| Unit name | Contemporary Perspectives on Learning |
|---|---|
| Unit code | EDUCM5918 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Brownhill |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit explores how learning has been constructed over time and, in particular, examines some contemporary concepts of learning. It develops a series of conceptual lenses with which to analyse various considerations, e.g models of teaching, curriculum design, assessment modes and educational management approaches. It draw heavily on students’ personal experiences and/or their professional working contexts to anchor and illustrate the ideas developed, using these to critique real practice.
How does this unit fit into your programme of study
The principal aim of this unit is to link theories of learning to an exploration of how learning and teaching are constructed, delivered (taught), 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.
An overview of content
The unit will offer students a stimulating exploration of contemporary perspectives on both established and new thinking in relation to how learners learn, be they children, young people and/or adults. The unit will consider a range of theories, models and frameworks, research findings and educational practices that shape, inform and influence the ways in which professionals in education facilitate learning, and how learners actually learn. Students will consider the learning of those in different educational settings, examples of which include primary classrooms and in Higher Education learning spaces, and at various levels of focus, these being local, national and international. The unit will critically consider the implications of these various perspectives on learning for existing and future professional practice.
How will students be different as a result of this unit
As a result of engaging with this unit, students will be different in a number of ways: a) More knowledgeable in their understanding of theories, concepts, issues and key arguments that shape particular constructs of learning. b) Critical in their understanding of relevant literature in the core areas of study. c) Skilled in their ability to compare, contrast and critique different models of learning. d) Developed a confident attitude towards applying the conceptual frameworks developed in the unit to an analysis of an individual experience or practice episode in relation to learning.
Learning outcomes
Upon successful completion of the unit students will be able to:
1. Explain theories, concepts, issues and key arguments that shape particular constructs of learning
2. Identify the relevant literature in the core areas of study
3. The ability to compare, contrast and critique different models of learning
4. The ability to apply the conceptual frameworks developed in the unit to an analysis of an individual experience or practice episode in relation to learning.
This unit will be taught using a mixture of activities including seminars, lecture-based input, reading, reflection, presentations and group discussions
Tasks which help you learn and prepare you for summative tasks (formative):
Each student will produce a draft of their presentation and will verbally share this with a peer prior to submission to obtain some formative feedback, this being guided by the teaching tutor via a short pre-prepared feedback form.
Tasks which count towards your unit mark (summative):
An audio-recorded, individual PowerPoint presentation that connects a theory of learning to aid understanding of a specific learning experience (10 minutes max.; 50% ILOs 1, 2 & 4).
An essay that compares two theories of learning in a critical analysis of a specific learning experience (1500-words; 50%;ILOs 1-4).
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM5918).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
