Module ERPM005 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
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.
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.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
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 |
---|---|---|---|
Set exercise | 15 minute presentation (1000 words) | 1,2,3,6,7 | Oral and peer feedback |
Draft section of written assignment | 1,500 words | 1,2,3,5 | Written and oral |
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 |
---|---|---|---|---|
Written assignment (portfolio of 2 pieces of work) | 100 | 5,500 words | 1-7 | Written and grade |
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 |
---|---|---|---|
Written assignment (portfolio of 2 pieces of work) | Written assignment (portfolio of 2 pieces of work) (5,500 words) | 1-7 | 6 weeks from notification of failure or re-entry onto programme |
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