Module Descriptors
DOING EDUCATION DIFFERENTLY
EDUC60617
Key Facts
Health, Education, Policing and Sciences
Level 6
30 credits
Contact
Leader: Stephen Hall
Email: S.J.Hall@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 30
Independent Study Hours: 270
Total Learning Hours: 300
Assessment
- Coursework - Task 1 Assignment (2,000 words) weighted at 50%
- Coursework - Task 2 Assignment (2,000 words) weighted at 50%
Module Details
Indicative Content
The purpose of this module is to provide you with a broad knowledge and understanding of how education can take place in a variety of organisations and locations. The module will develop understanding of how education can follow a variety of models outside of the traditional classroom to enhance the learning journey. In this respect, the module will make international comparisons of educational systems to enable consideration of alternative approaches to education.
Topics within the module include: international comparisons and educational visits, educational technologies and alternative approaches to teaching and learning.
Topics within the module include: international comparisons and educational visits, educational technologies and alternative approaches to teaching and learning.
Special Admissions Requirements
DBS check within the past two years
An average of 4 hours per week in a suitable educational workplace throughout the academic year.
An average of 4 hours per week in a suitable educational workplace throughout the academic year.
Learning Strategies
The learning strategies will require you to commit 300 learning hours.
Lectures will provide you with a broad theoretical overview and the conceptual frameworks which underpin the study of comparative education. Additionally, sessions will highlight key features of education systems throughout the world. This does not preclude independent study of countries not covered within class time. Incorporated into lecture sessions tutorial support activities will provide you with the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of your own practice, in preparation for the assignment.
This module will also provide opportunities for you to,
- work with others
- develop interpersonal skills
- demonstrate the capacity to plan, share goals, and work as a member of a team
- communicate and present oral and written arguments
A further 270 hours of independent study will require you to read and think about a range of contemporary issues in education and how they relate to your own employment context. This will form the basis of the assignment. In addition you will engage in:
Work Related Learning - You engage in a collaboration such as professional discussions or peer observations with educators outside your normal area of professional practice. This could be with educators working abroad, at another institution or within a different area of your own institution. This will provide you with the opportunity to link theoretical perspectives to their practice. It will also enable you to reflect on values, practices, assumptions and policies.
Guided reading and supported self-study - you will be provided with booklists and reading tasks in order to enable them to engage with relevant and appropriate debates.
VLE - Blackboard will be used to facilitate exchange of ideas and access to specific resources and activities.
Lectures will provide you with a broad theoretical overview and the conceptual frameworks which underpin the study of comparative education. Additionally, sessions will highlight key features of education systems throughout the world. This does not preclude independent study of countries not covered within class time. Incorporated into lecture sessions tutorial support activities will provide you with the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of your own practice, in preparation for the assignment.
This module will also provide opportunities for you to,
- work with others
- develop interpersonal skills
- demonstrate the capacity to plan, share goals, and work as a member of a team
- communicate and present oral and written arguments
A further 270 hours of independent study will require you to read and think about a range of contemporary issues in education and how they relate to your own employment context. This will form the basis of the assignment. In addition you will engage in:
Work Related Learning - You engage in a collaboration such as professional discussions or peer observations with educators outside your normal area of professional practice. This could be with educators working abroad, at another institution or within a different area of your own institution. This will provide you with the opportunity to link theoretical perspectives to their practice. It will also enable you to reflect on values, practices, assumptions and policies.
Guided reading and supported self-study - you will be provided with booklists and reading tasks in order to enable them to engage with relevant and appropriate debates.
VLE - Blackboard will be used to facilitate exchange of ideas and access to specific resources and activities.
Resources
VLE Blackboard
Texts
BIGNOLD, W. GAYTON, L. (2009) Global Issues and Comparative Education. Exeter Learning Matters.
CAMPBELL-BARR, V. and GEORGESON, J. (2015) International Perspectives on Early Years Workforce Development. Northwich: Critical Publishing.
COFFIELD, F. AND WILLIAMSON, B. (2012) From Exam Factories to Communities of Discovery London: IoE.
EDWARDS, M. (2015) Global Childhoods. Northwich: Critical Publishing.
EYRE, D. (2016) High Performance Learning – how to become a world class school. Oxon: Routledge.
FORRESTER, G. AND GARRETT, D. (2016) Education policy unravelled. London: Continuum.
HATTIE, J. (2015) The Politics of Collaborative Expertise [Online]. Retrieved from: https://www.pearson.com/hattie/solutions.html
HATTIE, J. The Politics of Distraction. (2015). [Online]. Retrieved from: https://www.pearson.com/hattie/distractions.html.
HINDMARCH, D., HALL, F., MACHIN, L. MURRAY, S. (2017) A Concise Guide to Education Studies. Northwich: Critical Publishing.
MACHIN, L., HINDMARCH, D., MURRAY, S. and RICHARDSON, T. (2016) A Complete Guide to the Diploma in Education and Training. (2nd Edn.) Northwich: Critical Publishing.
PHILLIPS, D. SCHWEISFURTH, M. (2014) Comparative and International Education: An Introduction, Method and Practice (2nd Edn.) London: Bloomsbury.
Comparative education weblinks
BBC Global Education: http://www.bbc.co.uk/news/business-12686570.
BOSTON COLLEGE TIMSS and PIRLS. http://timssandpirls.bc.edu/.
EDUCATION DEVELOPMENT TRUST: https://www.educationdevelopmenttrust.com/en-GB.
GUARDIAN EDUCATION Global View: https://www.theguardian.com/education.
