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MA in Education Programme Code: PMM9_EDU9IM

Programme Handbook

2015-2016

UCL Institute of Education

This document is available in a range of alternative formats. Please contact the

Disabilities Support staff at the Institute of Education for assistance.

Telephone: +44 (0)20 7331 5184

Email: disabilityadmin@ioe.ac.uk

Website www.ioe.ac.uk/disability

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Contents

Welcome 3

1. Induction (what you need to know before you start) 4

2. Pre-course Reading List 5

3. Introduction to the Programme 9

4. Programme Aims and Learning Outcomes 10

5. Introduction to the Programme Team 11

6. Programme Structure 12

7. How to Plan Your Bespoke Programme Three Golden Rules! 14

8. Modes of Teaching 18

9. Studying norms and behaviour 19

10. Potential Difficulties arising from Studying at a Distance 20

11. The Roles of Tutors 22

12. The Role of Students 23

13. Assessment 24

14. Academic Literacy and Plagiarism 27

Appendices

Appendix 1: Core Module Outlines 29

Appendix 2: Scheme of Marking, Grade-Related Criteria and examples of student feedback form 37

Appendix 3: Key contacts 40

Appendix 4: Key dates and deadlines 2015/16 44

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Welcome Welcome to the MA in Education! In this, your programme handbook, we aim to give you all the information you need to make the most out of this exciting programme, led by the UCL Institute of Education. The UCL Institute of Education (IoE) is a global leader in Education. Founded in 1902, as a teacher training college in London, the IoE is now a world-class research and teaching institution. Our distinguished history and current mission are rooted in a commitment to social justice. We know that education transforms lives. The MA in Education is run by the Department of Curriculum, Pedagogy and Assessment within the UCL IOE. The Department of Curriculum, Pedagogy and Assessment is one of the largest departments of the Institute housing a diverse and successful group of nationally and internationally recognised academics with interests in educational and social research. A major part of our work is concerned with children, their educational and social contexts, and learning. Our research and consultancy profile is exceptionally strong, involving scholars with interests in children and young people's health and wellbeing; children, families and early learning; learning with digital technologies; formal and informal education; learning through and across curriculum subjects; research methods development and tools for synthesis. In this programme, you will be able to draw upon the expertise of the Department of Curriculum, Pedagogy and Assessment and from across the UCL Institute of Education. The MA in Education as a fantastic opportunity to develop and grow as an education professional. The programme has been designed to give you a rigorous and detailed understanding of the field of education. Any higher level study is going to be challenging. We are excited to be sharing your learning journey with you, and hope that you find this programme stimulating, engaging and enlightening. Dr Clare Brooks Programme Director

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1. Induction (what you need to know before you start) Before you start the programme we strongly recommend that you read this Programme Handbook. It contains important information about the aims, structure and expected outcomes of the programme as well as guidance about how to be successful. Also, please feel free to explore our website page Prepare for Success with a series of activities to prepare yourself before embarking on a UK base MA: http://www.prepareforsuccess.org.uk/ You will also find an online Moodle Induction on the VLE, which we strongly recommend you complete before you begin the first core module.

2. Pre-course Reading List

During the MA in Education each module will direct you towards key readings and course readings. Some modules may have a recommended text that you are encouraged to purchase. Other modules may supply you with preparatory readings for individual sessions. In most cases you will also be given a Module Reading list. What follows below are some suggestions for pre-course readings. These will be particularly helpful if you are new to the study of education. As the modules on this programme are taught in the English education system, you may find some modules make extensive use of English education jargon or acronyms if you are new to this terminology, some of these readings will help. These are not core texts for the MA, but are useful preparatory texts to get you warmed up. Kay Wood. (2011) Education: the basics. Routledge. London. This is a helpful introductory text which is useful if you are new to studying education. James Arthur and Andrew Peterson (eds). 2012 The Routledge Companion to Education. Routledge London. Stephen Ward (ed). 2008 (2nd ed) A Students Guide to Education Studies. Routledge. London. Dennis Hayes (ed). 2004 The Routledge Guide to Key Debates in Education. Routledge. London. Jane Bates and Susan Lewis. 2009 The Study of Education: An Introduction. Continuum. The above texts are useful introductions to the debates and issues in the English education system one of the above would be useful if you are new to this education system and want to find out about key terms/jargon etc.

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James Arthur and Ian Davies. (eds) 2010. The Routledge Education Studies Reader. Routledge London. This book is a selection of classic chapters and texts in education. Recommended for more advanced readers who are already confident in aspects of education. John Furlong and Martin Lawn. (Eds). 2011. Disciplines of Education: Their Role in the Future of Education Research. Routledge London. This book makes the case for why a refocus on the disciplines of education is timely. David Carr. 2003. Making Sense of Education. RoutledgeFarmer. London. A more advanced text that is a useful overview of some of the philosophical and theoretical issues. The following books are useful study support if you are new to studying at post-graduate level. Gail Craswell. 2005. Writing for Academic Success: A post-graduate guide. Sage. London. A useful text if you are not used to writing at post-graduate level, which explains about coursework and examination preparation. Dominic Wyse. 2012. Third Edition. The Good Writing Guide for Education Students. SAGE London. Gavin Fairbairn and Christopher Winch. 2011 (3rd ed) Reading, Writing and Reasoning: A guide for students. Open University Press. Both are useful guides (the Wyse book has a specific focus on education): more useful for coursework than examinations.

General Reading List What follows below is an indicative reading list for the whole programme. Each module will have a separate reading list. In addition, we expect you to read widely around the modules you are studying and to undertake a full literature review for your dissertation. Some modules specify a Core Text that you will be expected to purchase. These texts are always available in the IOE library and where possible e-versions are available. Please contact the programme administrator for more details. Ahmed, S., Bhutta, S. and Khamis, T. (eds.)', (2011) Child-to-Child: A Framework for

Children's Participation in Health and Development Aga Khan University Press.

Apple, M. (1979). Ideology and Curriculum. London, RoutledgeFalmer.

Ball, S. (2008). The Education debate. The Policy Press.

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Bowe, R., S. J. Ball, et al. (1992). Reforming Education and Changing Schools: case

studies in policy sociology. London, Routledge.

Brock, C. (2011) Education as a Global Concern. London, Continuum.

Brown, A. and P. Dowling (1998). Doing Research/Reading Research: A mode of

Interrogation for Education. London, Falmer Press.

Bruner, J. (1996). The Culture of Education. Cambridge, Mass, Harvard University

Press.

Carr, D. (2003). Making Sense of Education. Abingdon, Routledge.

Carr, W. (2006). "Education without theory." British Journal of Educational Studies

54(2): 136-159.

Chitty, C. (2002). Understanding Schools and Schooling. London, RoutledgeFalmer.

Cowen, R. and A.Kazamias (eds.), (2009) International Handbook of Comparative

Education . Dordrecht: Springer

Eraut, M. (1994). Developing Professional Knowledge and Competence. London,

Falmer Press.

Fielding, M. and Moss, P. (2011). Radical Education and the Common School.

London, Routledge.

Hargreaves, A. and D. Shirley (2009). The Fourth Way: The inspiring future for

educational change. Thousand Oaks, Corwin Press.

Karras, K. ed (2010)' Comparative Education Series, Teachers Training in the World.

Greek Handbook of Education, Athens.

Lowe, R. (2007). The Death of Progressive Education: how teachers lost control of

the classroom. London, Routledge.

MacGilchrist, B., K. Myers, et al. (2004). The Intelligent School. London, Sage.

Meng Huat, C, and Kerry, T. (eds) (2008) International Perspectives on Education.

London, Continuum.

Moore, A. (2000). Teaching and Learning: Pedagogy, Curriculum and Culture.

London, Routledge Falmer.

Moore, A. (2004). The Good Teacher: Dominant discourses in teaching and teacher

education. London, RoutledgeFalmer.

