Unit name | Inquiry Based Learning: Developing Your Learning Journey |
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Unit code | EDUCM5920 |
Credit points | 20 |
Level of study | M/7 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Professor. Trahar |
Open unit status | Not open |
Pre-requisites |
Transformational Change: Learning power, theory and practice |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This unit will provide students with an understanding of the theory and practice of enquiry based learning, exploring its application to workbased learning in addition to a formal curriculum. Students will explore the relationship between the identity, self and contexts of the learner and the achievement of learning outcomes, which meet the requirements of a formally assessed curriculum. They will do this methodologically through sequential thinking and learning capabilities developed as a 'nine step process' and scaffolded through the concepts and dimensions of learning power. The idea of engagement will be central and will link with life story and narrative. The nature of knowledge in the information age will be examined and the sequencing of the learner's encounter with knowledge will be a key focus, developed through authentic enquiry. The concept of learning as a 'journey' with four 'stations' (selves, personal qualities, knowledge and competence) and systems thinking and designing will provide a framework for theoretical and practical exploration.
Aims:
On completion of the unit students will be able to:
The course will be delivered through a combination of teaching strategies, which may include whole group lectures, visiting speakers, case studies, critical analysis of key readings, group discussions and student presentations. The needs of a wide range of students, including those with disabilities, international students and those from ethnic minority backgrounds have been considered. It is not anticipated that the teaching and assessment methods used will cause disadvantage to any person taking the unit. The Graduate School of Education is happy to address individual support requests as necessary.
Summative assessment for the unit will be on the basis of a 4,000 word (or equivalent portfolio of evidence) assignment which will assess students critical understanding of the literature and their ability to apply the concepts and theories explored to their own professional practice and learning. Individual, formative feedback will also be given in respect of student presentations to the class, and draft assignment outlines.