Module Code: H8STL
Long Title Specialist Topic in Learning and Development
Title Specialist Topic in Learning and Development
Module Level: LEVEL 8
EQF Level: 6
EHEA Level: First Cycle
Credits: 10
Module Coordinator: Leo Casey
Module Author: Leo Casey
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Design and implement a small-scale research project in a relevant academic area.
LO2 Choose and employ specialist technical tools and techniques to support the research process.
LO3 Conduct a review of literature relevant to one's own chosen research area.
LO4 Conduct a critical analysis of data relating to one's own chosen field of study (i.e. ECE or AWE).
LO5 Effectively communicate research findings, adhering to appropriate academic and disciplinary conventions.
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).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Independent Study
This module comprises a significant amount of independent study as students complete a research topic on an area of academic interest. Students are supported through this process through attendance at seminars focusing on different stages of the research process (analysing data, reporting findings etc.) and by ongoing constructive feedback from tutors and peers.
Application and Use of Technology for Research
- Project management tools (e.g. Asana, Gantt) - Data capture tools - Data protection, security and reliability - Data visualisation tools
Analysing Data
- Qualitative data analysis (including thematic analysis, coding, conversation analysis, discourse analysis, grounded theory) - Quantitative data analysis (including distribution, central tendency, variation) -
Reporting Research Findings
- Reporting qualitative and quantitative research findings - Planning and structuring the reporting of findings and critical analysis - Drawing conclusions from research findings - Structuring an argument in academic writing
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Presentation % of total: 20
Assessment Date: n/a Outcome addressed: 1,2,3,4,5
Non-Marked: No
Assessment Description:
Mid-semester presentation accompanied by two page document outlining progress to date and future work plans. Presentation should include a discussion of how technology has been used to support the research process.
Assessment Type: Project % of total: 60
Assessment Date: Sem 2 End Outcome addressed: 1,2,3,4,5
Non-Marked: No
Assessment Description:
Research paper in the format of a journal article which adheres fully to appropriate academic conventions.
Assessment Type: Practical % of total: 20
Assessment Date: Sem 2 End Outcome addressed: 1,2,5
Non-Marked: No
Assessment Description:
Students will participate in a viva voce oral defence of their research project, lasting approx. 20-30 minutes. Students will be required to discuss the research process in its entirety, including the application of technology to support the research design, implementation or evaluation.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

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
Independent Learning No Description 18 Once per semester 1.50
Lecture No Description 3 Once per semester 0.25
Total Weekly Contact Hours 0.25
 

Module Resources

Recommended Book Resources
  • Curtis, W., Murphy, M. and Shields, S.. (2014), Research and Education, Routledge, London.
  • Creswell, J.W. (2005), Qualitative Inquiry and Research Design, Sage, California.
  • Flick, U. (2005), Qualitative Research – An Introduction,, Sage, Longon.
Supplementary Book Resources
  • Aveyard, H.. (2014), Doing a Literature Review in Health and Social Care: a practical guide, Open University Press, Maidenhead.
  • Bell, J.. (2010), Doing Your Research Project: a guide for first-time researchers in education, health and social science, 5th. Open University Press, Maidenhead.
  • Hart, C.. (1998), Doing a Literature Review: releasing the social science research imagination, Sage, London.
  • Murray, Rowena. (2005), Writing for Academic Journals, Open University Press, Maidenhead.
  • Murray, R. and Moore, S.. (2006), The Handbook of Academic Writing: a fresh approach, Open University Press, Maidenhead.
  • Mac Naugthton, G. Rolfe, S. and Siraj-Blatchford, I. eds. (2001), Doing Early Childhood Research International Perspectives on Theory and Practice, Open University Press, Berkshire.
Recommended Article/Paper Resources
Other Resources
  • [Website], Educational Research Centre,
    http://www.erc.ie/?s=1
  • [Journal], The Journal of Educational Research.
  • [Journal], Educational Research.
  • [Journal], International Journal of Educational Research.
Discussion Note: