What can ‘social practice’ theory and ‘socio-cultural’ theory contribute to our understanding of the processes of module design?
|dc.contributor.author||Binns, Carole L.||*|
|dc.identifier.citation||Binns C (2015) What can ‘social practice’ theory and ‘socio-cultural’ theory contribute to our understanding of the processes of module design? Journal of Further and Higher Education. 39(5): 758-775.||en_US|
|dc.description.abstract||This article discusses the data obtained from an online survey of academic staff who are involved in module design and who are employed within one university. The survey was used as a baselining tool to explore the nature of current module design practice within the survey sample. Do academics consistently employ the pragmatic approaches recommended by educational developers and theorists or is module and curriculum development a more informally constructed process? By comparing the initial findings of this project with survey and interview data produced by evidence-based projects, this article suggests that module design practice is not set in stone and that we need a deeper analysis of the process of module and curriculum design in terms of social practice and socio-cultural theory in order to gain a deeper understanding of it.||en_US|
|dc.rights||© 2015 Taylor & Francis. This is an Author's Original Manuscript of an article published by Taylor & Francis in the Journal of Further and Higher Education on 9 October 2014, available online at http://www.tandfonline.com/10.1080/0309877X.2014.953462||en_US|
|dc.subject||Curriculum; Design; Higher education; Questionnaire; Theory||en_US|
|dc.title||What can ‘social practice’ theory and ‘socio-cultural’ theory contribute to our understanding of the processes of module design?||en_US|