Learning Innovation Unit, Dublin City University: >Guidelines for completing DCU Module descriptors on Coursebuilder
Guidelines for completing DCU Module descriptors on Coursebuilder
Please provide a breakdown of the anticipated volume and type of workload for a full- or part-time student (as applicable) participating in this module.
For each item:
- Select Add Workload item.
- Indicate the Workload
type (Lectures, Tutorials, Seminars, Laboratories,
Professional placement Independent study, Directed learning, Groupwork
Online activities or Continuous Assessment or Examinations).
- For all items other than Lectures, Tutorials, Seminars,
Laboratories, please add a Description
of the item.
Workload type Possible description Professional placement
- Teaching practice
- Clinical placement
- Industrial placement
- Library work
- Completion of problem sets
- Problem-based leanring activities
- Directed reading
- Reflective journals
- Collaborative learning
- Project preparation
- Online discussions
- Assessment preparation (research, data collection etc) and write up
- Lab write ups
- Preparation for and completion of examination
- Indicate the Total hours per academic session spent on this item.
Points to note:
- ECTS credits: Each DCU module is assigned either 5,
7.5, 10. 15, 20, 25 or 30 European Credit Transfer and Accumulation
System (ECTS) credits. ECTS credits are based on the workload students typically* need to
complete the learning activities (such as lectures,
seminars, projects, practical work, self-study and examinations)
required to achieve the expected learning outcomes. 1 ECTS credit is
equivalent to 25- 30hours of a typical student's work; thus A
5-credit module comprises 125 hours of work. Please ensure
that the workload field reflects the number of ECTS credits associated
with the module. For more information see http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf.
*The needs and preferences of individual students will vary. Please estimate the amount of time required for a 'typical' student to achieve the learning outcomes assocaited with the module.
- While all activities could be seen as preparation for examinations or marked assignments, the allocation of time under ‘Examinations' and 'Continuous Assessment’ will depend on the nature of the module.
- In a typical module delivered by lectures and tutorials, do not allocate more than 25% of the workload to ‘Examinations' and 'Summative Assessment’. However, in a research-driven module, for example, a much higher proportion may be appropriate.
- For INTRA placements please provide a breakdown of workload elements required: e.g. work placement hours, time to complete different elements of associated coursework.
This section should provide an overview of the topics/concepts covered
in the module.
To add a topic or concept:
- Select Add Content.
- Enter a Content Heading.
- Enter topics to be addressed under this content heading.
- Select Add to add this content to the Indicative Content table.
This section will be preceded by the text "Students will focus on the following topics and/or attend to the following": where possible highlight what students will actually do, rather than simply presenting a list of topics.
Students will focus on the
following topics and/or attend to the
Introduction and review
This section re-visits concepts first seen in introductory economics and examines the limitations of the Keynesian one-sector model of the economy
Modelling the economy in the short-run
A one-sector model of the economy is extended to gives an ‘IS-LM’ model of the economy. Within this model, the effectiveness of monetary and fiscal policies are examined for a variety of scenarios. This examination will rely on theoretical scenarios and spreadsheet-based simulations.
The economy in the medium run
Models of the labour market and other factor markets are combined to give a model of aggregate supply. In turn, this is combined with a model of aggregate demand to give a representation of the determinants of price and output levels for an economy. Using theoretical considerations, empirical information and simulations, students will examine Okun’s law, the Phillips curve and the effectiveness of policies directed at increasing national output and/or reducing inflation or inflationary pressures.
The economy in the long run
A Solow model of economic growth is used to analyse the long run behaviour of the economy: what is the impact of changes in the savings rate on the long-run steady-state of the economy? The impact of technological changes?
Expectations and the economy
What are the implications of expectations for the operation of financial markets, the determination of asset prices, aggregate consumption and investment levels?
Points to note:
- It is not necessary to provide an exhaustive bibliography here: additional resources may be referred to via additional module-related documentation as appropriate.
- Please indicate whether each resource is Recommended or Supplementary or Essential
- Please indicate the most recent relevant Edition(s) of the book specified.
Ian Jacques, Mathematics for Economics and Business, 2nd - 6th Ed., Addison-Wesley/Prentice Hall
Website: St Andrew's History of Mathematics Website