CARE06019 2016 Research Based Study Skills 2
This module aims to support learners with their transition into higher education learning community. Specifically, learners will explore and evaluate their academic learning, analytical and critical learning skills; identify the process of research; evaluate codes of ethical behaviour in research; improve their interpersonal skills for research purposes, with the overall objective to prepare learners in their application of these core competencies for research within their chosen professional context of Early Childhood Care and Education or Social Care Practice.
This module maps to the CORU Standards of Proficiency below:
Domain 2 Communication, Collaborative Practice & Team working
Domain 5 Professional Knowledge and skills
On completion of this module the learner will/should be able to;
Explore the process and ethical dimensions of research (Domain 5.5. 5.17)
Assess the reliability and effectiveness of various sources of knowledge through a systematic literature review (Domain 5.5, 5.17)
Identify the importance of key interpersonal strategies for research practice (Domain 5.5, 5.6, 5.17)
Understand qualitative and quantitative approaches to research (Domain 5.5, 5.6, 5.17)
Identify and demonstrate the key skills of individual and small group oral presentations
Participate as an effective team member within their learning community (Domain 2.13)
Teaching and Learning Strategies
One hour lecture
1x2 hour tutorial workshop
Module Assessment Strategies
This modules assessment allows for assessment of CORU Standards of Proficiency as follows:
Video recorded interview and Topic Guide: (Domain 2.13, 5.5, 5.6, 5.17)
Short Report on Interview/Research Process: (Domain 5.5, 5.6, 5.17)
Systematic Review: (Domain 5.5, 5.6, 5.17)
Students must pass all of the elements of the assessment in order to pass the module.
The module learning outcomes requires learners to consider the implications of the module in relation to learner’s new knowledge and skill base, including how learners can apply this to research
Mind and Concept Maps based on the assessment criterea.
Due on week 8.
Students will receive feedback on week 10.
Video Recorded Interview and Topic Guide = 30%
Due week 8
LO 1, 3, 5, 6
A Short Report based on the interview = 30%
Due week 13
A Systematic Review = 40%
Due week 13
Teamwork: Students will be provided with the opportunity to explore the varying theoretical frameworks: Adair's Action-Centred Leadership Model, Tuckman's Stages of Team Development and Belbins Team Roles. Students will demonstrate an awareness of rules of respect, confidentially, dignity and individual opinion within effective team functioning. Students will also develop the skills necessary to recognise the contextual nature of all communication within teams.
Presentation skills: Students will prepare oral presentations which demonstrate effective public speaking skills based on voice quality, eye contact, posture and confidence.; prepare oral presentations which are accurately structured and use visual aids effectively; recognising the importance of critical listening and constructive feedback. Oral presentation media such as using PowerPoint; Video presentations; addressing small and large audiences, addressing academic and non-academic audiences, time-keeping and presentations will also be explored.
Explore the process and ethical dimensions of research. Students will explore key aspects of research practice including approaches to research knowledge. Issues such as accessing data, note-making, identifying what is relevant, coping with difficult texts, and gaining writing fluency will be addresses. The importance of ethics and ethical practice will be discussed. Students will be provided with the opportunity to explore ethical dilemmas in carrying out research with specific groups such as children, disabled people, and vulnerable participants.
Assess the reliability and effectiveness of various sources of knowledge. Students will locate and review current sources of information and evidence-based practice on topics relevant to ECCE/ SCP professionals, inclusive of scholarly journals and academic texts. In addition to accessing and reviewing sources of information, students will critique and analyse information for reliability and validity to support the provision of evidence-based practice/ best practice to service users in the SCP and ECCE fields.
How to write a systematic review. Students will be introduced to how to write a systematic review.
Introduced to quantitative research. This will include the historical context, quantitative defined and justified. Along with this, students will be introduced to questionnaire design.
Introduced to qualitative research. This will include the historical context, qualitative defined and justified. Along with this, students will be introduced to interviews and focus groups.
assess the impact of cultural factors and perceptions in communication and their potential for misunderstanding.behaviours for research practice. Students will explore key communicative behaviours that impact the effectiveness of research practice. Whilst engaged in interpersonal communication during research several communicative practices could affect the ethical outcome of the research. Therefore students will evaluate which modes of listening are appropriate for particular contexts; discuss the relevance of social intelligence; and Establish the importance of key interpersonal
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Video recorded interview and topic guide||Continuous Assessment||Assessment||30 %||Week 8||1,3,5,6|
|2||Written report||Continuous Assessment||Assessment||30 %||Week 13||4|
|3||Systematic review||Continuous Assessment||Essay||40 %||Week 13||2|
Full Time Mode Workload
|Tutorial||Flat Classroom||Tutorial workshop||2||Weekly||2.00|
Cottrell, S. (2014) Dissertations and Project Reports: A step by step guide, Hampshire: Palgrave MacMillan.
Banks, S. (2012) Ethics and Values in Social Work (4th ed.), London: Palgrave.
Bell, J. (2005) Doing your research project: A guide for first-time researchers in education, health and social science. Berkshire: Open University Press.
Bryman, A. (2008) Social Research Methods. Oxford: Oxford University Press.
Burton, G. Dimbleby, R. (2006) Between ourselves: an Introduction to Interpersonal Communication. London: Hodder & Arnold
Edwards, A. & R. Talbot. (1999) The hard-pressed researcher: A research handbook for the caring professions. Essex: Pearson Education.
Gain, C. (2011) Equality and Diversity in Social Work Practice, Exeter: Learning
Hargie, O. (2011) Skilled Interpersonal Communication: Research Policy & Practice, 5th edn. London:Routledge.
Krueger, M.A & Casey, M.A. (2000) Focus groups: A practical guide for applied research. California: Sage.
May, T. (2001) Social research: Issues, methods and process. Berkshire: Open University Press.
Parrott, L. (2006) Values and Ethics in Social Work Practice, Exeter: Learning Maters.
Sarantakos, S. (2005) Social Research. Hampshire: Palgrave and MacMillan.
Wit, A. (2006) Interacting in Groups in Hargie, O. (ed.) The Handbook of Communication Skills, 3rd edn. London:Routledge.
Childrens research centre ethical guidelines
Inclusive research in Irish schools
Irish Association of Social Care Workers Ethical Guidelines
National Advisory Committee on Drugs Research Ethics
Sociological Association of Ireland (2016)
Podcasts: Socio-political/cultural discussion
- The Guardian: The Long Read
- Start the Week
- The Report
- All in the Mind
- Moral Maze
- Thinking Allowed