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Pring R et al. (2009) Education for All: The future of Education and Training for 14-19

year olds. London: Routledge.

Pring R. (2013) The Life and Death of Secondary Education for all. London:

Routledge.

Schn, D. (1983). The Reflective Practitioner: how professionals think in action.

London, Temple Smith.

Scott, D. (2000). Reading Educational Research and Policy. London, Routledge

Falmer.

Scott, D. (2006). Critical Essays on Major Curriculum Theorists. London, Routledge.

Scott, D. and Usher, R. (2010) Researching Education. London, Continuum.

Stobart, G. (2008). Testing Times; the uses and abuses of assessment. Abingdon,

Routledge.

Unterhalter, E., and Carpentier, V. (eds) (2010) Global Inequalities and Higher

Education: Whose interests are we serving?. Palgrave, London.

Young, M. (2008). Bringing Knowledge Back In: From social constructivism to social

realism in the sociology of education London, Routledge.

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3. Introduction to the Programme

The MA in Education has been designed as a balanced Masters programme in Education. The programme takes a broad and balanced view of education, where students are given the opportunity to work at Masters level on a range of themes pertinent to education: curriculum, pedagogy, assessment, the relationship between education and society, and the importance of education research. The programme is made up of four modules, and a dissertation:

The core module: What is Education?

The research module: Understanding Research

Two option modules

The dissertation module Please see section Programme Structure with more information about the core and option modules.

The MA in Education and the IB (International Baccalaureate)

Advanced Certificate in Teaching and Learning Research

The IOE is delighted that the MA in Education has been recognised for the

IB Advanced Certificate in Teaching and Learning Research.

If you are a teacher in an IB school, you might like to consider this certificate as an

additional recognition of your work on the MA in Education. Details are listed below

as to the specific benefits of the Advanced Certificate.

To be eligible for the certificate you must be an IB educator within an IB

school, and will need to register your interest in the award. If you have not

already done so contact the Programme Administrator or Programme Director

for details.

To fulfil the necessary requirements for the IB advanced certificate in teaching and

learning research you will focus much of your reflective practice and research on IB

practice. We can support you with this, but we need to be aware that you intend to

complete the award. You must therefore inform us that you intend to register for

the award. You will need to fill in an enrolment form, and you will then get access to

the IB website and resources.

Once we are aware of your intention, you will be assigned a tutor who can help you

to focus on IB practice, and to situate your research in an appropriate IB context.

Your tutor will guide you through the module choices, and the selection of your

dissertation topic. To qualify for the advanced certificate, you need to keep IB

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practice uppermost in your mind, and will wish to reflect on IB practices in your

examination, coursework, and in particular in your dissertation research proposal.

In addition, you will be especially encouraged to reflect on literature and research

that focuses on IB practice. For more information about the IB Certificate please visit

the following website: http://www.ibo.org/en/professional-development/professional-

certificates/ib-educator-certificates/

4. Programme Aims and Learning Outcomes This Masters programme offers a broad and balanced view of education. Education can be viewed as an industry, a product, a philosophy, a process and a project. In this programme, you will be given the opportunity to explore these different perspectives on education and to develop a response to them that is informed by your own educational context and experience. Aims of the Programme The MA in Education aims to enable all participants to develop a personal response to the challenges they encounter in education. The design of the programme enables a participant to draw upon a wide range of definitions of the field of education that are relevant to their personal experience and context. The graduate of the MA in Education will be informed by relevant literature and research from a variety of fields of education and able to undertake an active and influential role in the education community, able to describe and articulate practice. With this main aim in mind, the MA in Education will achieve this through ensuring that graduates:

engage with theoretical perspectives in education studies

are stimulated and challenged intellectually with developments in a range of areas of interest within education

are able to critically reflect on their current practice and those of others.

These broad aims will be achieved through:

encouraging students to develop a critical understanding of a range of literature and concepts of education;

ensuring engagement with professionally relevant elements of knowledge, understanding, skills and values.

stimulating interest and enjoyment so that teachers and education professionals can continue their personal and professional development beyond the programme;

encouraging the development of autonomous, reflectively thinking individuals, capable of taking a leading role in education;

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preparing participants for the successful completion of their coursework assessments and thus the achievement of a valued and widely recognised further qualification;

enabling education professionals to interact with colleagues from all over the world

supporting students to meet the assessment criteria for the award of an MA in Education.

Learning Outcomes A graduate with an MA in Education will:

ask critical questions about policy and about practices which are often taken for granted

be well equipped to understand professional challenges and professional encounters and how to respond to them.

have a wide range of intellectual resources to draw upon (particularly from the field of education)

be analytical and be able to understand and use different approaches and traditions in education

be discriminating and evaluative about their professional actions.

understand current practices and appreciate the broader contexts of their professional practice.

have a broad range of strategic perspectives

be actively involved in contributing to the field of education

be active and creative in curriculum development at a local level.

develop their capacity to make good judgements, concerning content, balance, choice of pedagogy, and the role of assessment in the field of education.

understand the value of the contribution of research in education and what constitutes quality in research.

5. Introduction to the Programme Team The MA Education Programme Team consists of experienced academics in the field of Education: Dr. Clare Brooks Programme Director and Head of Curriculum, Pedagogy and Assessment http://www.ioe.ac.uk/staff/CPAT/GEMS_15.html

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Dr. Fiona Rodger Module Leader for What is Education? module and Critical Perspectives of Teaching and Learning. Also personal tutor and dissertation supervisor for MA Education students http://www.ioe.ac.uk/staff/CPAT/GEMS_75.html Dr. Sandra Leaton-Gray Module Leader for Introduction to Social Research and Curriculum, Policy and Practice. Also personal tutor and dissertation supervisor for MA Education students http://www.ioe.ac.uk/staff/CPAT/80302.html Dr. Kaori Kitagawa Personal tutor and dissertation supervisor for MA Education students. Kaori is also the Module Leader for Development and Education in Asia. http://www.ioe.ac.uk/staff/LCEN_30.html Dr. Natasha Kersh Personal tutor and dissertation supervisor for MA Education students. http://www.ioe.ac.uk/staff/LCEN_21.html Dr. Sean Richards Personal tutor and dissertation supervisor for MA Education students. http://www.ioe.ac.uk/staff/CPEN_33.html

6. Programme Structure

Core Module: What is Education? (30 credits)

Module tutors: Dr. Fiona Rodger and Jo Pearce

The core module: What is Education? is the first module you will study on the programme. This is an important module as it outlines the key questions we expect you to ask throughout the programme, and introduces you to academic and research literacy at Masters level. This module is also important as it introduces you to what to expect from Masters level study on this programme. In this programme you will get to meet (either virtually or face-to-face) your colleagues on the programme, the programme team and your personal tutor. This module is based around key questions which explore the nature of education, its

purpose and how it is experienced by educators and learners. The module runs in

the summer (July September), in the Autumn (October December) and Spring

(January March) terms. The Summer term can be studied in two modes: as a

mixed mode module or as a fully online, distance learning. The mixed mode version

includes an intensive two-week face-to-face series of lectures and seminars at the

UCL Institute of Education during late July-early August, with an 8-week reading

programme attached. During the two weeks at the Institute, top academics will offer

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their perspective on issues around education, followed by small-group seminar

sessions where participants question the relevance to their own contexts and

settings. The programme also features three sessions on developing academic

arguments and literacy.

The online option will be similarly structured but will be taught via the VLE (Moodle).

The reading programme will be supported by digital recordings of key lectures from

top academics and on-line seminars and discussions. Both versions of the module

cover the same content. Assessment is via submission of a 5,000 word assignment.

Research Module: Understanding Research (30 credits)

The research module: Understanding Research is also core to the programme, and should be studied before you start your dissertation. This module is taught online, and will introduce you to social research including research methods and research design. It will provide a strong foundation to prepare you for undertaking your dissertation. This module is available either face-to-face (Monday, 5:30 8:30pm) in the Autumn

and Spring term or as a distance learning module taught via the VLE (Moodle).

