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Materials and links on BA Education (Lifelong Learning) Blackboard

The learning strategies will require participants to commit 300 learning hours of which 30 hours will consist of contact time. Sessions will consist of lectures, seminars, workshops and tutorials, (30 hrs). These will provide participants with a broad theoretical overview and the conceptual frameworks which have underpinned the development of different research methodologies in education and training. They will also provide the opportunity to develop critical thinking skills to apply these methodologies to a small scale research project intro an appropriate aspect of the lifelong learning sector in preparation for the dissertation.

A further 270 hours of independent study will require participants to take responsibility for relating the issues addressed in this module to the development of a small scale research project. In particular, it will require them to identify an appropriate research question and research plan which has to be approved by the module tutor before further work can proceed. This will form the basis of the dissertation. Participants are also required to organise and review their session notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead, discussions individually and as part of a group.

The purpose of this module is to provide an opportunity for participants to engage in a small scale research project. The content of the project will be determined by the selection of the topic to be studied and the framing of the research questions. The choice of topic and research questions will be guided by the module tutor in response to the student's identification of issues relevant to their current practice and interests. The final choice of research question and dissertation title must be approved by the module tutor.

Taught sessions will focus on research methods and methodology including research ethics. Topics studied include: quantitative and qualitative methods, action research; presenting and analysing data, epistemology and research ethics. Group tutorials will focus on the processes of undertaking an individual study and writing a report. Participants will be encouraged to share their experiences in group tutorials in relation to defining a topic or theme; establishing a line of enquiry; reviewing the literature; collating, sequencing and analysing relevant material; engaging in critical reflection; problems involved in the process of draft and redraft; and the use of appropriate ethical procedures and referencing and bibliographies.

BASSEY, M (2003) `If the power to pursue excellence in research in education were vested in teachers, research would have a key role in Research Intelligence, 83:22-31BELL, J. (2005) Doing Your Research Project, Buckingham, Open University Press
COHEN, L. MANION, L and MORRISON, K. (2000) Research Methods in Education, London, RoutledgeFalmer
DURRANT, J. AND HOLDEN, G. (2005) Teachers Leading Change: Doing Research for School Improvement, London, Sage
LANKSHEAR, C. KNOBEL, M. (2004) A Handbook for Teacher Research, Buckingham, Open University Press
JAMESON, J. and HILLIER, Y (2003) Researching Post-Compulsory Education (Continuum Research Methods Series.) London, Continuum
HILLIER, Y. and JAMISON, J. (2003) Empowering Researchers in Further Education, Stoke-on-Trent, Trentham
MCKERNAN, J. (1996) Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practioner (2nd ed) London: Kogan Page

A dissertation length 7500 words weighted at 100% - Tests learning outcomes 1, 2 and 3.
This will take the form of a small scale research project into an appropriate area of the lifelong learning sector. The title and project plan has to be approved by the module tutor