Registry

Module Specifications

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

Module Title	Collaborative Online Inquiry
Module Code	ES514
School	School of Education Studies
Online Module Resources
Module Co-ordinator	Semester 1: Margaret Farren Semester 2: Margaret Farren Autumn: Margaret Farren
Module Teacher	Margaret Farren
NFQ level	8	Credit Rating	7.5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

Participants will make use of collaborative online technologies for teaching, learning and creative inquiry. They will engage, review and contribute to theory and practice. There are opportunities to create, share and contribute to new knowledge and lifelong learning through the use of ICT.

Learning Outcomes

1. Carry out systematic action reflection cycles of expressing concerns, producing action plans, acting and gathering data and evaluating effectiveness of changing practice.
2. Discuss the use of collaborative online technologies for teaching, learning and creative inquiry.
3. Critically engage and review theory and literature on specific issues related to online learning.
4. Critique the major pedagogical theories informing the use of computers in education.
5. Create, share and contribute to new knowledge and lifelong learning through the use of ICT.
6. Develop knowledge and skills in e-moderating in order to encourage and support an online community.
7. Present research using multimedia forms of representation.

Workload	Full-time hours per semester
*Type*	*Hours*	*Description*
On-line learning	25	emoderating online modules
Moodle discussion	12	Emoderation moodle discussion
Assignment	10	podcast for literature review
On-line learning	24	journals
Independent learning time	100	No Description
Lecture	16	No Description
Total Workload: 187

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

Action Research..
Expressing concerns, producing action plans, acting and gathering data and evaluating effectiveness of changing practice..

Collaborative online technologies.
Teaching. Learning. Creative Inquiry..

Education and Technology.
Current issues..

Presentation of research..
Key issues and debates..

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Course Work Breakdown
Type	Description	% of total	Assessment Date
Assignment	Article. Online work.	70%	Week 12
Digital production	2 Digital productions.	20%	Other
Reflective journal	Critical reflections.	10%	Every Week

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

Dewey, J.: 1963, Experience and education, Collier Books,
McNiff, J. and Whitehead, J.: 2009, All you need to know about action research, Sage.,
Kerr, K.: 2011, Online and Social Communities, Routledge,
Aldrich, C.: 2009, Learning Online with Games, Simulations, and Virtual Worlds, Jossey Bass,
Illeris, K.: 2008, Contemporary Theories of Learning,, Routledge,
Illeris, K.: 2010, The Fundamentals of Workplace Learning: Understanding How People Learn in Working Life, Routledge,
Ingold, T.: 2000, The perception of the environment, Routledge,
Bateson, G.: 1973, Steps to an ecology of mind, Fontana,
Kwan, R. et. al: 2008, Enhancing Learning Through Technology: Research on Emerging Technologies and Pedagogies, World Scientific Publishing Company,
Leadbeater. C.: 2009, We-Think, Profile Books,