Students are able to bring their own research-related interests to the module which

can be explored in preparation for a report or dissertation. Guidance is provided on

preparing the overarching research questions of a study, identifying which research

designs and methods might best provide answers to those questions, exploring

ethical issues, and structuring and preparing a research proposal for a small-scale

study. Assessment is via a 5,000 word written essay.

Two Option Modules (30 credits each)

In addition to these core modules, you will be required to select two option modules.

The modules on offer under this programme have been chosen from across the

range of Masters level modules offered by the IOE. Modules may be offered by

distance learning, as mixed mode or face-to-face and are listed under a range of

specialisms and areas of interest. Students are encouraged to select option modules

that reflect their personal interests and professional needs to create a bespoke

programme. To ensure your degree is broad and balanced, the modules are

arranged in three option blocks. Each of your (two) option modules must be from a

different block.

Curriculum Specialisms and Phases

Designing and Assessing Learning

Education and Society

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A full table of option modules and individual module descriptors are provided on the MA in Education website and there is guidance on how to select them in the section How to Plan Your Bespoke Programme (section 7). Dissertation (60 credits)

The final part of your programme, the dissertation, is often the most challenging and the most rewarding. The dissertation is an individual piece of research that you will undertake with the guidance and support of a personal tutor. We will advise you separately of who will be acting as your personal tutor and their contact details. You will discuss your topic, design and approaches with your personal tutor, but the work is ultimately your own. You will complete and submit a 20,000 word dissertation report which will be held in the reference section of the IOE library.

In your dissertation, you will be required to conduct an original piece of research into

an aspect of education that interests you. Supported by your personal tutor, you will

be guided through the research process, and be required to complete a dissertation

report of 20,000 words. Note that a dissertation is equivalent to two modules, and

normally takes at least two terms. There is only one dissertation submission

deadline: 1st September each year. Therefore, we strongly advice students that are

taking the MA Education full-time to contact their personal tutors at the beginning of

October to establish a study plan for their dissertation and work throughout the

academic year, in order to submit their dissertation in September.

Students that are taking the MA Education part-time should complete the

Understanding Research module prior to start their dissertation and start their

dissertations by the end of January the latest, in order to submit on 1st September.

For more information about the dissertation, please visit the MA Education Moodle

site, where you can find the Dissertation Handbook with detailed information on what

to do on each step.

7. How to Plan your Bespoke Programme: Three Golden Rules!

With the MA in Education you can tailor your MA to suit your particular interests and

needs. This individualisation is the most obvious in your choice of option modules.

Use the following when considering which option modules are best for you:

Rule 1: Mode of Study

Option Modules are available as distance learning (for which you can be anywhere in

the world as long as you have good and reliable internet access), or with some

period of study in London. Some modules are taught entirely face-to-face. This

normally means there will be a regular weekly class over a ten week period (or term).

Other modules are taught with a combination of some distance learning and face-to-

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face sessions: mixed mode. Some modules are taught as both distance learning and

face-to-face. It is important to read the module details carefully so that you are clear

how the module is organised.

In the first instance, you need to decide which modes of study are open to you. If you

are intending to be based in or around London, you will be able to select modules in

any category. Students who do not intend to visit London during their studies will

need to ensure that they do not select modules which have a requirement for a face-

to-face session. If you are unclear, check the module descriptions or contact the MA

in Education programme administrator.

Not all modules are available as both distance learning and with some study in

London. You need to be sure that the modules you select are appropriate for you.

Rule 2: Breadth and Balance the right modules!

This is an MA in Education, and therefore your module selection should result in a

broad and balanced degree. To assist you in that choice we have categorised the

modules into three Option Blocks:

Curriculum Specialisms and Phases

Designing and Assessing Learning

Education and Society

Each of your two option modules should come from a different Option Block.

To help you select which modules are appropriate for you, you should read carefully

the module description. You should also check that you meet any additional entry

requirements specified for individual modules.

You may select your modules in any order except you must take the core module

What is Education? as your first module, and then you can plan the rest of the

programme based on your preferred modules. Be aware that most modules only run

once a year. The core module Introduction to Social Research needs to be taken

before you start your dissertation.

When selecting your modules, you may like to consider:

If the content of the module description interests you?

If the timing of the module is appropriate for you?

If you select this module, does it preclude other modules in this block that you

would prefer?

Does the module have an additional entry requirement that you can fulfil?

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Rule 3: Workload Balance

When planning your individual programme of study you need to consider your own

workload and what is manageable for you. A full-time student can study up to two

modules in one term. A part-time student should consider no more than one module

in each term. You may wish to combine distance and face-to-face learning modules

(if this meets Rule 1). We expect you to complete any module that you start. To

give you an idea of how individual schedules may appear, what follows are two

examples:

Example 1

Student X is living in London and so can study a mixture of modules. Student X also

wants to complete the degree in a short period of time, so has chosen to study full-

time:

July September

Core Module: What is Education?

Student X can attend the London-based lectures.

October December

Option Module 1 Mixed mode

October December

Option Module 2 Face to face

January - March Core Research Module: Understanding Research

Distance Learning

January March and April October

Dissertation (note: a dissertation takes a minimum of two terms)

Although the dissertation can be completed entirely through distance learning, Student X and her personal tutor meet regularly to discuss her progress. Hand dissertation report in 1st September

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Example 2

Student Z is a full-time teacher, a full-time parent and part-time student, living outside

the UK and wanting to study a full distance learning programme. She wants to

spread her studies out over a longer period.

July September

Core Module : What is Education?

Distance Learning

October December

No studying

January March

Option Module 1 Distance Learning

April June No studying October - December

Option Module 2 Distance Learning

January March Core Module: Understanding Social Research

Distance Learning or face-to-face

April October No studying October through to October the following year

Dissertation (note: a dissertation takes a minimum of two terms)

Student Z and her personal tutor to discuss her progress by email and Skype. Hands in dissertation report on 1st September the following year

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8. Modes of Teaching

The MA in Education is taught through a variety of modes including face-to-face, mixed mode and distance learning through Moodle, our Virtual Learning Environment. A module consists of the equivalent of ten sessions this will vary between modules. Normally a session will last for a week, and deal with a single topic, though some sessions will be multiple and may last for two or three weeks. Each module has a calendar or schedule which outlines the module structure, content and expectations. We suggest that you start by looking at the calendar to get an idea of the structure of each module. All modules and all sessions will be different and the tasks may require you to reflect on your experience, readings, your school context, or to work with a colleague. Your time commitment each week will be approximately 10-15 hours per week. You are free to work at your own pace, though we would ask that you note the deadline for each of the activities, and any pre-requisites for any session (face-to-face or on-line). You will be working with other colleagues and students and some may be relying on your to complete your preparatory work. Many modules require students to work collaboratively as we find this gets the best results. On distance learning modules, your programme materials and guidance will be provided through the VLE. Core readings will be provided, or directions given for how you can obtain them through the IOE digitised library services. The VLE induction will support you in accessing these resources. However, if you are having difficulty then please contact the module administrator directly. On face-to-face modules, you may experience a variety of resources, some of which may be provided in the sessions themselves, or made available through the VLE. Regular attendance is vital. Whether you are studying face-to-face or online, our expectation is that you will endeavour to have 100% attendance. If you are not able to submit your response for a particular week, or to attend a face-to-face session, please advise the module leader or the administrator as soon as possible, as too many absences will mean that you can be refused permission to be assessed in a module. We regularly monitor attendance on all modules, including those studied online. In order to satisfy the requirements of the programme and to be able to undertake the coursework, participation in the Virtual Learning Environment is essential. During participation in the Virtual Learning Environment and during all other on-line contributions, students must observe the code of conduct for on-line behaviour. Students attending face-to-face or mixed mode modules are required to have full attendance at all sessions. Some online courses make use of Blackboard Collaborate as a asynchronous learning tool. Collaborate acts like a virtual classroom. To participate in Collaborate sessions you will need internet access, and to download some Java apps to your computer. A microphone and webcam would also be useful. Additional guidance on

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using Collaborate will be provided. You should pay special attention to how the Collaborate sessions contribute to the module attendance and if your participation is compulsory or not. If you are unclear, then contact the Module Leader to check. To summarise:

The calendar for each module will illustrate the structure of the module and the interim deadlines.

