Unit name | Contemporary Perspectives on Learning |
---|---|
Unit code | EDUCM5918 |
Credit points | 20 |
Level of study | M/7 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Dr. Jo Rose |
Open unit status | Not open |
Pre-requisites |
Introduction to Educational Inquiry |
Co-requisites |
none |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This unit explores how learning has been constructed over time and in particular examines some contemporary socio-cultural concepts of learning. It develops a series of conceptual lenses with which to analyse particular models of teaching, curriculum design, assessment modes and educational management approaches. It draws heavily on participants' professional working contexts to both anchor and illustrate the ideas developed and to use these to critique real practice.
Aims:
The principal aim of this unit is to link theories of learning to an exploration of how learning and teaching are constructed, ‘delivered’ assessed and managed at institutional and individual level.
It also aims to develop students’ skills in research and scholarship as well as develop their skills in marshalling and organising information and observations within an extended piece of writing.
On completion of the unit students will be able to demonstrate evidence of:
Given the nature of the programme, teaching is organised into an intensive 3-day event during which there are a combination of teaching strategies, which may include whole group lectures, visiting speakers, case studies, critical analysis of key readings, group discussions and student presentations.
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.