Module EDUC3361: Learning Sciences

Department: Education

EDUC3361: Learning Sciences

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop a scientific understanding of human learning.

Content

• The module critically examines key theories and concepts related to learning as a life-long process.
• The role of various cognitive and non-cognitive concepts, including working memory, reasoning ability, knowledge, expertise, motivation, emotion, personality and others will be discussed as antecedences as well as consequences of learning.
• This includes, for instance, how they relate to key outcomes of learning, which ranges from academic achievement, or job performance to well-being.
• Another conceptual and methodological focus will be on the measurement of learning processes and outcomes.
• Implications for education in formal as well as informal contexts will be discussed.

Learning Outcomes

• knowledge and understanding of the main theories of cognition, motivation and emotion in relation to learning and their underpinning evidence
• an awareness of key debates in the field
• an understanding of individual differences in learning
• an understanding of the range of factors that might influence learning, including environmental and situational factors such as instructional design
• an understanding of the significance and limitations of psychological and educational research, and its translations into practice.

• analyse complex situations concerning human learning in particular contexts
• provide well-argued conclusions relating to significant psychological and educational issues,
• question concepts and theories encountered in their studies of psychology and education,
• interrogate the assumptions underpinning theory and empirical research.

• think critically and independently,
• acquire complex information of diverse kinds in a structured and systematic way,
• construct and sustain a reasoned argument,
• communicate effectively with appropriate use of specialist vocabulary, underpinned by knowledge and understanding,
• improve their own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan and manage learning and to reflect on their own learning,
• use a variety of library and IT resources,
• work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Students will be introduced to a range of psychological concepts and the underpinning research evidence relating to learning and cognition through a lecture and seminar programme. Students are expected to engage actively in reflection and debate through individual and group work activities.
• Students will further develop their knowledge and understanding, apply and reflect on ideas and further demonstrate key skills through a summative piece of assessment that requires them to critically evaluate research evidence and implications for provision.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Feedback offered on a brief outline of the assessment.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University