You should organise how you will conduct the work of each module to fit in with your normal schedule.

Attendance is required for every session (for both distance learning and face-to-face modules), and will help you to prepare for your coursework.

The module tutor is there to support you through your studies and they will outline the particular nature of each module. No two modules are the same!

Although the main body of distance learning modules are studied at home all students are welcome to arrange to visit the Institute of Education to meet tutors and discuss their progress and to use the main library.

9. Studying Norms and Behaviours When students begin a new programme they can always a period of adjustment as they get used to the expectations of the programme and what is meant by studying in different institutions. This can be particularly challenging if this is your first time studying at a post-graduate level. The points below are intended to make explicit what the IOE expects of our students, and the acceptable modes of behaviour for both on-line and face-to-face learning.

Students are seen as partners in learning. This means that we expect students to take responsibility for their own progress. Therefore, we welcome students:

o Asking questions when they are not clear on a task o Asking for clarification of a reading or point under discussion o Asking questions when they disagree with their lecturer o Using examples from their own experience that either agree or disagree

with the topics under discussion o Discussing different and alternative viewpoints (even when they dont

agree with the lecturer or readings!) o Respecting the views and contributions of other students (even when

they dont agree) o Who are open-minded and willing to question their own assumptions.

Teachers and lecturers are seen as partners in learning too. This means that you can expect your lecturers to:

o Ask you challenging questions o Give alternative viewpoints or question accepted ones o Ask you to justify or explain an opinion o Disagree (or agree!) with you.

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We appreciate that not everyone is used to learning in this way, and so we encourage you to speak up if you are not sure what is going on, or if you are unhappy with how you are learning. If you dont want to speak directly to the Programme Director or Module Leader, then feel free to contact the Programme Administrator who would be happy to help.

10. Potential Difficulties Arising from Studying at a Distance A key feature of MA in Education is that you will study at least some modules at a distance. Studying at a distance can be difficult. Firstly, many distance students are working full time, and studying becomes another commitment that needs to be juggled. In addition, as a distance student you will be working alone rather than as part of a group at the Institute. The way we have set up this programme will help you overcome these problems. In order to combat the feeling of loneliness, modules for this programme include collaborative work using computer-mediated communication in addition to the studying you will do on your own at home. We hope that you will form a cohesive group over the internet, and work together on tasks, and offer personal support to each other by sharing your experiences of combining work and study. You will be set deadlines for group discussions, which we hope will help you to progress through the readings and tasks that you will be asked to do. Using Moodle - the Virtual Learning Environment If you are having problems accessing Moodle, you should email the Institutes Computer Helpdesk (see below) Moodle Support, IOE Tel: +44 (0)20 7612 6696 Email: vle@ioe.ac.uk Web link: http://www.ioe.ac.uk/itservices/eLearning.html The IT Helpdesk is the first point of contact for help with computer hardware, software, IT accounts or other IT related issues. There is a helpful guide: Getting Started with your Computing and Library Accounts http://www.ioe.ac.uk/itservices/documents/Getting_Started_update_2014v2.pdf IT Support, IOE

http://www.ioe.ac.uk/itservices/helpDesk.html

You will be sent instructions on how to access Moodle, and you are reminded to use your UCL IOE username and password to access the VLE.

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Personal, hardware, and software requirements for Moodle access In order to use Moodle effectively, it is recommended that students meet the following requirements: Skills:

Ability to use Web browsers

Familiarity with entering Uniform Resource Locators (URL's )

Ability to download files from the Internet

Ability to complete online forms Hardware Requirements

A live Internet connection. Students will need access to the Internet using a telephone connection, DSL, or cable modem. A high speed internet connection is recommended.

A monitor capable of displaying information at least 800x600 pixels. For best performance, access Moodle using 1024x768 resolution or higher.

Software Requirements

Any reasonably modern web browser, such as Microsoft Internet Explorer (8 or later), Mozilla Firefox (4 or later), Apple Safari (5 or later), Google Chrome (17 or later), or Opera (11 or later). Cookies must be activated. Moodle occasionally uses pop-up windows and is compatible with smartphone browsers.

Moodle itself does not need browser plugins, but some content or additional components might do. Typical plugins are Java 6, Adobe Flash Player, Microsoft Silverlight and Apple Quicktime. These plugins are free.

Learning materials are typically available as Adobe PDF or Microsoft Office documents. Students therefore need the Adobe PDF Reader (integrated in Google Chrome) and either Microsoft Office (2003 or later, including Office 365) or Open Office to read these documents.

The Institutes IT Services has fairly recently subscribed to an online training programme the Microsoft IT Academy. This is available free of charge to all UCL IOE students. Courses offer training in Microsoft Word, Excel, PowerPoint and Publisher. You can study online or download to your laptop. For more information and instructions on getting access to these courses use the link below. Please note: you will need to provide your IOE Student ID. Online training - Microsoft IT Academy How to Communicate The online modules rely on students respecting and valuing the views of fellow students. A key feature of these modules is to understand and reflect upon the perspectives of fellow students. This means there is a need for ground rules to ensure everyone can feel their views are valued and respected. People who use email and discussion areas have developed certain conventions and rules. This has become known as network etiquette or netiquette.

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Respect for others The most important point when communicating online is that you show respect for your fellow students and tutors. Do not use offensive language or insults at any time. Please show respect for cultural and religious differences when expressing an opinion. Be polite. Tone Capital letters are considered to be the equivalent of SHOUTING, but may be used with care. You can highlight words by using capitals. Be aware that some responses may sound rude if they are too terse or short, and that a message sent in haste may be misinterpreted. Humour Whilst humour can sometimes help the learning process, humorous comments may mean different things within specific cultures. Within this diverse learning community, take care not to offend your fellow students and tutors. Writing Online communications have evolved to be less formal than letters. They often include jargon or slang terms and abbreviations. When you are communicating informally it is fine to treat online discussions like a verbal conversation. However, when you are participating in the online discussions and posting contributions you should be careful about the grammar, spelling and presentation of your message. Expectations Relevant to your use of Moodle is also the programme expectations of students. We suggest that you read this section carefully, along with the Information on Coursework.

11. The Roles of Tutors The programme team consists of a programme director, module leaders, personal tutors, all supported by the programme administrator, and module administrators. Each module is organised and taught by a module leader or module tutor. The module leader is responsible for the teaching of that module, any queries related to the module and for providing feedback during the module. Any module-related queries should be directed to the module leader. Each student will also be allocated a personal tutor. If you have any concerns about the programme or your progress on it, then your personal tutor would be the person to contact in the first instance. (Any module-specific queries should be directed to the module leader). The personal tutors main role is to support you with the core module and your dissertation. You will meet your personal tutor during the core module What is Education?. You will get some time to get to know your personal tutor and for them to get to know you and your particular context. Your main contact with your personal tutor will be during the core module and your dissertation. In formal terms this means that your personal tutor will give you

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feedback (a) on your coursework proposal (which follows a period of reading and thinking) and (b) on your examination preparation. At the appropriate time your personal tutor will adopt the role of dissertation supervisor. At this point your tutor will be aware of your ways of working and your academic strengths. They are often best placed to give you support for your dissertation. There may be good reason (e.g. to do with the specific topic you intend to research) to change personal tutor at this time. This is not a problem. Simply make your feelings on this known to your personal tutor who will raise the issue with the programme director. It is worth noting that all the tutors that work on the programme do it on a part-time basis. This can mean that during the week they may be located elsewhere, teaching on other courses, or attending conferences or out of email contact. The programme team will endeavour to answer any queries or responses, or provide feedback on assignments promptly. However, there may be times when quality feedback may take longer. We ask for your patience and understanding.

