Module Code: |
H9CONS |
Long Title
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Contextual Studies
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Title
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Contextual Studies
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Module Level: |
LEVEL 9 |
EQF Level: |
7 |
EHEA Level: |
Second Cycle |
Module Coordinator: |
Leo Casey |
Module Author: |
Stephanie Roe |
Departments: |
NCI Learning & Teaching
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Specifications of the qualifications and experience required of staff |
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
# |
Learning Outcome Description |
LO1 |
Engage in academic argumentation and discourse. |
LO2 |
Summarise and appraise research articles. |
LO3 |
Critically analyse and discuss research literature. |
LO4 |
Present research reviews, proposals and results in seminar format. |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Module Content & Assessment
Indicative Content |
Sylabus
• A set of reading materials at a general level will be prepared. These will reflect the primary research interests of the students undertaking this module.
• Each student will be required to read the literature and to critically review a selection of articles and share and discuss these reviews with their peers.
• Each week a student will be assigned to lead the discussion through a formal presentation and then a ‘round table’ working session.
• All learners will be evaluated for their contribution to the discussion by means of submission of short reflective reports
• All learners will lead at least one session and submit a more extensive reflection involving critique of the papers under review
• At the end of the semester, each learner will prepare a critical review of the literature which should demonstrate a clear understanding of the field, the major contributors, and the future direction of work (5,000 words).
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Assessment Breakdown | % |
Coursework | 100.00% |
AssessmentsPart Time
Coursework |
Assessment Type: |
Presentation |
% of total: |
30 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3,4 |
Non-Marked: |
No |
Assessment Description: Engage in in-class exercises involving the selection and appraisal and review of scholarly articles. |
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Assessment Type: |
Assignment |
% of total: |
70 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3,4 |
Non-Marked: |
No |
Assessment Description: Carry out a literature review on topic of choice relevant to a specifically identified research question (5,000 words). |
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No End of Module Assessment |
Reassessment Requirement |
Repeat failed items
The student must repeat any item failed
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Reassessment Description Students must pass all components of assessment on the module; a component fail leads to a component repeat.
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NCIRL reserves the right to alter the nature and timings of assessment
Module Workload
Module Target Workload Hours 0 Hours |
Workload: Part Time |
Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
Lecture |
Lecture |
24 |
Per Semester |
2.00 |
Independent Learning |
Independent Learning |
101 |
Per Semester |
8.42 |
Total Weekly Contact Hours |
2.00 |
Module Resources
Recommended Book Resources |
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O’Leary, Zina. (2013), The Essential Guide to Doing Your Research Project, Sage, London.
| Supplementary Book Resources |
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Bell, J. (2010), Doing Your Research Project: a guide for first-time researchers in education and social science, 5th. McGraw-Hill/Open University Press, Maidenhead.
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Brown, R.B. (2008), Dealing with Statistics: what you need to know, Open University Press, Berkshire.
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Cohen, L., Manion, L. and Morrison, K. (2013), Research Methods in Education, 7th ed. Taylor & Francis, Hoboken.
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Bryman, A. (2012), Social Research Methods, 4th ed. Oxford University Press, Oxford.
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Creswell, John W. (2009), Research Design: qualitative, quantitative and mixed methods approaches, 3rd ed. Sage Publications Thousand Oaks, C.A.
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Curtis, W., Murphy, M. and Shields, S. (2014), Research and Education, Routledge, London.
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Denscombe, Martyn. (2014), The Good Research Guide: for small-scale social research projects, 5th ed. McGraw Hill/Open University Press, Maidenhead.
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Merriam, S.B. and Simpson, E.L. (2000), A Guide to Research for Educators and Trainers of Adults, 2nd ed. Krieger, Malabar.
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Patton, M.Q. (2015), Qualitative Research and Evaluation Methods: integrating theory and practice, 4th ed. Sage, Thousand Oaks, C.A.
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Punch, K. (2014), Introduction to Social Research: quantitative and qualitative approaches, 3rd ed. Sage, London.
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Punch, K. (2009), Introduction to Research Methods in Education, Sage, London.
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Schutt, R.K. (2011), Investigating the Social World: the process and practice of research, 7th ed. Pine Forge, London.
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Silverman, D. (2013), Doing Qualitative Research: a practical handbook, 4th ed. Sage, London.
| This module does not have any article/paper resources |
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Other Resources |
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[Journal], Active Learning in Higher Education.
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[Journal], Adult Learner.
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[Jounal], British Educational Research Journal.
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[Journal], Canadian Journal of Learning &
Technology.
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[Journal], Early Childhood Education Journal.
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[Journal], European Early Childhood Education
Research Journal.
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[Journal], International Journal of Learning:
Annual Review.
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[Journal], International Journal of Teaching &
Learning in Higher Education.
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[Journal], International Review of Research in Open
& Distance Learning.
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[Article], Irish Educational Studies.
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[Journal], Journal of Adult & Continuing
Education.
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[Journal], Journal of Asynchronous Learning
Networks.
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[Journal], Journal of Educational Research.
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[Journal], Journal of Learning for Development.
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[Journal], Journal of Teaching & Learning.
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[Journal], Journal of the Scholarship of Teaching
& Learning.
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