RDEV40770

Learning Outcomes:

On completion of this module students should be able to:
• Demonstrate an advanced and integrated understanding of behaviour change theories and models in the design of an intervention which supports positive cultural and behavioural change at farm level
• Demonstrate an ability to identify potential targets for behaviour change
• Demonstrate an advanced and integrated understanding on how to develop strategies for behaviour change
• Examine a specific behavioural problem in terms of what needs to change
• Develop a range of intra- and inter- personal skills including teamwork, collaboration, communication, and presentation skills

Indicative Module Content:

Behaviour Change Theories and Models
Intervention Design
Identifying Targets for Behaviour Change
Understanding Motivation
Longer-Term Evaluation of Intervention Designs

Student Effort Hours:

Approaches to Teaching and Learning:

PBL (Problem Based Learning) as a total approach to the curriculum design will be applied. Subsequently, students will be presented with the problem at the start of the learning process and will continue to work on this problem in the same small groups (approx. 4 per group) throughout the trimester. Students will be supported and scaffolded in working on the problem 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 workshops held on alternating weeks. This supports the flipped classroom approach to teaching and learning. Synchronous, in-person workshops will be held on alternating weeks where students will be supported while working on their problem. Specific tasks/activities will be assigned at each workshop to provide clarity and direction for students within the workshop. Therefore, a combination of the following will form the teaching and learning activities for this module:
• Problem Based Learning
• Online, pre-recorded e-lectures (asynchronous material)
• Synchronous workshops
• Autonomous learning
• Learning through assessment
• Group work
• Reflective learning

Requirements, Exclusions and Recommendations

Learning Recommendations:

General knowledge of agriculture and related areas

Module Requisites and Incompatibles

Not applicable to this module.
 

Assessment Strategy

 

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?

Students will receive formative feedback bi-weekly at synchronous workshops and summative feedback following submission of their Intervention Design Proposal Plan and Intervention Design Pitch.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.