12. The Role of Students As with any learning experience, your success on this programme relies on what you put into it. Our expectation of you as a student is that you will engage with the programme to the best of your ability. This means accessing and engaging with the readings and activities as directed, and responding to feedback from the module leader and your personal tutor. We also wish to create a culture of critique and sharing on the programme, and you may be asked to comment on the work of your peers. It is our expectation that you will respond accordingly. It is also your responsibility to keep your personal tutor informed of your progress on coursework assignments and to raise with them any issues you may have. Students are also expected to:

Meet coursework assignment deadlines

Complete module tasks on time and ensure that written work is accessible, through the means specified, to fellow students and the module tutor

Construct personal targets and deadlines for the programme

Take a constructive part in module and programme reviews

Make a regular time commitment to the programme 10-15 hours per week on average during each ten-week programme module

Make an active contribution to the learning opportunities on offer.

Recognise teaching and learning as a two-way process a matter of communication

Have access to suitable computer hardware and software to use online links and be capable of using these productively.

Evaluations and feedback We take the student experience very seriously, and ask you to provide us with feedback at a number of different points along the programme. We aim to get

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feedback on individual modules, the overall programme offer, the student experience and on other areas take affect you as a student on this programme. We ask for your co-operation with evaluation to provide us with quality information that we can use to improve the student experience. Evaluation will include:

Some mid-module evaluations

End of module evaluations

End of programme evaluations

Representation on the Programme Committee. Each year we will ask for a volunteer to act as the Student Representative. The Student representative will be invited to attend Programme Committee Meetings (either virtually or face-to-face if they are able) and to feedback to the programme team any issues or concerns raised by students. However, we also encourage students to let us know of any concerns as and when they arise if we know, we may be able to help! Please contact either the Programme Administrator or Programme Director.

13. Assessment

In the MA in Education you will be assessed in a variety of ways. The table below outlines the different modes of assessment.

Module Method of assessment Number of credits

Core Module: What is Education?

Written assignment 30

Understanding Research Written assignment 30

Option Module choice Written assignment 30

Option Module choice Written assignment 30

Dissertation Dissertation 20,000 words (deadline 1st September)

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Coursework All option modules are assessed by coursework. The kind of assignment required will vary depending on the module. Each module will give you detailed information about what is expected. Below are some common guidelines that hold for all modules unless the module tutor has informed you otherwise. Coursework assignments for MA modules will normally require you to write around 5,000 words. This may be one piece of written work or several smaller pieces. A 10% margin of error is usually acceptable (e.g. 4500 5500 words for a 5000-word assignment)but essays that are too long or too short will receive a fail grade, no matter how good their content, since they do not meet the requirements of the programme.)

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The 5,000 word limit includes the contents page, footnotes, glossary and any maps, diagrams and tables. However, it excludes appendices, lists of references and bibliographies. Note that because these are excluded you should not assume that the assessor will read them. This means that you should only include supplementary material in appendices; anything important to the argument being made in the essay must be made in the body of the text. Your submission must include a word count on the title page, and an abstract. Your tutor will advise you about the kinds of titles that would be suitable for essays, and about any expectations in terms of the content for example, if it is expected that empirical work should be undertaken. Submission of Coursework Deadlines for individual option modules will vary. You will need to check module-specific information so you are clear when coursework is due for each module. In most cases you will need to submit:

a coursework proposal form

an initial submission, or draft, or extract for formative feedback

a final submission

The dates for these may vary depending on the module, but will be clearly published either on the VLE or in the module handbook. As a student, it is your responsibility to check when all the parts of your coursework are due. We expect you to submit assignments and dissertation by the deadlines provided, so it is very important to discuss your study plans for the coming year with your Programme Director/personal tutor early in the term/year. For example, if you are a part-time student you may find it more appropriate to only take 60 credits (two modules) instead of 90 (three modules) due to your working pattern/commitments or personal/home responsibilities. If you are a full-time student you need to be confident that you will be able to complete all your modules together with your dissertation in one year. It is your responsibility to ensure you are clear about when you need to submit your work, the correct format, and the correct method of submission. Each module will have different guidelines for how to submit your coursework. You are recommended to find out what the submission guidelines are for your option modules and to ensure that you follow these strictly. In most incidences you will be expected to submit an electronic copy (either by email or through the VLE) and two printed copies. It is important to make clear for which module the coursework has been written: in most cases you are required to provide a cover sheet for this purpose. The cover sheet will also require you to sign a declaration that the assignment is your own work (please see the section on Citing Sources and Avoiding Plagiarism). Students are invited to contact their personal tutors to discuss problems or concerns arising during the writing of the assignment and should take advantage of any formative assessment opportunity offered by the module team. When submitting

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formative assessment, or initial submissions you should ensure that it is your best possible work, in order to get the most out of your feedback comments. Each module will have different procedures around formative assessment opportunities, feedback and the amount of support you can expect with your coursework. This is for very good reasons: often the assessment of a module has been built into the design and structure of the module curriculum. In some instance the coursework comes at the end of the module, in others it is developed throughout the module. You should not expect that each modules procedures will be the same. However, we are confident that whilst the experience will be different, all the feedback you get will be of a high quality. If you have any concerns, then do not hesitate to contact the module leader or programme director. Before submitting any coursework assignment for final assessment, please ensure:

that it has been spellchecked and proof read

that pages are numbered

that consistent formatting has been applied throughout (e.g. headings, fonts, etc.) We would suggest you use Arial font, size 12.

that it is double-spaced

that you have included an abstract (if requested)

that the title page of the assignment includes your name, the title of the assignment, the name of the module and the word count

that references are set out in a consistent, standard style

that you have followed all module-specific guidelines

that a Coursework Coversheet has been attached to all copies

What if I cannot undertake all the work required? Effective time management is extremely important for the successful completion of the MA programme. Indeed students are well advised to adopt this as a measure of success in working at this level. Your personal tutor will monitor your progress and encourage you to keep to deadlines, but it is only you who knows how best to do this. For some, weekends are important. For others, weekends are for family or other commitments. For some, allocating an evening per week to MA work is sufficient. Whatever your own personal needs and preferences, one thing is certain, saving up your effort for later rarely works well. A little and often works far better than the occasional binge. If you are concerned about your progress on the MA, or an impending deadline, then we urge you to discuss this as soon as possible with your personal tutor (see also the following section on Extensions/ Deferrals). What if I need more time? (Extensions and Deferrals) There is no automatic right to obtain additional time and students are expected to submit work by the deadlines notified to them by their tutors or as set out in programme or module handbooks. We do recognise that occasionally there are

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unforeseen circumstances that may impact on your ability to keep to a deadline. However, requests for additional time will only be considered if there are exceptional circumstances. If you need an extension for your dissertation, you need to contact your personal tutor and inform them as soon as possible and at least two weeks before the submission deadline. An extension of submission will be granted only in exceptional circumstances. Optional modules taken at the UCL IoE are subject to the following Policy and Procedures: http://www.ioe.ac.uk/studentInformation/documents/About_Policies/Policy_and_Procedures_for_Deferral_of_Examination.pdf Students requesting an extension of submission need to discuss this with their module tutors in the first instance and then contact the Programme Administrator, who will guide you through the process and paperwork that needs to be completed. Please note the following points:

Requests for additional time must be submitted on the relevant form, with supporting documentary evidence (where appropriate) no later than two weeks before the submission deadline

If approved, the additional length of time granted will depend on the circumstances described in the application

Approval will be sought as follows: o From the Programme Director for up to two weeks o From the Programme Director and Dean of Faculty - two to four weeks o From the Programme Director, Dean of Faculty and Pro-Director:

Learning and International - over four weeks

Be realistic about the amount of additional time you will need. Only one request for additional time will be considered for any one piece of coursework.

