Module EFPM286 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM286: Educational Issues, Policies and Practices - Flexible Study
This module descriptor refers to the 2019/0 academic year.
Module Content
Syllabus Plan
The specific focus of the module will be negotiated with the individuals and institutions undertaking the module. It will be supported by critical reading of relevant literature in research techniques and on the specific educational issue, policy and/or practice.
Professional practice:
- Evaluation and critique of policy and academic texts and discourses;
- Professional learning in collaborative communities;
- Using research to manage and structure change;
Research skills:
- Critical reflection and engagement;
- Critical and systematic use of research techniques;
- Ethical approaches to formulate solutions;
- Communicating research in professional contexts;
Professional development:
- Developing initiative in planning and decision making;
- Implementing and communicating structure and change through research;
- Working collaboratively in communities of enquiry;
- Extending and advancing knowledge and understanding;
- Developing critical, reflexive approaches to professional development.
This module is delivered through a combination of seminars, directed study tasks, tutorials, and group and independent study. The exact format of the taught sessions will be negotiated with the individuals and institution(s) undertaking the module. It is likely to include:
- Lectures on techniques relevant to research on educational issues, policies and/or practices (ILO2; ILO5);
- Seminars to provide knowledge and understanding of international research on a specific educational issue, policy and/or practice (ILO4);
- Seminars and/or tutorials to support critical evaluation of, and engagement with, wider theories, policies and practices (ILO1; ILO6);
- Seminars and/or tutorials to support critical reflection upon academic, professional and policy texts and to encourage collaboration, participation and presentation of information (ILO7; ILO8);
- Seminar/tutorials will direct students to take initiative in working independently and collaboratively in tackling problems and formulating solutions that take account of ethical issues (ILO3);
- Students will be encouraged to work collaboratively in developing documents and/or presentations built on research, personal knowledge and professional experience with a view to development and improvement (ILO7; ILO9); and
- On line resources will also be available to support students’ learning.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 570 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | Minimum 30 | Contact time - Tutorial support available by email or Skype or (by arrangement) after the taught sessions. Because of the individualised nature of the module the distinction between contact time and tutorial time is hard tohard to maintain but a total of 30hrs of scheduled learning will be available. |
| Guided independent study | Maximum 570 | The distribution of hours for directed study tasks, and group and independent study will be negotiated with the individuals and institutions undertaking the module. The guided independent study may take the form of group meetings, minute taking, reading literature, designing the task, collaboration both face to face and via internet, preparing draft reports, editing and revising reports, dissemination, designing and trialling resources etc. It is suggested that the time allocated is split into thirds, so one third of the time should be spent on reading and planning for the task, one third on doing the task eg. creating resources and trialing them and one third on dissemination, writing up and editing reports. These activities will be negotiated with the module tutor and the group |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Resources and discussion forum on ELE
Other Learning Resources
GSE Framework for Dialogue about Teaching
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Review of texts related to the specific educational issue, policy and/or practice. Presented as formative task by an individual or group with development for summative assessment. | 2500 | 1, 3, 8 | Oral feedback in seminars and/or email feedback. |
| Plan and timeline for the individual/group work. Mode to be agreed with Programme Director, for example journal/diary, reflection on minutes from research meetings, oral or written. | 2500 | 2, 3, 9 | Oral feedback in seminars and/or email feedback. |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| (Either) A 10,000 word equivalent submission of material which must include 2,500 words of theory and statement of individual contributions.To be agreed with Programme Director. This could include a written report, materials, dissemination phase eg. website, seminars for colleagues, oral presentations, posters and captured in various ways including audio, video files, to create a portfolio of materials. Or (a) A 5,000 word report of work done, which might include minutes from meetings, observations of learners, ethical considerations, research techniques; data analysis and solutions. To be agreed with Programme Director. It must include a statement of individual contribution. AND (b) A 5,000 word dissemination of project to colleagues, which might include group CPD, website materials, oral presentations, as above including an evaluation of the dissemination process, and Individual Written Reflection on the process and outcome of the project (2500 words) | 100 | 10,000 words or equivalent | 1-9 | Written feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Original choice of summative assessment | Resubmission of original choice of summative assessment | 1-9 | 6 weeks |
