EDUC 7054 - Research Design
North Terrace Campus - Semester 2 - 2017
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General Course Information
Course Details
Course Code EDUC 7054 Course Research Design Coordinating Unit School of Education Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Incompatible EDUC 7001 Educational Inquiry Assessment Research proposal (60%), Reflective blogs (20%), Seminar presentation 20% Course Staff
Course Coordinator: Dr Fernando Marmolejo-Ramos
Dr Fizza Sabir
Email: fizza.sabir@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
At the end of this course successful students will be able to
1. Evaluate and synthesize research materials to identify relevant areas for research
2. Convey research goals clearly in a variety of formats
3. Interact and network effectively with peers in a team environment
4. Demonstrate an understanding of ethical research considerations
5. Demonstrate an understanding of quantitative and qualitative research methodologies
最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
最新糖心Vlog Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
4,5 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2,3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
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Learning Resources
Required Resources
There is no compulsory textbook for this course. Rather students will be required to read selected literature on key research design processes covered in the course and disciplinary texts as appropriate. Key texts will be available on MyUni.Recommended Resources
Education/Social Sciences students are encouraged to purchase the following textbook for the course and their future development:
Cohen, Manion & Morrison (2011), Research Methods in Education 7th Edition, Routledge.
Additional resources for Education/Social Sciences students are also available at the website for this book:
http://cw.routledge.com/textbooks/cohen7e/Online Learning
An online version of the materials is provided in modular form on MyUni along with additional resources. -
Learning & Teaching Activities
Learning & Teaching Modes
The course is built around a series of lectures covering the fundamental research design processes. These are complemented by seminars addressing the practical application of these processes. Related assignments are designed to consolidate the learning of key principles and development of skills in the appropriate research design processes.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Workload Total Hours 1 x 3-hour lecture/workshop per week or equivalent 36 hours per semester 1 x 3 hours reading per week 36 hours per semester 1 x 2 hour online work per week 24 hours per semester Group proposal and presentation 28 hours per semester Research proposal reading and writing 32 hours per semester Total = 156 hours per semester Learning Activities Summary
Week Lecture Topic Seminar Topic 1 The Nature of Research Research Paradigms 2 Research in Groups Discuss research ideas within groups 3 Research Questions and Hypotheses Define your research hypothesis 4 Literature Reviews Endnote workshop (all) and database searching 5 Quantitative Approaches to Research Research designs 6 Qualitative Approaches to Research Research Designs 7 Presentations Inductive & Deductive Reasoning, Grounded theory as an extreme inductive methodology (Education & other Arts only) 8 Research Methods and Ethics Writing ethics applications 9 Research Methods 2 Scientific method, action research, grounded theory, interviews and focus groups 10 Research Analysis 1 Analysing quantitative data 11 Research Analysis 2 Analysing qualitative data 12 Research Proposal Reviews Peer and lecturer review of individual proposals Specific Course Requirements
Note that at least 80% attendance at seminars is compulsory and that students must complete at least 3 assessment items (i.e. the presentation of the research proposal (group or individual), critical review OR research proposal AND reflective essay.Small Group Discovery Experience
This class focusses entirely on research skills development. Students meet twice at least in small groups to receive individual and peer feedback on their research proposals. Numerous small group activities with the Senior research active academic are included throughout the course. -
Assessment
The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Learning Outcome Research proposal Written proposal 50% 1,2,4 Group presentation Oral presentation 30% 1,2,3,4,5 Discussion forum and online quizzes Written 20% 3,4,5
1. Evaluate and synthesize research materials to identify relevant areas for research
2. Convey research goals clearly in a variety of formats
3. Interact and network effectively with peers in a team environment
4. Demonstrate an understanding of ethical research considerations
5. Demonstrate an understanding of quantitative and qualitative research methodologiesAssessment Related Requirements
Students who are unable to provide justification for non-attendance will fail the course. Also completion of AT LEAST the group seminar presentation and either the critical review and reflective essay OR the research proposal are mandatory.Assessment Detail
No information currently available.
Submission
All assignments must be submitted electronically either as blogs or as email attachments to the lecturer by 12:00 midnight of the Friday of the due week.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 .
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Student Feedback
The 最新糖心Vlog 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 最新糖心Vlog 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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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