The Marking Process All coursework is independently double marked and a representative sample moderated by an External Examiner. The two internal markers mark all examination scripts and coursework separately and then decide the recommended grade together. In most cases you will be told a provisional grade. Written feedback is provided for all assessed coursework. The time it takes for you to receive written feedback may vary from module to module. The grade will be subject to verification by the Programmes Examination Board, which will normally be held in January, after you will receive formal notification of the final result. Regulations prevent individual feedback being given on examination scripts although some generic feedback may be provided and the External Examiners annual report will be made accessible to students following the Examination Board Meeting. Copies of the Marking Scheme and Grade-Related Assessment Criteria are included on Appendix 2 of this handbook.

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Remember - please keep all written feedback, including annotated first submissions, annotated proposal forms and e-mail correspondence until you have completed the programme. What happens if I fail? Should you fail all or part of an assessment, current regulations allow students a second attempt. If you do not submit your coursework by the deadline (or if you have been granted additional time, by the revised deadline) you will be marked Absent, which is considered as a fail, and given one further opportunity to submit. You will be advised of the final date for your second submission. This may vary but it is common practice for this to be a year from the original submission date. Grades are not currently capped for second submissions but you will be charged a resubmission fee. If you fail a core module twice it is unlikely you will be permitted to continue on the programme. If there were contributory factors, it may be possible to request a suspension of regulations but only in exceptional circumstances. If you fail an optional module twice, it is more likely that you will be required to register and pay for an alternative option module. What if I need to withdraw from the whole programme? We hope that this will not happen but we understand that occasionally personal circumstances may mean you need to consider this option. In the first instance, please contact either your personal tutor or the Programme Director as early as you can; there may be other options available if we have time to make the necessary arrangements. If, in the end, you decide withdrawal is the right choice, you will be asked to complete and sign a withdrawal request form. It may also be helpful to refer to a copy of the programme regulations: MA in Education Programme Regulations and Specification 2015/16

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14. Academic Literacy and Plagiarism

Writing assignments can be both an enjoyable and challenging experience. One

aspect of writing that students often struggle with is plagiarism: the unacknowledged

presentation of another persons thoughts, words, artefacts or software as though

they were your own. This means that direct quotations from the published or

unpublished works of others (including internet sources) must always be clearly

identified as such by being placed inside quotation marks, and a full reference to their

source must be provided in the proper form. Equally, if you summarise another

persons ideas or judgements, you must refer to that person in your text, and include

the work to which you have referred in your bibliography. Failure to observe these

rules may result in an allegation of plagiarism.

At UCL IOE we use Turnitin, a text-matching software tool, to help you to develop

your own work so that you are writing in your own words, and also to scan for

evidence of plagiarism.

Turnitin produces a Similarity Report or Originality Score which provides you with a

percentage that indicates how much of your work matches other sources e.g. other

essays on the internet, webpages, journal articles and published books.

All programmes at UCL IOE will give you access to Turnitin so that you can obtain a

Similarity Report on one occasion before your final submission. You can then use

this to discuss your work with your tutor to develop your academic writing and how

you reference the work of others.

When you submit your final summative assessment you will be required to submit

this to Turnitin through Moodle. Obviously some assessments such as presentations,

software and videos are not amenable to submission through Turnitin.

As part of your programme of study you will be given opportunities to develop your

skills and understanding to demonstrate good academic practice in your written

assessed work. Your tutors will support you in this.

You might also with to make use of the Academic Writing Centre since they can

provide further support and guidance concerning good academic practice and how to

avoid plagiarism.

There are many useful resources on the UCL website:

Guidelines about Plagiarism

Guidance about submitting your work through Turnitin

You should also read:

UCL IOE: Policy on use of Turnitin for student assessed coursework, available via

Moodle

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UCL IOE: Student Handbook: Understanding plagiarism and how it can be avoided,

available shortly via Moodle

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Appendix 1

Core Module Outlines In this section you will find outlines of the three modules specific to this programme:

The Core Module: What is Education?

Understanding Research

Dissertation This is meant as a general guide for you. More detailed information can be found in the individual module information and handbooks. Option Modules In addition to the three core modules you will need to select two additional modules. The option modules are arranged under three blocks:

Curriculum Specialisms and Phases

Designing and Assessing Learning

Education and Society

You are required to choose two option modules, each from a different block. Additional Entry Requirements

You will see that some modules have stipulated an additional entry requirement: for

example, students should have at least two years teaching experience working in a

certain role. This is to ensure that students who select this module are appropriate for

the module content and expectations. If you have any queries regarding additional

entry requirements then please check with the module or programme team. If a

module does not stipulate that it has additional entry requirements then you can

assume that you qualify for entry to that module

Module availability may vary, and some modules may have a maximum number of students. If there are issues around accessing particular modules then please contact the programme team in the first instance. Details of available option modules are published each year on the MA in Education website.

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Core Module: What is Education?

IOE Module Code: MMAEDU_01 Dates: Summer term (July September; mixed mode or on-line)

Autumn term (October December; face-to-face or on-line)

Spring term (January March; face-to-face or on-line) Study Mode: Mixed mode, distance learning or face-to-face Module Leader: Dr Fiona Rodger and Dr. Jo Pearce Module Aims

Education can be viewed as an industry, a product, a philosophy, a process and a

project. In this module, education professionals are given the opportunity to explore

these different perspectives on education and to develop a response to them that is

informed by their own educational context and experience.

Fielding and Moss pose the following questions as key in understanding education:

What is education for, what is its purpose, both here and now and looking to

the future?

What should be its fundamental values and ethics?

What do we mean by knowledge and learning?

What is our concept of education?

What is our image of the child, the teacher, the school?

Who is responsible for education, and what does it mean to be responsible?

(Fielding and Moss, 2011 Page 18)

These questions are grounded within a predominantly school-context; this module

will use the tenor of these questions to explore a range of educational contexts,

sectors and phases. This module will enable participants to critically explore these

questions in the light of key readings, arguments raised by key speakers and their

own experience. Through this engagement, the module aims to:

Introduce students to, and equip them to evaluate, the key ideas, research and

policies that have helped to shape the fields of curriculum, pedagogy, and

assessment within their national contexts

Examine and evaluate the ways in which educators have responded to national

and local contexts in developing their curricular and pedagogical approaches.

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Examine and promote critical engagement with the debates about the aims and

practices of education in national and international contexts, and how this relates

to learners

Consider the impact on social justice of different approaches to education, and to

explore and evaluate those approaches intended to develop more inclusive

provision.

Explore the roles of participants and educators in education

Consider the nature and scope of the professional roles of educators in education

Learning Outcomes

A graduate of this module will have developed:

A critical understanding of range of perspectives that can influence how societies

and individuals understand and practice education

A concept of post-graduate scholarship and research: how to read, engage with

debates, and present arguments that enquire into and use theoretical

perspectives and experience appropriately.

Method of Study

Autumn term: on-line or face-to-face (Tues 6th Oct - 15th Dec 2015, 5:30 8:30pm) Spring term: on-line or face-to-face (Tue 12th Jan 22nd March 2016, 5:30 8:30 pm) Summer term: on-line or mixed mode with two week intensive lecture programme (4th July 31st August 2016, with the two week intensive lecture programme: 25th July 5th August 2016)

Assessment

This module is assessed by a 5,000 word written assignment.

Key Readings

Fielding, M. and Moss, P. (2011) Radical education and the common school: a

democratic alternative. London: Routledge.