ORGANISATION OF COOPERATION AND DEVELOPMENT (2016) Programme of International Student Assessments. https://www.oecd.org/pisa/: https://www.oecd.org/pisa/
OECD (2016b) TALIS- The OECD Teaching and Learning International Survey.: https://www.oecd.org/edu/school/talis.htm.
OECD (2016c) Programme for the International Assessment of Adult Competencies (PIAAC). http://www.oecd.org/skills/piaac/.
PEARSON The Learning Curve. http://thelearningcurve.pearson.com/
TED Education: https://www.ted.com/topics/education.
UNICEF: https://www.unicef.org/.
CAMPBELL-BARR, V. and GEORGESON, J. (2015) International Perspectives on Early Years Workforce Development. Northwich: Critical Publishing.
COFFIELD, F. AND WILLIAMSON, B. (2012) From Exam Factories to Communities of Discovery London: IoE.
EDWARDS, M. (2015) Global Childhoods. Northwich: Critical Publishing.
EYRE, D. (2016) High Performance Learning – how to become a world class school. Oxon: Routledge.
FORRESTER, G. AND GARRETT, D. (2016) Education policy unravelled. London: Continuum.
HATTIE, J. (2015) The Politics of Collaborative Expertise [Online]. Retrieved from: https://www.pearson.com/hattie/solutions.html
HATTIE, J. The Politics of Distraction. (2015). [Online]. Retrieved from: https://www.pearson.com/hattie/distractions.html.
HINDMARCH, D., HALL, F., MACHIN, L. MURRAY, S. (2017) A Concise Guide to Education Studies. Northwich: Critical Publishing.
MACHIN, L., HINDMARCH, D., MURRAY, S. and RICHARDSON, T. (2016) A Complete Guide to the Diploma in Education and Training. (2nd Edn.) Northwich: Critical Publishing.
PHILLIPS, D. SCHWEISFURTH, M. (2014) Comparative and International Education: An Introduction, Method and Practice (2nd Edn.) London: Bloomsbury.
Comparative education weblinks
BBC Global Education: http://www.bbc.co.uk/news/business-12686570.
BOSTON COLLEGE TIMSS and PIRLS. http://timssandpirls.bc.edu/.
EDUCATION DEVELOPMENT TRUST: https://www.educationdevelopmenttrust.com/en-GB.
GUARDIAN EDUCATION Global View: https://www.theguardian.com/education.
ORGANISATION OF COOPERATION AND DEVELOPMENT (2016) Programme of International Student Assessments. https://www.oecd.org/pisa/: https://www.oecd.org/pisa/
OECD (2016b) TALIS- The OECD Teaching and Learning International Survey.: https://www.oecd.org/edu/school/talis.htm.
OECD (2016c) Programme for the International Assessment of Adult Competencies (PIAAC). http://www.oecd.org/skills/piaac/.
PEARSON The Learning Curve. http://thelearningcurve.pearson.com/
TED Education: https://www.ted.com/topics/education.
UNICEF: https://www.unicef.org/.
Learning Outcomes
1. DEMONSTRATE SYSTEMATIC UNDERSTANDING OF THE WAYS IN WHICH EDUCATION TAKES PLACE IN AN EXPANDING VARIETY OF FORMS WHICH DIFFER IN LOCATION, APPROACHES AND STYLES Knowledge and Understanding
Learning
2. EVALUATE AND MAKE CRITICAL JUDGEMENTS REGARDING EDUCATION MODELS FROM INTERNATIONAL COMPARISONS, RELATED TO THE POSSIBLE FUTURE DEVELOPMENT OF EDUCATION PROVISION WITHIN ENGLAND
Analysis
Application
3. ENGAGE IN A COLLABORATION WITH ONE OR MORE EDUCATION PROFESSIONALS
Application
4. REFLECT ON PERSONAL LEARNING FROM PROFESSIONAL COLLABORATION
Reflection
Learning
2. EVALUATE AND MAKE CRITICAL JUDGEMENTS REGARDING EDUCATION MODELS FROM INTERNATIONAL COMPARISONS, RELATED TO THE POSSIBLE FUTURE DEVELOPMENT OF EDUCATION PROVISION WITHIN ENGLAND
Analysis
Application
3. ENGAGE IN A COLLABORATION WITH ONE OR MORE EDUCATION PROFESSIONALS
Application
4. REFLECT ON PERSONAL LEARNING FROM PROFESSIONAL COLLABORATION
Reflection
ASSESSMENT DETAILS
Literature review (2,000 words, 50%, assesses LOs 1 and 2)
An overview of approaches, purposes and limitations of comparative education followed by a comparative study of aspects of the English education system with that of another country.
Written reflection (2,000 words, 50%, assesses LOs 3 and 4)
Considering your findings in task one, evidence a collaborative activity with one or more education professionals (as agreed by the Tutor). Critically reflect on your learning from this collaboration, considering developments to your setting/professional practice.
An overview of approaches, purposes and limitations of comparative education followed by a comparative study of aspects of the English education system with that of another country.
Written reflection (2,000 words, 50%, assesses LOs 3 and 4)
Considering your findings in task one, evidence a collaborative activity with one or more education professionals (as agreed by the Tutor). Critically reflect on your learning from this collaboration, considering developments to your setting/professional practice.
Web Descriptor
The purpose of this module is to provide you with a broad knowledge and understanding of how education can take place in a variety of organisations and locations. The module will develop understanding of how education can follow a variety of models outside of the traditional classroom to enhance the learning journey. In this respect, the module will make international comparisons of educational systems to enable consideration of alternative approaches to education.
Topics within the module include: international comparisons and educational visits, educational technologies and alternative approaches to teaching and learning.
Topics within the module include: international comparisons and educational visits, educational technologies and alternative approaches to teaching and learning.