Postgraduate Module Descriptor

ERPM005: Designing and Communicating Research

This module descriptor refers to the 2021/2 academic year.

Module Aims

This module aims to develop your knowledge and skills in designing and communicating educational research. Designing research will involve formulating different kinds of research questions and cover various design and methodologies. Communicating research includes skills and knowledge about literature searching, and communicating research to different audiences through different mediums.

Intended Learning Outcomes (ILOs)
This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills	1. Use and critically appraise a variety of educational research designs, dealing with complex issues, both creatively and systematically 2. Communicate research clearly in different formats and media for specialist and non-specialist audiences
Discipline-Specific Skills	3. Demonstrate a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline 4. Identify the needs of different kinds of audience, the needs of different kinds of publication/media and adopt appropriate styles for these to communicate research;
Personal and Key Skills	5. Demonstrate sound personal judgment, even in the absence of complete data, but particularly in respect of ethically sensitive issues; 6. Clearly communicate and present ideas when writing and speaking and to listen effectively and persuade rationally; 7. Use a wide-range of IT effectively including specialist software for retrieval and storage of literature, critical appraisal of internet sources, and appropriate use of IT for communication and dissemination of research

Module Content

Syllabus Plan

Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:

Searching for and reviewing literature; systematic search strategies, recording and summarising identified sources, examining what is meant by critical analysis

Formulating different kinds of research questions and how they relate to different methodologies

Designing research using different design frameworks

Evaluating research and its contribution to knowledge in the field

Written formats for different audiences and dissemination: writing for academic, professional and other audiences, needs of the audience, needs of publication or medium, procedures for getting published, informal peer review

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	270	0

...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	30	10x3 hour teaching sessions (lectures, workshops and seminars), including on campus teaching and recorded sessions
Guided independent study	170	Reading and assignment preparation
Guided independent study	100	Writing summative assignment

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

www.methodspace.com

www.ncrm.ac.uk

www.ncrm.ac.uk/TandE/restore.php

ELE:

http://vle.exeter.ac.uk/course/view.php?id=2485&topic=1

http://vle.exeter.ac.uk/course/view.php?id=3161

http://vle.exeter.ac.uk/course/view.php?id=3162

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

Basic reading:

BERA (2000) Good practice in educational research writing. Nottingham, BERA.

Thomas, G. (2007), Education and theory: strangers in paradigms, University Press, ISBN 0335211801, 0335211798, 9780335211807, 9780335211791, Format electronic resource

Robson, C. (2017) Small-Scale Evaluation: Principles and Practice Second Edition. Sage Pub https://dx.doi.org/10.4135/9781526417930
Banerjee PA (2016). A longitudinal evaluation of the impact of STEM enrichment and enhancement activities in improving educational outcomes: Research protocol. International Journal of Educational Research, 76, 1-11.
Banerjee, P. A. (2017) Does continued participation in STEM enrichment and enhancement activities affect school maths attainment?, Oxford Review of Education, 43:1, 1-18, DOI: 10.1080/03054985.2016.1235031

Cohen, L., Manion, L. & Morrison, K. (2011) Research Methods in Education (7th edition). London: Routledge. [Available in digital format]
Freeman, D. (1995). Asking "Good" Questions: Perspectives from Qualitative Research on Practice, Knowledge, and Understanding in Teacher Education. TESOL Quarterly, 29, (3), 581-585. [online resources]
Tricia Serviss, Sandra Jamieson (2017). Points of departure: Rethinking student source use and writing studies research. Utah State University Press. [Available in digital format]
Troudi, S. (2014). Paradigmatic nature and theoretical framework in educational research. Inspiring Academic Practice, 1, (2), 1-11. [Available online: [https://education.exeter.ac.uk/ojs/index.php/inspire/article/view/25/16]
Myhill DA, Jones SM, Lines H, Watson A (2012). Re-thinking grammar: the impact of embedded grammar teaching on students' writing and students' metalinguistic understanding. Research Papers in Education, 27(2), 139-166
Myhill, D.A. Lines, H.E and Watson, A. (2012) Making Meaning with Grammar: a Repertoire of Possibilities mETAphor 2:1-10
· Lines, H.E and Myhill, D.A. (2012) Grammar for Writing: Using Knowledge of Grammar to improve Writing. Classroom 18: 45-48