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Understanding Research

IOE Module Code: MMAIMS_01 Dates: October December and January March Study Mode: Distance Learning or face-to-face Module Leader: Jeff Bezemer This is a recommended module for students doing the MA in Education. The module

runs for ten weeks over the Autumn and Spring term with students completing one

session a week for ten weeks:

Module Aims

The module aims to:

The module aims to provide participants with a grounding in educational and social

research. The module will provide students the opportunity to

explore the politics and purposes of different types of research;

investigate the range of theories of knowledge which underpin different

approaches to research;

critically reflect on ethical issues for research and their own identity as a

researcher;

become familiar with a range of research concepts and methods for data

collection and analysis;

read and critique research within their own and other disciplines.

The following series of topics/ areas will be considered: aims and purposes of

research; approaches and paradigms; research designs; research questions and

hypotheses; choosing data collection methods; what constitutes data?; data analysis;

judging the quality of research; synthesis and use of research. Throughout the

module ethical issues and the identity and role of the researcher will be considered.

Learning Outcomes

The module will enable you to:

develop an understanding of research as a social, political and technical process

that can provide solutions to real life problems

develop critical skills in reading and evaluating social research

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make informed decisions about research designs and methods for your own

research projects

prepare you to conduct a small scale study (such as a Report or Dissertation)

By the end of the module you will have:

completed a series of activities and worksheets that outline your learning about

the steps of the research process

prepared a proposal for a small-scale study

piloted and reported on a data collection method

demonstrated what you have learned about social research through studying the

module

demonstrated the implications of what you have learned for your professional

practice

Methods of Study

This module is taught as distance learning through the VLE Moodle.

Assessment

The module will be formally assessed by a 5,000 word written assignment

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Dissertation Module

IOE Module Code: MMAEDU_99 Dates: Either October or January. Study Mode: Distance Learning Students need at least two terms to successfully complete their dissertations. Students that are planning to study full-time will need to contact their Personal Tutor at the beginning of October to establish a study plan for their dissertations. The dissertation module is taught via distance-learning and assessed via a 20,000 word dissertation report. The dissertation is an independent study undertaken with the support and guidance of a dissertation supervisor/personal tutor (hereby known as supervising tutor). Communication will be via email, phone, web-based or face-to-face contact depending on what arrangements fit the circumstances of the student and tutor. The MA in Education aims to enable all participants to develop a personalised

professional response to the challenges you encounter in the field of education. The

dissertation module enables you to develop this response within an area of your own

interest. The dissertation requires an original independent scholarly investigation. It is

highly likely (but not required) that this will involve some fieldwork or empirical data

collection. The topic should be relevant to your personal experience and context

within education and will be discussed and agreed with your supervising tutor. The

dissertation will be informed by relevant literature and research from the field of

education and will demonstrate that the author has:

engaged with theoretical perspectives in education

identified a relevant and distinctive topic worthy of research, and identified an

appropriate research design

reflected critically on their current practice and those of others.

These broad aims will be achieved through:

encouraging students to develop a critical understanding of a range of

literature and concepts of education;

stimulating interest and enjoyment by focusing on an area of interest;

encouraging the development of autonomous, reflective thinking;

supporting students in the design and execution of their research;

ensuring engagement with professionally relevant elements of knowledge,

understanding, skills and values.

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As this dissertation module is taught through distance learning, the dissertation will

comprise five distinct stages:

Stage One: Proposal

Stage Two: Review of relevant literature

Stage Three: Outline of research methodology, design, methods and ethics

Stage Four: Execution and analysis of fieldwork/research

Stage Five: Examination and submission.

Appropriate consideration to the ethics of the research undertaken is an important

part of the dissertation process. In addition to these stages, students will be required

to submit an Ethics Review Form (in line with IOE policy and practice) for approval

before embarking on any data collection. The timing of that submission will be

depend on the research proposed and will be supervised by the supervising tutor.

On completion of stages one, two and three, the student is required to submit a

paper (known as a Formative Assignment) to their supervising tutor for consideration.

Supervising tutors will then provide written feedback on that assignment, indicating to

what extent the work is at the standard expected for the dissertation (as informed by

the M level assessment criteria) and on the progress of the research itself.

The five stages indicated above structure this entitlement to support distance

learning students. The timeline for the completion of each stage will be negotiated

between each student and their supervising tutor. Notionally students will be

expected to complete each stage as follows:

Stage One: Proposal: after 1 month of starting module.

Stage Two: Literature Review: after 2 months of starting module.

Stage Three: Research methodology: after 3 months of starting module.

Stage Four: Data collection and research undertaken within 3-6 months of starting

module

Stage Five: present completed submission (deadline 1st September)

Whilst the stages are laid out in this order, they are designed to be flexible and do not

have to be completed in this order (as some stages may be worked on

simultaneously and in some instances, it may make more sense for a methodological

discussion to take place before a review of the literature.) Only the submission date

of the dissertation is fixed, as the other deadlines need to be flexible to take into

account local schedules. Supervising tutors will seek to agree a challenging but

achievable schedule, and individual deadlines.

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Once students have completed stages one, two, and three, they will complete their

dissertation research and write-up. Additional support will be offered to students

(either face-to-face or online depending on demand) regarding completing their

dissertation. The extent and nature of this additional support will depend on need and

demand.

The date for the submission of the dissertation is normally at the beginning of September in the year in which you complete your degree. Please refer to the earlier section: Key Dates and Deadlines. Students need to read the Dissertation Handbook in the Moodle space MA Education before they start the dissertation module.

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Appendix 2

Scheme of Marking and Grade-Related Criteria

Marking Scheme:

Grade Percentage Distinction A 80 - 100 Pass B 65 - 79 Pass C 50 - 64 Fail D 35 - 49 Fail E 0 - 34 All assignments are independently double marked by a first and second marker.

Following consultation between the two markers and grade reconciliation, the first

marker is responsible for writing the detailed Summative Feedback Form, including

the agreed reconciled grade. The completed form will be sent to the student. Please

note that grade issued at this stage is provisional and will be recommended to the

Examination Board for approval.

If there is disparity between the first and second marker in relation to the grade

award, reconciliation must take place, and it may be necessary for the Chair of the

Exam Board to nominate a third marker to assist with the reconciliation process.

Where a third marker is used, the reconciled grade, together with a reconciliation

statement, explaining how the reconciled grade was reached, will be presented to the

Examination Board.

Grade-related Criteria for Taught Masters degrees The following criteria are intended to do duty for a large and wide range of courses

and modules. They should be interpreted in the context of the stated learning

outcomes for courses and modules. In particular, not every criterion will apply to each

module assignment. However, it is expected that there will be considerable overlap in

the criteria deployed for individual assignments and that the full range of criteria will

be utilised across an individuals programme.

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Criteria for achieving grade A

Grasp of field of study

Outstanding grasp of issues and high level of critical insights into field of study

Extensive, insightful and critical review of literature

High levels of creativity and independence of thought in the application of knowledge

Understanding & Evaluating Research & Methodologies

Sophisticated conceptual understanding and high levels of critical evaluation of scholarship, research and methodologies in the field

Outstanding understanding of how established techniques of research and enquiry are used to create and interpret knowledge and how these apply to students own research and/or practice

Creative and critical handling, presenting and inferring from data structure, communication and presentation

Structure, communication and presentation

Exceptional clarity, focus and cogency in organisation and presentation of

arguments and conclusions

Criteria for achieving grade B

Grasp of field of study

Clear understanding of issues and good level of insights into field of study

Wide-ranging, coherent and critical review of literature

Elements of creativity and independence of thought in the application of knowledge

Understanding and evaluating research and methodologies

Consistent and fluent understanding and critical evaluation of scholarship and methodologies in the field

Thorough understanding of how established techniques of research and enquiry are used to create and interpret knowledge and how these apply to students own research and/or practice

Competent and critical handling, presenting and inferring from data Structure, communication and presentation

Clarity, focus and fluency in organisation and presentation of arguments and conclusions

