The EdD Taught Courses

The EdD at the Institute of Education starts with four taught courses, each taken over one term, which then form a portfolio around which a reflective statement is prepared.

1. Foundations of Professionalism in Education (Autumn Term 2003)
This course looked at the various models of professionalism found in education. As well as getting you to think about the meaning of professionalism the course was also very useful practice in reviewing literature as a key stage in the research process. I found this a fascinating module and wrote my assignment on ‘Vocational Professionalism: A Crisis Of Identity?’ in which I explored the conflicting expertise required of professionals in higher / distance education.

2. Methods of Enquiry 1 (Spring Term 2004)
Not the most original of titles, this course explored different approaches to designing and conducting social research and evaluation. It addressed the big picture issues of strategy and methodology as well as ethical issues. It was a very useful means of practicing the design of research. My assignment was titled ‘Martini - With Or Without The Olive?’ in which I examined the issue of disability and study impairment in the context of distance learning students and how research into this might be designed.

3. Methods of Enquiry 2 (Summer Term 2004)
This course extended on from the previous enquiry course and focused much more on the nitty gritty issues of data collection and analysis. In this sense it was more applied than MOE 1 and the assessment required a piece of collection and analysis to be undertaken. My assignment was titled ‘Is The World Equal?’ in which I investigated the differences in assessment performance of international distance learners studying for degrees.

4. Specialist Course in International Education (Autumn Term 2004)
This course looked at the different conceptions of ‘international’ education to be critically examined. It was not quite what I had expected but through it I did come to view the issues facing my overseas students in a different way. My assignment was titled ‘Educating In A Post Colonial Era’ in which I reflected on the problems associated with delivering professional level legal studies to overseas students through distance learning.

Portfolio (Spring Term 2005)
The culmination of the taught element was the submission of the four 5,000 word assignments as a portfolio accompanied by a reflective statement in which I gave an honest assessment of my own learning and preparedness for further research. Technically the portfolio was an approval stage within the degree to ensure I was suitable for continuing to the Institution Focused Study, but I found writing the statement very helpful and almost cathartic for me.