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 Academic Year: | 2017/8 |
| Owning Department/School: | Department of Education |
| Credits: | 18 [equivalent to 36 CATS credits] |
| Notional Study Hours: | 360 |
| Level: | Doctoral (FHEQ level 8) |
| Period: |
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| Assessment Summary: | CW 100% |
| Assessment Detail: |
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| Supplementary Assessment: |
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| Requisites: | |
| Description:
| Aims: The aims of this unit are to: i. enable participants to develop a critical understanding of key theories of learning, their origins and influences in policies and practices in different contexts and cultures; ii. critcially interrogate the assumptions underpinning different methods of researching pedagogy iii. enable participants to critically reflect on the learning affordances of different educational environments for different groups of learners; iv. encourage participants to reflect critically on innovative educational technologies and their implications for teaching, learning and assessment; iv. engage participants in a critical analysis of processes and outcomes of learning, including the relationship between learning, teaching and assessment; v. promote meta-learning, involving participants in a deeper awareness of their own approaches to assumptions about learning as they progress through the unit. Learning Outcomes: As a result of the development of their critical understanding, participants will be better able to: 1. critically examine learning policies and practices from a range of theoretical perspectives; 2. articulate how they draw on previous experiences to understand and evaluate the present, so as to shape future action and formulate new knowledge; 3. determine which approaches to evaluating learning can usefully be applied in their own educational contexts; 4. engage in and promote effective learning relationships with other learners to enhance: the development and exchange of knowledge and insight, and the synthesis of such knowledge into wider understanding; 5. design, execute and critically analyse a piece of research on learning in a setting of their choice, using appropriate research methodology. Skills: (i) Apply a systematic and coherent approach to critical analysis, evaluation and synthesis of ideas, information and issues that is well-grounded in existing educational research and literature in the area of teaching and learning (intellectual skill) (ii) Identify and address complex and/or emerging issues in teaching and learning and make informed judgements in the absence of complete or consistent information (professional/ practical skill) (iii) Continually develop and enhance participants' own practice in teaching and learning through critical reflection and practical action (professional/ practical skill) (iv) Continually develop and enhance participants' own practice and influence the practice of others in the area of teaching and learning through critical reflection and practical action (professional/ practical skill) (v) Use networked learning technologies as a means of developing one's own professional practice and scholarship (transferable skill). Content: 1. Tools for Understanding Learning & Pedagogy across the life span. Perspectives on Learning: conceptualising the aims of learning ; theoretical explanations and models of learning; distinguishing between teaching and learning: 2. Current debates in teaching and learning: critiquing the "what works" approach; learning for the future; advances in neuroscience; new technology; specialist pedagogy 3. Assessment and Outcomes: Evaluating learning and reflecting on practice 4. Organisation for learning: dialogic pedagogy; group work 5. Diversity and Equity in the classroom. |
| Programme availability: |
ED60281 is Optional on the following programmes:Department of Education
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Notes:
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