Undergraduate Course: Domains of Practice 1: Engaging with the literature in Community Learning & Development (CLD) (EDUA07005)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 7 (Year 1 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course aims to provide a brief critical introduction to Community Learning & Development (CLD) by exploring its historical development, some of its defining ideas and the central claims that are made for it. The course also aims to develop and enhance students critical reading, writing and analytical skills through their engagement with key academic, professional and policy texts in the canon of CLD. |
| Course description |
Academic description:
CLD is a contested educational endeavour as it is justified in a variety of ways, depending on how its purpose is understood. There are therefore different ways of thinking and talking about CLD and why it matters. This course will introduce key ideas to help students think about the theory and practice of CLD both in the UK, particularly Scotland, and elsewhere.
Outline content:
The course will explore the historical emergence of this educational work in the UK and identify the distinctive pedagogical approaches and domains of practice which still inform the profession today. Central ideas such as the importance of community, empowerment, self-determination, citizenship and democratic participation and social justice will be clarified and questioned in terms of their validity, utility and purpose. The course will also focus on nurturing students¿ academic literacy.
Student learning experience:
The course is taught through a 2 hour lecture/seminar, and a 1 hour workshop. The lecture/seminar will introduce students to key historical developments, concepts and the domains of practice. Through discussion, students will have the opportunity to engage with these topics. The workshop will focus on using relevant literature to develop academic literacy and study skills
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 16.5,
Seminar/Tutorial Hours 15,
Revision Session Hours 1.5,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
163 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Formative task
There will be a range of formative tasks throughout the course, including individual and group presentations and short written tasks.
Summative assessment in two parts;
Student presentation: 30% total mark.
Written task equivalent to 1500 words: 70% of total mark |
| Feedback |
Formative feedback occurs in two ways, a short formative essay and also feedback during tutorials and workshops. Students will submit a formative essay and receive comments. This allows students to consider the tutors comments indicating any weaknesses and suggestions for improvements. Students should use these comments support their summative essay assignment. Formative feedback also takes place during workshop and tutorial discussions. Tutors will comment on their general understanding of the ideas covered in the course, and may give specific advice regarding progress. Such feedback is intended to help students understand what their strengths and development points are, and to enable them to take informed responsibility for their learning and progression. Students will be given specific feedback on their tutorial presentation. In addition, students will have opportunities to provide feedback to fellow students through the peer assessment mechanism incorporated in the tutorial programme |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate an overall appreciation of the body of knowledge imbedded in the history, concepts and values of CLD
- Demonstrate and apply academic literacy in reading, writing and research tasks
- Demonstrate an understanding of the significance of academic literacy for critically and ethically informed reflective practice
- Examine and evaluate the key claims made for CLD.
- Organise and articulate opinions and arguments of foundational ideas and key concepts in speech and writing, using relevant specialist vocabulary
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Reading List
Beck, D. & Purcell, R. (2010) Popular Education Practice for Youth and Community Development Work, Poole: Learning Matters.
Coburn, A. & Gormally, S. (2017). Communities for Social Change: Practicing Equality and Social Justice in Youth & Community Work, New
Cottrell, S. (2019). The Study Skills Handbook. Red Book
Ross, C. (Ed). (2017). The Making of an Empowering Profession Volume 2. Influencing Change: Community Learning and Development in Scotland 2001 - 2015, The CLD Standards Council for Scotland. York: Peter Lang.
Tett, L. (2010) Community Education, Learning and Development, Edinburgh: Dunedin |
Additional Information
| Graduate Attributes and Skills |
Generic cognitive skills
An understanding of students own approaches to learning
Can handle ambiguity and complexity by having an understanding of the contextually relevant ethics and values which inform this disputed field of practice
Skill in reflection on their own and others' value systems and the ability to explore such values in informal contexts, including ability To constructively challenge the views of others and resolve conflict
Systematic analysis of relevant concepts, theories and issues of policy, and their use in informing evidence-based practice
Communication, numeracy & IT skills
Organisation and articulation of opinions and arguments in speech and writing, using relevant specialist vocabulary of the professional sector
Effective communication using written, visual, electronic and oral means with individuals and groups, including presentations Have the ability to produce clear, structured written work
Autonomy, accountability and working with others
Exercise some autonomy and initiative to prepare and present own work for discussion and assessment Work with others of evaluate the contribution of peers
Seek and value open feedback to help their self-awareness of working with a team Have an ability to work with people from a range of cultures and backgrounds |
| Keywords | Youth Work,Adult Education,Community Development,Informal edu,CLD,Academic literacies |
Contacts
| Course organiser | Mr Stuart Moir
Tel: (0131 6)51 6266
Email: |
Course secretary | Miss Rosie Roberts
Tel: (0131 6)516 210
Email: |
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