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Session: 2022/23
Last modified: 23/03/2022 12:48:40
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Title of Module: Critical Issues Across Education |
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Code: EDUC11145 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | Andrew
Killen |
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| Summary of Module |
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This module serves as the core foundation module for the part-time and full time MEd Education Studies (the range of specialist pathways in each programme). It offers participants an opportunity to explore and develop a sound grounding and critical stance towards a number of topical issues in education when viewed in light of national and international policy and practice; specifically, leadership, inclusion, mental health and education, creativity and curriculum enhancement. This module will also introduce and support participants in developing key academic skills that will underpin their studies throughout their learning journey on the programme.
In this way, the module provides a foundation for other modules on the programme, regardless of how participants opt to progress through their course of study (via the range of specialist pathways in each programme or by selecting from a range of modules).
The UWS Graduate Attributes that are commonly developed through the completion of this module are:
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Critical and analytical thinking
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Resilience, autonomy and motivation
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Effective communication and collaboration
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Development of professional knowledge and skills
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
.Demonstrate a critical understanding of the concepts and theories that underpin critical issues across relevant professional settings
L2.
Demonstrate a critical understanding of the impact that educational policy has across relevant professional settings
L3.
Demonstrate a critical understanding of relevant literature relating to critical educational issues
L4.
Undertake a systematic analysis of relevant critical issues across educational settings and present the analysis in a clear and consistent format |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate a critical understanding the theories, concepts and principles associated with key educational issues across professional contexts.
A critical understanding of a range of specialized theories, principals and concepts associated with key educational related issues across education.
A critical awareness of current issues in relation to key educational issues across professional contexts. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Apply an appropriate range of learning and teaching techniques and practices that demonstrate effective skills and knowledge in supporting a diverse range of learners across individual professional settings.
Demonstrate originality or creativity in the application of knowledge, critical understanding and practices that relate to effective engagement with learning, teaching and assessment. |
| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to issues informed by developments relating to providing quality learning.
Develop original and creative responses to problems and issues.
Critically review, consolidate and extend knowledge, skills, practices and thinking in a subject/discipline related to teaching and learning |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise
Communicate and collaborate with a range of peer professionals to enhance teaching and learning within individual professional settings. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in professional and equivalent activities.
Take responsibility for own work and/or significant responsibility for the work of others.
Demonstrate leadership and initiative and contribute to change and development in relation to quality learning experiences.
Practise ways that draw on critical reflection on own and others’ roles and responsibilities within an educational setting. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The module handbook, and other detailed material made available to participants, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies. This will clarify expectations for module content and for the overall balance of learning and teaching methodologies to be used during the module.
Module Delivery
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision. (full-time only)
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning. (part-time only)
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
This module is structured through individual and group tasks delivered through technology enhanced learning methodologies supported by the University Virtual Learning Environment (VLE). The use of Moodle enables asynchronous learning, as participants engage with their fellow learners and tutors through online learning and discussion forums. By working in this way, the tutor team seek to foster a community of professional practice, embracing a social constructivist model of online learning.
Recognising that not all the participants will be familiar with the Moodle VLE, an online induction and familiarisation process is included in the teaching of this module. This is intended to help build participant competence and confidence in accessing e-books and journals, using the UWS library remotely and accessing the wide range of support services available to UWS students. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 20 |
| Tutorial/Synchronous Support Activity | 5 |
| Laboratory/Practical Demonstration/Workshop | 0 |
| Work Based Learning/Placement | 0 |
| Personal Development Plan | 0 |
| Practice Based Learning | 0 |
| Asynchronous Class Activity | 20 |
| Independent Study | 155 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Davies, M. & Barnett, R. (2015) The Palgrave Handbook of Critical Thinking in Higher Education. New York, Palgrave Macmillan.
McMahon, M., Forde, C & Martin, M. (2011) Contemporary issues in Learning and Teaching. Sage Publications Ltd, London.
Wallace, M. & Wray, A. (2016) Critical Reading and Writing for Postgraduates. London: Sage.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | C Oates |
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| External Examiner | Y Wang |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Students will have a choice of assessment mode.
Assessment will be based on a critically reflective essay (100% of the overall mark).
Module handbooks, and other detailed material made available to students, will clarify the relationship between formative and summative assessment tasks and the specific learning outcomes for the module. This will enable students to relate feedback from formative assessment to their individual progress on the learning outcomes for the module and further prepare for summative submission. Detailed guidance as to how students should prepare for formative and summative submissions will be provide via the VLE (Moodle).
Choice 2
Assessment will be based on a 4,000-word essay that addresses the requirements in Choice 1 (above). No multimedia submission will be required. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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