Module EDUC3191: Education in a Global Age

Department: Education

EDUC3191: Education in a Global Age

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To teach students about the changing nature of society, and the world, particularly as it affects education globally.
• To teach students about the changing nature of society, and the world, in relation to increased mobility, globalisation, and flow.
• To teach students about how education itself is changing and likely to change in the future, in response.

Content

• This module explores the changing conditions of society and the world, and their implications for education.
• You will consider why it is important to look beyond the nation state in the current context of globalisation and global inequalities, and you will explore suitable research concepts for developing this perspective.
• International viewpoints and comparisons are valued and inform the module.
• The module enables students to do an independent research on a topic of the choice and to explore the theory in their own unique way.
• Areas covered include:
• Equity in and through education
• Education and sustainable development
• International assessments
• Education, mobility and migration
• Internationalisation and student mobility
• Private and public education
• Education and inequalities
• Alternative/ informal education

Learning Outcomes

• By the end of the module, students will be able to:
• Account for the changes affecting 'globalised' society as they pertain to education systems and structures.
• Analyse changes within education systems around the world, in relation to globalisation and increased mobilities.
• Evaluate critically the extent to which education is changing, and is likely to change, in response to globalisation and increased mobilities.
• Identify and evaluate likely future opportunities for research in these areas.

• The analysis of complex situations concerning human learning and development in particular contexts, including their own learning;
• The use of examples for the implementation of education in practice;
• the development of convincing arguments relating to educational issues;
• Students should be able to demonstrate an ability:
• To reflect on their own value systems and development;
• To question concepts and theories encountered in their studies of education;
• To interrogate the assumptions underpinning theory and research.

• think critically and independently;
• identify and organise complex information of diverse kinds in a structured and systematic way;
• construct and sustain a reasoned argument;
• communicate effectively with appropriate use of specialist vocabulary;
• use ICT and a variety of library and IT resources;
• improve their own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan and manage learning, and to reflect on their own learning;
• work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Teaching of the module will be in the form of weekly lectures and seminars. Students will be introduced to the key theories; concepts, issues and research reviews around each session topic, and interaction and critical discussion are highly encouraged and expected. The tasks will vary, but may include, reading specific research articles and presenting the readings in class, reviewing specific media articles related to global education, researching various global education issues, preparation for assessment.
• In addition to these directed tasks students are expected to spend time developing their understanding of the ideas in the module and their key skills. Assignment preparation, independent reading and research, as well as reflection on the ideas from the module support the development of key skills. During the programme, students have the opportunity to practise many of the key skills in the modules: skills such as the use of ICT, communication skills, searching the literature, and skills associated with working independently.
• The summative assessments include 2 components: (1) a digital group presentation and (2) a 2,500-word essay. The digital group presentation allows students to focus on the content presented in the first term of the module and work in a group environment to present their critical understanding of a chosen topic. Feedback on this will support the second summative, the 2,500-word essay, which allows students to demonstrate their in-depth and critical understanding of the key issues and topics covered in this module. The formative essay summary/outline will also provide feedback to support the development of the 2,500-word essay.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A formative essay summary/outline will provide early feedback to support the development of the 2500 word summative essay.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University