Criteria for achieving grade C

Grasp of field of study

Basic understanding of issues and insights into field of study

Basic critical competence in reviewing literature

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Little development of ideas in the application of knowledge Understanding and evaluating research and methodologies

Adequate understanding and evaluation of scholarship, research and methodologies in the intellectual field

Basic understanding of how established techniques of research and enquiry are used to create and interpret knowledge and how these apply to students own research and/or practice

Rudimentary handling, presenting and inferring from data Structure, communication and presentation

Basic clarity, focus and competence in organisation and presentation of arguments and conclusions

Criteria for achieving Grade D (fail)

Grasp of field of study

Inadequate understanding of issues and insights into field of study

Unfocused or inaccurate review of literature

Confusion in the application of knowledge Understanding and evaluating research and methodologies

Lack of understanding and critical evaluation of scholarship, research and methodologies in the field

Lack of understanding of how established techniques of research and enquiry are used to create and interpret knowledge and how these apply to students own research and/or practice

Inadequate or confused handling, presenting and inferring from data Structure, communication and presentation

Poorly organised and unfocused presentation of arguments and conclusions

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Appendix 3

Key Contacts In this section you will find some useful contacts for both the UCL Institute of Education (IOE) and the University of London International Programmes (UoLIP). If you are uncertain of who to ask then please contact the Programme Administrator in the first instance. Key contact details for the University of London International Programmes

The University of London International Programmes provides the administration of

your degree:

1. University of London Student Advice Centre

The Student Advice Centre acts as a single point of contact for all University of

London International Programmes students and enquirers to ensure enquiries are

dealt with by the appropriate team or individual. You can log your queries through the

Student Portal under the Ask a Question tab. This enquiry management system

provides a history and audit trail of your correspondence with the University, enabling

a more personal and full answer to your questions.

You can use this system for all queries regarding the following issues:

- Alumni Association

- Applications

- Certificates & Transcripts

- Exams (all queries) http://www.londoninternational.ac.uk/exams - Fees http://www.londoninternational.ac.uk/courses/postgraduate/institute-

education/education-ma - Graduation ceremony http://www.londoninternational.ac.uk/graduation-

2012/graduation-faqs

- Online library (UoLIP, for UCL IoE please see below)

- Programme Enquiries (questions arising from your studies that are not directly

academic or concerned with admissions, accreditation of prior learning or exams)

- Registration

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Once you have logged your enquiry through this system you can expect to receive a

response within two working days. Please follow the instructions set out on the

following pages to ensure you correctly log your enquiry.

How to correspond with the Student Advice Centre

1. If you are currently a student with the University of London International Programmes,

go to the Student Portal: https://my.londonexternal.ac.uk/london/portal

2. If you are not currently a student then you can ask a question by following this link:

http://www.londoninternational.ac.uk/contact-us and completing the Student Advice

Centre form.

If you prefer to speak to someone at the Student Advice Centre by telephone please

call: +44 (0)20 7862 8360

2. Key contacts at Institute of Education (IOE)

Below are the contact details for UCL IOE programme directors and administrators

for the programmes. IOE administrators are responsible for looking after academic

related aspects of your studies (assignments, information on your VLE, advice on

deferrals etc) as well as supporting the tutors and programme directors.

CONTACT AREA OF SUPPORT

Dr Clare Brooks, Programme Director, IOE

Room 734, 20 Bedford Way, London WC1H 0AL

Email: c.brooks@ioe.ac.uk

Tel: +44 (0)20 7612 6047

Responsible for overseeing the running of the programme at the Institute of Education

Conchi Vera-Valderrama, Programme Administrator, IOE

Room 767, 20 Bedford Way, London WC1H 0AL

Email: c.vera-valderrama@ioe.ac.uk

Tel: +44 (0)20 7612 6158

MA Education Programme Team

Please click below to see details of

Oversees the administration of the programme at the Institute of Education and the first point of contact if you are unsure who can help

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the MA Education Programme Team

PMM9_EDU9IZ_2013: Meet the team

Disability and Special Arrangements Support, UoLIP

Email: special.arrangements@london.ac.uk

Tel: +44 (0)20 7664 4824

Web link: Inclusive Practice

If you have a disability or learning difficulty, or you just wish to find out whether any special arrangements might be available to help you (e.g. for sitting an examination) please contact the Universitys Inclusive Practice team in the first instance. With your permission, they will disclose any relevant information to the IOEs own Disability and Wellbeing Support Team who will liaise with you to ensure you get the support you need.

IT Support, IOE

Located within the Newsam Library (level 4), Bedford Way Building (see above)

Tel: +44 (0)20 7612 6696

Email: computerhelpdesk@ioe.ac.uk

Web link: IT Helpdesk

The Institutes IT Helpdesk is the first point of contact for help with computer hardware, software, IT accounts or other IT related issues, including problems with accessing the VLE (Moodle).

There is a helpful guide: Getting Started with your Computing and Library Accounts via this web link http://libguides.ioe.ac.uk/home

VLE (Moodle) Support, IOE

http://www.ioe.ac.uk/itservices/eLearning.html

Please contact the Computer Helpdesk (see above)

Academic Writing Centre, IOE

Room 602, Bedford Way Building (see above)

Email: WritingCentre@ioe.ac.uk

Tel: +44 (0)20 7612 6723

Web link: Academic Writing Centre

The AWC offers support for students both before and during their studies at the IOE. Further information is available via the web link opposite.

IOE Library Enquiries Desk

Newsam Library (level 4), Bedford Way Building (see above)

Tel: +44 (0)20 7612 6080

Email: lib.enquiries@ioe.ac.uk

Web link: Library Guides

As an IOE student you will have access to the library facilities of the IOE, including all the electronic journals for which we have a subscription.

There are plenty of guides to help you to use the library efficiently and there is also an online tour of the library: These can all be accessed via the web link opposite.

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Web link: LibGuides

If you cannot find the item you are looking for online, there is an Ask Us button you can use to make a request to a member of library staff via the link opposite

Students Union

http://www.ioe.ac.uk/studentInformation/1056.html

http://www.ioesu.org.uk/

Student Rep handbook

Q:\FCL\Shared\Learning & Teaching\PD\MA Education\2014-15\Student Rep\Student Rep Handbook 2014-15.pdf

We encourage students every year to become a Student Rep for a year to represent their peers on their course, on both face-to-face and on-line MA programmes.

Alumni Associations

Web link: IOE Alumni Association

Web link: UoLIP Alumni Association

Being registered with both institutions means that on completion of your Masters degree you can choose to join either or both of these associations!

Other web links that you may find useful: IOE Student Policies and Procedures

Careers Guidance (University of London Careers Group)

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Appendix 4 Key Dates and Deadlines 2015/16

For New Students Starting July 2015

2015 Wednesday 1 July Core module: What is Education? starts (both mixed-mode and fully online options)

Monday 20 - Friday 31 July

Core module: Face-to-Face Fortnight in London (mixed mode students only)

Monday 31 August Core module: What is Education? finishes

Monday 5th October 5:30 8:30 pm

Understanding Research Autumn term starts (on-line or face-to-face)

Tuesday 6th October Autumn term starts at IOE (please note: start dates for different option modules may vary)

Tuesday 6th October 5:30 8:30 pm

What is Education? Autumn term starts (on-line or face-to-face)

Friday 12 December Autumn term finishes (please note: finish dates for different option modules may vary)

2016 Monday 11th January 5:30 8:30 pm

Spring term starts Core module Understanding Research starts (on-line or face-to-face)

Tuesday 12th January 5:30 8:30 pm

Spring term starts Core module What is Education? starts (on-line or face-to-face)

January (date to be confirmed)

External Examination Board

Friday 18 March Spring term ends

Monday 18 April Summer Term starts

Friday 1 July Summer Term ends

Tuesday 1 September Submission date for Dissertation module report