Unit information: Knowledge, Technology and Human Interests in the 21st Century: A Collaborative Inquiry in 2013/14

Unit name	Knowledge, Technology and Human Interests in the 21st Century: A Collaborative Inquiry
Unit code	EDUCM5921
Credit points	20
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Professor. Trahar
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

The main aim of this unit is to provide a theoretical and methodological understanding of inquiry based learning in the context of a technological society. Examples will be drawn from such scholarship as Benjamin's Arcades Project and Harvey's Spaces of Hope. Students will be equipped with the ability to match local and subjective demands with those imposed by the context itself, as a product of the technological society by undertaking a collaborative demonstration of the core approach, focusing on a local context.

Aims:

• To enable students to understand and use inquiry based learning in the context of a technological society

• To provide students with the background concepts, and theoretical frameworks to be able to understand the challenges of learning in the 21st century

• To facilitate critical, engaged and original cultural reflection on learning and change, in individuals, organisations and communities

• To support students to recognise, isolate and access creatively the range of knowledge systems on which personal and institutional success depend

Intended Learning Outcomes

On completion of the unit students will demonstrate:

• Understanding and articulation of the changing relationship between humans, technology and knowledge by applying that knowledge to various contexts of learning

• Ability to describe the implications of this changing relationship for the acquisition and manipulation of knowledge

• Ability to critique a cultural text in terms of its genealogy and cultural meaning with reference to the theoretical ideas of the unit

• Ability to use inquiry based learning to recognise and manage their own professional performance and to share it with others

Teaching Information

The principle method of learning and teaching in this unit will be through dialogue in plenary and group sessions. Examples of artefacts, texts and technology will be used to link theoretical reflection with practical application.

The needs of a wide range of students, including those with disabilities, international students and those from ethnic minority backgrounds have been considered. It is not anticipated that the teaching and assessment methods used will cause disadvantage to any person taking the unit. The Graduate School of Education is happy to address individual support requests as necessary.

Assessment Information

Summative assessment for the unit will be on the basis of a 4,000 word (or equivalent portfolio of evidence) assignment which will assess students critical understanding of the literature and their ability to apply the concepts and theories explored to their own professional practice.

Reading and References

• Benjamin, W. (1999) The Arcades Project, trans. H. Eiland and K. McLauglin Cambridge: Belknap Press.

• Bentley, T. (1998) Learning Beyond the classroom: education for a changing world London: Routledge/Falmer.

• Castells, M. (2000) The Information Age: Economy, Society and Culture: Vol I The Rise of the Network Society, 2nd edn Oxford: Blackwell.

• Foucault, M. (1972) The Archaeology of Knowledge, trans. A. M. Sheridan Smith London: Routledge.

• Freire, P. (1972) Pedagogy of the Oppressed Harmondsworth: Penguin

• Harvey, D. (2000) Spaces of Hope, Edinburgh, Edinburgh University Press.