EDUC 7061BNA - Education Major Project Part 2

Ngee Ann-Adelaide Education Centre - Quadmester 4 - 2015

The project reports on a research project of secondary data, or a small primary data study, conducted with the guidance of an academic supervisor in conjunction with a literature review. You will critically analyse and evaluate existing knowledge about a problem in order to investigate the problem. Your conclusions may include implications for better educational practice and further research studies. Progress will be monitored through regular discussions between the supervisor and the student.

  • General Course Information
    Course Details
    Course Code EDUC 7061BNA
    Course Education Major Project Part 2
    Coordinating Unit School of Education
    Term Quadmester 4
    Level Postgraduate Coursework
    Location/s Ngee Ann-Adelaide Education Centre
    Units 6
    Available for Study Abroad and Exchange N
    Restrictions Students must have completed EDUC 7061ANA
    Course Description The project reports on a research project of secondary data, or a small primary data study, conducted with the guidance of an academic supervisor in conjunction with a literature review. You will critically analyse and evaluate existing knowledge about a problem in order to investigate the problem. Your conclusions may include implications for better educational practice and further research studies. Progress will be monitored through regular discussions between the supervisor and the student.
    Course Staff

    Course Coordinator: Dr Julie Matthews

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Intensive block 2 
    Day 1 
    7.00-10.00 pm Structuring and writing a dissertation

    Day 2 1.00-4.30 pm Group/Individual consultations
    4.30-5.15 pm Break
    5.15-8.00 pm Group/Individual consultations

    Day 3 9.00 am-12.00 pm   Project presentations
    12.00-1.00 pm Lunch break
    1.00-3.00 pm Project presentations
    3.00-4.00 pm Question and Answer session
  • Learning Outcomes
    Course Learning Outcomes
    The learning outcomes for this course are similar to those in Educational Inquiry (EDUC 7001), but revolve around a final dissertation rather than a research proposal.

    1 Develop and apply students’ understanding of the nature and process of research
    2 Develop students’ ability to select a research project topic, plan a research project, develop researchable questions and communicate these issues clearly in oral and written form
    3 Develop students’ understanding of the relationship of theory, knowledge and practice as it is applied to contemporary research in education and their ability to explain these relationships in oral and written form
    4 Further develop students’ ability to critically review and evaluate educational literature
    5 Develop students’ ability to select and apply a research design, as well as data collection and evaluation instruments (both qualitative and quantitative), in harmony with a chosen paradigm
    6 Further develop students’ ability to evaluate research according to standards of validity, reliability and ethics
    7 Develop students’ ability to write and present a well-designed research project
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 3, 4, 5, 6, 7
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2, 4, 6
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 5, 7
    Skills of a high order in interpersonal understanding, teamwork and communication. 7
    A proficiency in the appropriate use of contemporary technologies. 5, 6, 7
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 3, 6
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 6
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 6
  • Learning Resources
    Required Resources
    There are no required resources, but it is recommended that you refer to the coursebook for the Educational Inquiry topic:

    Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London, UK: Routledge.
    Recommended Resources
    Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London, UK: Routledge.
    Online Learning
    Additional course-related material is available through MyUni, and course materials will be added regularly.

    You are also encouraged to take part in discussion with other students and the lecturer via the MyUni discussion board.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
    The hours below reflect the overall workload for terms 1 and 2, i.e. courses EDUC 7061ANA and EDUC 7061BNA,
    WORKLOAD TOTAL HOURS
    2 x 3 Day intensive face-to-face courses 34 hours
    Online reflections and interactions with lecturers and classmates 28 hours
    Intensive reading and preparation 125 hours
    10,000 word dissertation 125 hours
    Total: 312 hours
    Learning Activities Summary


    Time  Topic/Content

    Intensive block 1    Day 1 7-10 pm Introduction and overview
    Issue identification
    Discussion of assignment
    Submission details
    Time management
    Sample dissertations

    Day 2 
    1.00-2.00 pm Clarification of issues
    2.00-3.00 pm Dissertation structure
    3.00-5.00 pm How to write an ethics application
    5.00-5.30 pm Break
    5.30-6.00 pm Using Endnote
    6.00-7.00 pm Oral presentation skills
    7.00-8.00 pm

    Question and Answer session

    Day 3   
    9.00 am-12.00 pm   Individual consultations
    12.00-1.00 pm Lunch break
    1.00-3.00 pm Oral presentations (3 minutes/1 slide per person)
    3.00-4.00 pm

    Question and Answer session

      

    Intensive block 2 Day 1 7.00-10.00 pm

    Structuring and writing a dissertation

    Day 2 1.00-4.30 pm Group/Individual consultations
    4.30-5.15 pm Break
    5.15-8.00 pm

    Group/Individual consultations

    Day 3 9.00 am-12.00 pm Project presentations
    12.00-1.00 pm Lunch break
    1.00-3.00 pm Project presentations
    3.00-4.00 pm Question and Answer session
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    This course follows criterion-based assessment. This means that student grades are determined by the standard of work in terms of  meeting a number of criteria that represent the requirements for a  particular course. In other words, work is judged according to a  pre-determined standard of task completion rather than by comparing it to the work of other students undertaking the same course. Assessment for this course consists of a scholarly dissertation (mini thesis) of 10 000 words, using referencing appropriate to the discipline.
    Assessment Related Requirements
    Students who are unable to provide justification for non-attendance will fail the course.

    It is very important to submit your assignment on time so that it can be marked and the mark submitted to the University for processing by the University deadline. A penalty of 10% will apply to each 24 hours of late submission. 

    If you have a problem submitting your assignment on time, please talk to the lecturer to see if a short extension to the due date is possible.
    Assessment Detail
    1. Oral presentation (1 Powerpoint slide in a 3 minute oral presentation) completed on Day 3 of first intensive course. Formative - no marks awarded. The oral presentation will be based around an issue arising from the student's proposed research project. e.g. why is this an important problem to research?

    2. 10 000 word dissertation (mini thesis). Summative - 100% of marks awarded.

    See Assessment Rubric for details.
    Submission
    Submission of  the 10 000 word dissertation will be electronically via MyUni.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

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