Modern Educational Thinking EDUC51000
- Academic Session: 2019-20
- School: School of Education
- Credits: 20
- Level: Level 5 (SCQF level 11)
- Typically Offered: Semester 1
- Available to Visiting Students: No
- Available to Erasmus Students: No
- Taught Wholly by Distance Learning: Yes
The Modern Educational Thinking (MET) course explores significant concepts, debates and discourses on theoretical issues that are important for students engaged in the study and practice of education. The MET course focusses on central questions around the aims and purposes of education and ways in which modern educational thinking plays out in a variety of professional practice and policy contexts.
Students will be expected to be online at least once a week in this core course.
This course is taught entirely online. The course begins in September and ends in December. There will be a total of 15 weeks (11 teaching weeks and three weeks of assignment preparation). There will be four milestone activities during the 11 weeks of teaching.
Requirements of Entry
This course is summatively assessed by two written assignments equivalent to 4,000 words in total, in which participants demonstrate their knowledge, understanding, skills and application of ideas explored on the course. The 4000 word total has been divided into two tasks to support online learners as they move towards the more heavily weighted final summative task. The ILOs of Summative 1 will be aligned with those of Summative 2 to ensure that learners are given significant, supportive feedback.
Summative task 1: 25% (equivalent to 1000 words in total)
To be submitted in week 7 or 8 (and can be tied to a milestone task). Critical reflection on one of the perspectives covered in the course that references the learning experience of contributing to group forums/ other Moodle posts. The submission is likely to be in the form of a blog post/reflective journal(s) entry.
Summative task 2: 75% (equivalent to 3000 words)
Critical academic essay on the perspectives covered in the course.
The aim of this course is to provide participants with the opportunity to engage with important theoretical developments, debates and discourses in educational theory.
Intended Learning Outcomes of Course
By the end of this course students will be able to:
■ show knowledge and understanding of key concepts and theoretical issues in the field of educational thinking including theoretical underpinnings of, and issues in, their own professional/personal contexts
■ critique major theories in modern educational thinking in relation to the aims and purposes of education and how these relate to their own professional/personal contexts
■ show an understanding of recent debates in educational theory and thinking construct a coherent argument applying appropriate theories in educational thinking to an issue in the field.
Minimum Requirement for Award of Credits
Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.