

Creation of three 'digital learning objects' (30%)

Presentation (70%)

Aidhmeanna

Is í an Ghaeilge ár dteanga náisiúnta agus céad teanga oifigiúil an Stáit. Mar gheall air sin, aon áit  ina mbíonn daoine ag déanamh cumarsáide lena chéile, ina saol gairmiúil, go háirithe san earnáil phoiblí (an státseirbhís, comhlachtaí stáit, iarsmalanna, ionaid oidhreachta, cúirteanna, leabharlanna, scoileanna agus institiúidí oideachais, agus araile), agus freisin san earnáil phríobháideach (comhlachtaí, na meáin chumarsáide, eagraíochtaí cultúrtha; mar shampla, Cumann Lúthchleas Gael, Comhaltas Ceoltóirí Éireann; agus oifigí fáilte i gcoitinne), tá sé riachtanach gur féidir le duine feidhmiú agus cumarsáid a dhéanamh trí mheán na Gaeilge. Chuige sin, is gá go córasach cúram a dhéanamh de na scileanna teanga i.e. den chumas éisteachta, den chumas labhartha, den chumas léitheoireachta agus den chumas scríbhneoireachta. Is gá deiseanna a thabhairt don mhac léinn an teanga a úsáid mar fhoghlaimeoir ar an gcúrsa agus i rith an chleachtaidh oibre.

Sa bhunmhúinteoireacht, tá ardchaighdeán sa Ghaeilge riachtanach agus nuair a thugtar deis don mhac léinn an t-ardchaighdeán seo a bhaint amach i mbunchéim, bíonn sé sin ina bhuntáiste aige/aici agus é/í ag tabhairt faoin nGaeilge san Ard-Dioplóma sa Bhunoideachas i gcoláistí oideachais in Éirinn. Leis an mbunchéim seo agus an Modúl Gaeilge seo inti gach bliain, bíonn díolúine ón nGaeilge (ach amháin ó Mhúineadh na Gaeilge/ón nGné Phraiticiúil de Mhúineadh na Gaeilge) ag mac léinn a thugann faoin S.C.G. (An Scrúdú le hAghaidh Cáilíochta sa Ghaeilge) nó faoi O.C.G. (Oiriúnú le hAghaidh Cáilíochta sa Ghaeilge) tar éis dó/di cáilíocht sa bhunmhúinteoireacht a bhaint amach thar lear.

Torthaí Foghlama

• éisteacht leis an nGaeilge i réimse de shuímh, idir phearsanta agus ghairmiúil (go háirithe, fógraí agus míreanna nuachta) agus buntuiscint a léiriú
• buntuiscint ar an bhfocal labhartha, bunlíofacht cainte, cruinneas bunúsach cainte, bunstór focal, foghraíocht cheart agus féinmhuinín bhunúsach i mbun labhartha a léiriú
• téacsanna feidhmiúla bunúsacha a léamh agus a thuiscint (go háirithe, treoracha, biachláir, fógraí agus míreanna nuachta)
• scríobh go feidhmiúil agus go cruinn, ag bunleibhéal, (go háirithe, treoracha, biachláir, fógraí agus míreanna nuachta)
• aistriú ó Bhéarla go Gaeilge ag leibhéal bunúsach (go háirithe, treoracha, biachláir, fógraí agus míreanna nuachta)
• leas fóinteach a bhaint as foinsí (foclóirí agus leabhair ghramadaí) agus suímh idirlín a chabhraíonn leis an mac léinn, foghlaim, féincheartú agus profáil  a dhéanamh.

Modh Measúnaithe

20% Triail Chluastuisceanna (30 nóiméad)

40% Triail Scríofa (3 uair an chloig)

40% Scrúdú Cainte (15 nóiméad)

Overview

The quotation from Wittgenstein that “the limits of my language mean the limits of my world” provide the context for this module. Education is a world of activities which call for articulation. If we extend our language, we extend our world.

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. Some of these terms are bureaucratic or utilitarian and examples are class and professional. What complicates matters is the fact that many terms, such as “pedagogical content knowledge,” are used by different people to convey different ideas. This makes communication about education matters more challenging.

Knowing the language of education and how it shapes our thinking about education is important for people who work in any area of education. Graduates who are able to speak and write clearly about education can contribute to society’s understanding of education. This module examines the language that is used in education so that students better understand the language and become more sensitive to how it influences thinking. Students will consider metaphors in education and practise developing and examining their own metaphors to communicate educational ideas vividly and clearly.

Learning Outcomes

On successful completion of this module students should be able to:

• Express, their personal experience of education and contrast with other experiences
• Identify and explain in clear and accessible language many terms that are widely used in texts and by educators
• Analyse concepts and how they are used by educators
• Identify, create and examine metaphors to describe educational ideas
• Compare and contrast characteristic phrases in different texts (and extracts from texts) about education
• Identify what vision of the good and noble is implied in language used in education

Method of Assessment

1,500 word essay OR 5 minute podcast (50%)

1,500 word essay (50%)

Overview

Within the liberal philosophical tradition, education is invariably conceptualised as a process that can provide for personal enlightenment, development, self-actualisation and hence self-fulfilment.  However, “even the most fervent advocates of emancipatory education admit that the institutional constraints on its achievement are considerable” (Drudy and Lynch, 1993, p.29).  With reference to sociological and philosophical perspectives, this module seeks to examine those constraints, the manner in which they originate and are perpetuated and their implications for the education system, the individual and ultimately for society.

Learning Outcomes

On successful completion of this module students should be able to:

• Critically discuss the concept of inclusion in education
• Outline the development of the inclusive education movement in Ireland with reference to the global context
• Critically examine the problems and possibilities pertaining to the concept of education as a social equaliser
• Demonstrate from sociological and philosophical perspectives the role of cultural capital in education
• Explain with reference to sociological theory, the relatively poor performance of minority groups in the education system
• Discuss from a philosophical perspective, how economic constraints interrelate with emancipatory aims in education

Method of Assessment

1,000 word essay (30%)

2,000 word essay (70%)

Overview

This module offers a programme of wellness education. The health of body, mind and spirit is continuously affected by stress, trauma, violence, diet, environment, daily news, and the challenges of life. The module teaches simple wellness practices, team building and self-development to awaken students to their own body literacy and self-awareness. 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. 

Learning Outcomes

On successful completion of this module students should be able to:

• Identify sources of personal stress and apply strategies for stress management.
• Recognise and locate the effects of stress and trauma on their bodies. 
• Discuss the ideas of different theorists on the experience of trauma and stress and the recovery process. 
• Develop an understanding and practice of mindfulness in everyday life.  
• Demonstrate methods of teaching wellness practices.
• Facilitate a group, teaching some stress management techniques. 

Method of Assessment

3,000 word Learning Portfolio

Overview

This module is concerned with:

• exploring the nature of existing Irish education structures with reference to statutory frameworks
• studying the Irish legal system and the process of judicial review from a practical perspective

Learning Outcomes

On successful completion of this module students should be able to:

• Identify the main statutory provisions relating to schools.
• Outline major decisions in Irish case-law that have influenced practice in schools
• Outline the law on safety, health and welfare at work in schools.
• Describe the duty of care expected of school personnel
• Explain the responsibilities of management personnel in contemporary education

Method of Assessment

3,000 word essay