Module
Understanding Learning: Global Perspectives
| Module title | Understanding Learning: Global Perspectives |
|---|---|
| Module code | EFPM004Z3 |
| Academic year | 2022/3 |
| Credits | 30 |
| Module staff | Dr Darren Moore (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 |
| Number students taking module (anticipated) | 125 |
|---|
Description - summary of the module content
Module description
The purpose of the module is to explore theory and practice related to learning in both formal and informal educational contexts. The module will introduce you to a wide range of issues relating to learning and will consider the theoretical basis, research and global perspectives and how these inform educational policy and practice. You will also critically consider the applicability of theory and research to your own learning experiences and those of learners across the life course.
This is core and therefore compulsory module for all students undertaking the MA Ed (online) programme and will be completed entirely via distance learning.
Module aims - intentions of the module
The principle aim of this module is to facilitate critical examination of a range of issues related to learning in a global context. In relation to these issues, you will consider theories of learning, international research, relevant policy, individual and cultural differences and how this informs learning in practice.
This module will examine key questions such as:
- What is learning?
- How do people learn?
- How do learners develop?
- How do we assess learning?
- How can learning be supported?
- Does learning differ between individuals and groups, and across time and setting?
- What key factors hinder and facilitate learning?
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate a critical understanding of how learning may differ according to context
- 2. critically evaluate different theoretical perspectives on learning
- 3. demonstrate a critical understanding of current global issues in learning
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. critically reflect upon and evaluate your own understanding of current issues in learning and those of others
- 5. consider the relationship between educational theory, research, policy and practice
- 6. critically evaluate research evidence related to learning
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. synthesise and organise ideas to present an argument
- 8. engage in critical, reflective debate
- 9. consider the application of theoretical ideas, policy positions and research implications to educational practice
- 10. undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice
Syllabus plan
Syllabus plan
Whilst the module’s precise content may vary over time, it is envisaged that the syllabus will consider a range of issues that relate to learning in different ways and consider how theory, research and policy inform the issues and how individual, group and cultural differences are seen in educational practice. Content is likely to include:
- What is learning and how does it link to cognition and knowledge, including thinking skills and memory?
- Theories of learning and development which attempt to explain learning across the lifecourse and in varying educational contexts, including constructivism and neuroscience.
- Individual differences in learning and research evidence in relation to this, including motivation and special educational needs.
- How learning assessed and what are the issues? Including testing and progress.
- How does learning change according to age and setting? Including the notion of lifelong learning and formal versus informal learning
- What factors facilitate and hinder learning? Including student voice, motivation and collaborative learning.
Learning and teaching
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 48 | 252 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 48 | 12 x 4 hours per week of online seminars |
| Guided independent study | 48 | Preparatory work for taught seminars (including reading; research tasks; collaborative tasks) |
| Guided independent study | 104 | Completion of directed study tasks integral to the taught seminars |
| Guided independent study | 20 | Completion of formative assignment tasks |
| Guided independent study | 80 | Completion of summative assignment tasks |
Assessment
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Poster: Barrier to learning | 1,000 words equivalent | 1, 5, 7, 9 | Written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay | 50 | 2,500 words | 1-9 | Written and grade |
| Essay | 40 | 2,000 words | 1, 3-8 | Written and grade |
| Engagement log | 10 | 500 words | 10 | Grade |
| 0 | ||||
| 0 | ||||
| 0 |
Re-assessment
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay | Essay (2,500 words) | 1-9 | 8 weeks |
| Essay | Essay (2,000 words) | 1, 3-8 | 8 weeks |
| Engagement log | Engagement log (500 words) | 10 | 8 weeks |
Resources
Indicative learning resources - Basic reading
Cuevas, J. (2015). Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education, 13(3), 308-333.
Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J. and Willingham, D.T. (2013). Improving
students’ learning with effective learning techniques: Promising directions from cognitive and
educational psychology. Psychological Science in the Public Interest, 14(1), 4–58.
Gillies, R. M., & Boyle, M. (2010). Teachers' reflections on cooperative learning: Issues of
implementation. Teaching and teacher Education, 26(4), 933-940.
Hickson, H. (2011). Critical reflection: Reflecting on learning to be reflective. Reflective Practice,
12(6), 829–839.
Howard-Jones, P.A. (2014). Neuroscience and education: Myths and messages. Nature
Reviews Neuroscience, 15(12), 817–824.
Kearney, M., Schuck, S., Burden, K. and Aubusson, P. (2012). Viewing mobile learning from a
pedagogical perspective. Research in Learning Technology, 20(1), 1–17.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.
Krahenbuhl, K. S. (2016). Student-centered education and constructivism: challenges, concerns, and clarity for teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(3), 97-105.
Lachman, S.J. (2010) Learning is a process: Toward an improved definition of learning. The
Journal of Psychology 131(5), 477–480.
Marshall, C. (2017). Montessori education: a review of the evidence base. npj Science of
Learning, 2(1), 11.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into practice, 41(4), 219-225.
Pritchard, A. (2014). Ways of learning: learning theories and learning styles in the classroom. Routledge.
Rasmussen, P. (2014). Lifelong learning policy in two national contexts. International Journal of
Lifelong Education, 33(3), 326–342.
Santrock, J.W. (2009). Educational Psychology. McGraw-Hill.
Schunk, D.H. (2013). Learning Theories. An Educational Perspective.
Pearson-Merrill Prentice Hall.
Slavin, R. (2013). Educational Psychology. Theory and Practice. Allyn and Bacon.
Wood, D. (1998). How children think and learn. Blackwell.
Woolfolk, A., Walkup, V. & Hughes, M. (2012). Psychology in Education. Longman.
Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(5), 204-212.
Indicative learning resources - Web based and electronic resources
Module Dropbox for sharing resources and materials
Module has an active ELE page
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 09/06/2017 |
| Last revision date | 23/03/2020 |