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Redesigning curriculum to provide a holistic understanding of discrimination employment law

Redesigning curriculum to provide a holistic understanding of discrimination employment law. An action research study of LLM distance learning students Angela Macfarlane Senior Lecturer in Law Northumbria University. This Paper. Report on the findings of: Small action research case study

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Redesigning curriculum to provide a holistic understanding of discrimination employment law

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  1. Redesigning curriculum to provide a holistic understanding of discrimination employment law An action research study of LLM distance learning students Angela Macfarlane Senior Lecturer in Law Northumbria University

  2. This Paper Report on the findings of: • Small action research case study • Current distance learning LLM students – a snapshot in time – module in first year • Managing equality and diversity in an employment context • 3 strands – curriculum/assessment/student inquirer

  3. The Research • Limitations – small size • Ethics – • Conducted by Module Tutor and Programme Leader • Current students • Voluntary - no obligation • Informed consent

  4. Why this research? • Change in the landscape of students – more distance learners from a variety of backgrounds “distance learner students come from heterogeneous pool of ages, backgrounds and abilities and they require choice in how they learn.” (Todd 2007) • Distance learning students – are they missing out on a deeper style of learning? • Investigate the validity of perceptions • Challenge the perceptions • Reflect on findings for continual improvement

  5. Focus of the Research

  6. How it was done - methodology • ACTION RESEARCH • Focus group on the study day • Questionnaires • Telephone discussions

  7. Why action research? • Participative • Qualitative (quantitative data) • Reflective • Critical reflection • Challenges assumptions • Cyclical and collaborative – theory & practice (Norton 2009)

  8. Questionnaire design • To promote discussion – qualitative + quantitative data • 3 questions on the student experience • Motivation to embark on the Programme • Prior experience • Reflection – at specific points in time – fortune line

  9. Curriculum & Assessment Design Influences on learning – (Entwistle 2009) Promotion of the student inquirer?

  10. Preliminary Findings • 55.55% response rate • External influences significant • Contribution of curriculum/assessment – requires further exploration • Rewards • Measurement • Time management

  11. Reflect

  12. References • Todd, P.A. (2007) ‘Experience(s) in creating distance learning texts’ Bioscience Education, Vol 10 • Norton, S.L. (2009) Action Research in Teaching & Learning A practical guide to conducting pedagogical research in universities. Oxon: Routledge. • Entwistle, N. (2009) Teaching for Understanding at University. Deep Approaches and Distinctive Ways of Thinking. Basingstoke and New York: Palgrave Macmillan. • Dunn L et al (2005) The Student Assessment. London and New York: RoutledgeFalmer Taylor & Francis Group • Biggs.J. (2003) Teaching for quality learning at university., 2nd ed. Maidenhead, SRHE & Open University Press,

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