The role of the modern zoo in education and research. - The role of education, zoo policy, licensing and expectation of modern zoo based research and education. The importance and relevance of the education officer and outreach in modern collections.

What is education? - Why educate? A history of zoo aims and objectives and the need for education under modern zoo ethos and licensing.

Educational and Research structure in zoos – research officers, educational departments, interpretation and holistic approaches – the role of management. The role of zoo keepers as educators.

Educational variety in the zoo environment – Keeper talks – writing and addressing the audience, visitor hosting – schools, public and parties, Formal educational sessions for differing ages, abilities and needs, Outreach and the wider community. Use of the internet, social media, youtube and websites.

Educational methods used, considerations of learning styles and delivery methods. Measuring progression, differentiation, learning styles, active learning.

The National Curriculum and content design - Designing an educational package in line with the national curriculum.

Special/seasonal events and their importance for marketing and awareness programmes - environmental teaching, endangered species, specific themes.

Remote learning, social media and the impact of outreach programmes.

Informal and Formal learning processes – the role of zoos in mapping and monitoring impact and behavioural change.

Interactive education, Evaluation of interactive learning methods and reflecting on best practise.

Educational programme planning, session planning, assessing progress and impact.

Symposiums, collaborations and event management.

Presentation styles and delivery techniques.

Zoo Research programmes – links between schools, colleges and Universities. The importance of zoo based research and wider context of student studies.

This module will be assessed via 3 assignments:

The first will be a 750 word, annotated lesson plan (20%) for a formal educational session within a zoo based education centre. It should suggest a range of education methods and justify the use (or not) of each in terms of recognised educational value and research (LO 1).

The second will be a 20 minute lesson (40%) delivered to a group of peers and the module leader including any relevant handouts, worksheets and learning materials - assessed by module leader (LO 2).

The third will be a 1500 word critical reflection (40%) of the lesson in terms of teaching and learning strategy, personal performance and justified improvements (LO 3).

The module will also involve a range of formative assessment techniques to assess learning and progress throughout the module including self, peer and tutor evaluation, targeted questioning and critical analysis of techniques and skills.

Although this intended as a face to face delivery module, there is opportunity and expectation that there is flexibility in the delivery of the theory elements and use of online and remote learning will be available as required.

This module will be delivered via classroom sessions (60 hrs over 1 semester) that will deliver theory via a range of methods such as traditional lectures, group activities, guest speakers, individual tasks, questioning, role play, modelling, kinaesthetic activities, short research tasks and tutorials and seminars to develop underpinning knowledge and understanding.

On top of this it is expected that students will partake in at least 140 hours of independent learning for this module. This will include, but is not limited to, preparation for classroom sessions (20hrs), extending classroom notes via extended reading and research (50 hrs), completion of tasks leading from classroom sessions and VLE based tasks (30hrs) and researching, planning and producing assignments (40 hrs).

Technology enhanced learning: All module material will be made available electronically on a Microsoft Teams based virtual learning environment. This will include the ability for students to access some lectures remotely - either live or via asynchronous delivery of voiced over slides, screen capture demonstrations or in house produced training videos. This will also allow formative tasks and in class exercises to be completed and reviewed live. It will allow the linking of technology based supplementary material including, but not limited to, journal links, live seminars and conferences, you tube videos, animal live webcams at zoos and wild areas, online software such as Google Map layers and MINITAB. Use of collaborative learning platforms (e.g. Google whiteboard), Quizizz and other interactive learning, progress and assessment tools and the internet in general will also be used to enhance learning. The college has bookable laptops for student use in all teaching blocks for students that do not have their own hardware to access this material in classroom based sessions. Students will also have their own ProPortal page that can be used to monitor and track their pastoral and academic progress, career development and personal targets and is managed by the tutor through ProMonitor.

Module Learning Outcome
1. Critically appraise educational methods suitable for use in the zoo environment.
University Learning Outcome
Knowledge and Understanding
Problem Solving

Module Learning Outcome
2. Conduct a structured, formal learning session for a given educational level using relevant and justified teaching and learning techniques.
University Learning Outcome
Communication
Application

Module Learning Outcome
3. Critically reflect upon the success of a zoo based educational session and suggest sensible and justified improvements.
University Learning Outcome
Reflection

Animal Zone
University online Library resources
SSC Teaching paperwork templates

Essential Reading
British and Irish Association of Zoos and Aquaria (BIAZA) Guidelines for Education Standards

Petty, G. (2014) Teaching Today (a practical guide). Cheltenham:Nelson Thornes
[available online through Staffordshire University Library]

Wilson, L. (2014) Practical Teaching: A Guide to Teaching in the Lifelong Learning Sector. Cengage


Recommended Reading
www.thegoodzooguide.com
www.zoolex .org
www.infed.org
www.learnativity.com/learningstyles.html
Petty, G. www.geoffpetty.com
The National Curriculum
Zoo specific education centres of choice and demonstrating good practice to be analysed

Journals
Conservation Biology
Zoology
Zoo Biology
International Zoo Yearbook
Behavioural Ecology
Animal Behaviour
The UFAW Journal – Animal Welfare

N/A

The module aims to submerge the student in the zoo experience; evaluating the impact of learning, and effect of animal related education. Students will explore human learning theory and application to zoo experiences, appraise the education value of practical activities and critique animal pathways to core national curriculum. Students will gain an understanding of how zoos develop learning programmes; offer new ways to go 'beyond the classroom', connect students with wildlife, inspire curiosity and help to develop life-long values and positive attitudes toward the natural world.