Explore UCD

UCD Home >

RDEV40790

Academic Year 2024/2025

Agricultural Education (RDEV40790)

Subject:
Rural Development
College:
Health & Agricultural Sciences
School:
Agriculture & Food Science
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Dr Sinéad Flannery
Trimester:
Autumn
Mode of Delivery:
Online
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The purpose of this postgraduate module is to facilitate learners in developing their knowledge and expertise in relation to agricultural education module and programme delivery in the Vocational Education and Training (VET) sector. The module will explore philosophies and theories of education, including pedagogical/andragogical/heutagogical skills and strategies, assessment and feedback, and module and programme design. It will introduce learners to new ideas and concepts surrounding agricultural education design, delivery, assessment, and feedback. The module will support students in building their confidence for classroom and practical based teaching as it presents developmental opportunities in teaching, assessment, session planning, and programme/module design. This will enable learners to design and create their teaching practice using an educationally holistic approach. The module is suitable for students interested in a career in agricultural education and/or extension where students want to deepen their understanding of education learning theories and philosophies to support better classroom and practical-based teaching. Over the course of the module, learners will experience design thinking processes, working in multidisciplinary teams to critically review agricultural education module/programme delivery at the Vocational Education and Training (VET) level while also establishing their own personal teaching philosophy.

About this Module

Learning Outcomes:

On completion of this module students should be able to:
• Demonstrate an advanced and integrated understanding of educational theories and philosophies which support classroom and practical-based teaching
• Critically reflect on agricultural education module and programme delivery and educator professional development
• Critically reflect on module and programme design, delivery, assessment, and feedback
• Create a teaching philosophy specific to the student as an educator/extension agent in demonstrating and supporting their approach to teaching and learning, assessment, and feedback
• Demonstrate an advanced and integrated understanding of constructive alignment between learning outcomes, teaching methods, and assessment regimes
• Develop a range of intra- and inter- personal skills including teamwork, collaboration, communication, and presentation skills

Indicative Module Content:

Overarching content includes:
• Overview of agricultural education
• Training of VET agricultural educators
• Educational learning theories and philosophies
• Assessment and feedback principles
• Approaches to teaching and learning
• Module and programme design principles

Student Effort Hours:
Student Effort Type Hours
Lectures

12
Tutorial

12
Specified Learning Activities

100
Autonomous Student Learning

80
Total

204

Approaches to Teaching and Learning:
Student-centred learning and the flipped classroom as a total approach to the curriculum design will be applied. Students will be supported and scaffolded in their learning through a series of synchronous and asynchronous learning. Asynchronous learning will be used to provide students with the flexibility to complete e-lecture material in their own time. This will allow students to take the time to carefully consider and analyse content and reading material in advance of the synchronous lectures held on alternating weeks. This supports the flipped classroom approach to teaching and learning. The module requires active, autonomous and collaborative student engagement. Teaching approaches include self-directed learning and collaborative learning with peers in the form of active/task-based learning, peer and group work, and reflective learning. Synchronous, in-person online tutorials will be held on alternating weeks where student learning from the asynchronous material will be supported through in-class discussions and dialogue around students’ experiences and opinions, drawing on the required readings and material provided. A combination of the following will form the teaching and learning activities for this module:
• Self-directed learning
• Collaborative learning
• Online, pre-recorded e-lectures (asynchronous material)
• Synchronous lectures
• Autonomous learning
• Learning through assessment
• Group work
• Reflective learning

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Agricultural Educator Brochure/Poster Week 7 Standard conversion grade scale 40% No

40

 No
Group Work Assignment: Group oral presentation based on a critical evaluation of an agricultural education module/programme. Week 11 Standard conversion grade scale 40% No

60

 No

Carry forward of passed components
No
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Group feedback will be provided orally to students post-assessment

Name Role
Dr Tomás Russell Lecturer / Co-Lecturer
Print this page
Fill in the following details:
Enter the body of your query here.

From time to time UCD would like to send you further information that we feel, based on your enquiry, would be of interest to you.