Registry

Module Specifications

Current Academic Year 2012 - 2013
Please note that this information is subject to change.

Module Title	Learning Org. & Professional development
Module Code	ES328
School	School of Education Studies
Online Module Resources
Module Co-ordinator	Semester 1: Francesca Lorenzi Semester 2: Francesca Lorenzi Autumn: Francesca Lorenzi
Module Teacher	John Lalor
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

The module aims to identify frameworks foranalysing and fostering opportunities for experiential and transformative learning by presenting students with relevant theoretical approaches aimed at informing current and future professional practicedeveloping a capacity for professional self-appraisal and a means for the development and enhancement of professional competence on a life-long learning basis. Students are encouraged to think in terms of continuous professional development as the key to enhancement of professionalismfacilitating reflective experiential learning in the workplace which would contribute to professional and organisational transformation.Interpreting and critically evaluating organisational cultures. Organisational cultures will be examined with the view to enhance effectiveness of organisations through training and education.

Learning Outcomes

1. Identify the strategic significance of reflection in experiential learning
2. Demonstrate an ability for self-appraisal and critical thinking as means for fostering professional competence and professional development
3. Display a critical understanding of the influence of Learning Organisation Theory on organisational cultures and professional development
4. Examine how educators and trainers can become evaluators and promoters of change in organisations
5. Demonstrate an awareness of the concepts and principles of organisational transformation
6. Critically evaluate the relevance of managing education/training in a knowledge society

Workload	Full-time hours per semester
*Type*	*Hours*	*Description*
Lecture	24	No Description
Independent learning	60	No Description
Library	11	No Description
Assignment	30	No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Learning dimensions.
Self-directed learningCritical thinkingReflective and Experiential LearningLearning Organisation TheoryTransformative learning.

The Educator/Trainers role.
The professional development of the training/education practitioner within his/her own contextThe role of to-days co-ordinator /manager in education and trainingThe Educator/Trainer as a change agent within their contextExperiential learning as a mean for professional development of educator/trainerThe educator/trainer as a self-evaluatorProfessional competence and professional development.

The Organisational dimension.
The changing face of learning in mainstream and non-mainstream education: a national perspectiveSystems theory: training and learning in a global contextTheoretical underpinnings of organisational culture in a knowledge societyKey elements of effective organisation and training managementThe changing role of training in the workplace.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Course Work Breakdown
Type	Description	% of total	Assessment Date
Assignment	End of module assignment	100%	n/a

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Boud D. and Garrick J.: 1999, Understanding Learning at Work, Routledge, London,
Bee, F. and Bee, R,: 1994, Training Needs Analysis and Evaluation, Institute of Personnel Management, London,
Bee, F. and Bee, R.: 2003, Learning Needs Analysis and Evaluation, Chartered Institute of Personnel and Development, London,
Fullan, M: 1982, The meaning of Educational Change, Teachers College Press, New York,
Handy, C. B.: 1995, Beyond Certainty: the Changing World of Organisations., Hutchinson, London,
Kolb, D. A.: 1984, Experiential Learning: Experience as the Source of learning and Development, Prentice Hall, USA,
Malone, S. A.: 2005, A Practical Guide to Learning in the Workplace, The Liffey Press, Dublin,
Mezirow, J.: 1991, Transformative Dimensions of Adult Learning, Jossey-Bass, San Francisco,
Moon J.: 2004, A Handbook of Reflective and Experiential Learning: Theory and Practice, UK MPG Books,
Reece, J. and Walker, S: 2001, Teaching, Training and Learning: a practical guide,, Business Education Publishers, Sunderland,
Senge P.: 1992, The Fifth Discipline: The Art and Practice of the Learning Organisation, Random House, London,
Senge, P.: 2005, Presence: exploring profound change in people, organizations and society, Nicholas Brealey, London,
Whitaker, P.: 1993, Managing Change in Schools, Open University Press, Buckingham,
Hutton D. W.: 1994, The Change Agents Handbook: A Survival Guide for Quality Improvement Champions, ASQC Quality Press, Wisconsin,
Loughran, J.: 2006, Developing a pedagogy of Teacher Education, Routledge, London,