Module overview
The content of this module will typically draw on a range of research and will focus on examining various aspects of learning and teaching including:
- Personal perceptions about learning and teaching.
- Past and current theories/models about learning and teaching.
- Theory and research on what is a 'good' teacher.
- Theory and research on how students learn.
- Research on factors that influence learning and teaching at different education phases.
The main focus will be on generating discussion about issues related to Learning and Teaching in small groups, drawing on the students' experiences, their current work/study contexts and a range of research literature.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Demonstrate knowledge and understanding of past and current perspectives on learning and teaching and the relationship between the two.
- Draw on alternative insights to reflect critically on familiar practices.
- Draw on research knowledge and theoretical perspectives about factors that influence learning and teaching.
- Critically assess research and theoretical literature and implications for your practice.
Syllabus
The content of this module will typically draw on a range of research and will focus on examining the following:
- Personal perceptions about learning and teaching.
- Past and current theories/models about learning and teaching.
- Theory and research on what is a 'good' teacher.
- Theory and research on how students learn.
- Research on factors that influence learning and teaching at different education phases.
Learning and Teaching
Teaching and learning methods
The module will be taught using a variety of teaching and learning approaches. These will include, where appropriate, lectures, group seminars, interactive teaching and tutorials.
| Type | Hours |
|---|---|
| Follow-up work | 20 |
| Tutorial | 4 |
| Wider reading or practice | 50 |
| Seminar | 12 |
| Completion of assessment task | 70 |
| Preparation for scheduled sessions | 36 |
| Lecture | 8 |
| Total study time | 200 |
Resources & Reading list
Journal Articles
Enwistle, N., Skinner, D., Entwistle, D., & Orr, S (2000). Conceptions and Beliefs about 'GoodTeaching': an integration of different research areas. Higher Education Research and Development, 19(1), pp. pg 5-26.
The twin-cycle experiential learning model: reconceptualising Kolb's theory. Studies in Continuing Education, 36(3), pp. 257-274.
Scaffolding and Achievement in Problem- Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006).. Educational Psychologist, 42(2), pp. 99-107.
Student performativity in higher education: converting learning as a private space into a public performance. Higher Education Research and Development, 34(2), pp. 338-350.
Howe, C. (2014). Optimizing small group discourse in classrooms: Effective practices and theoretical constraints. International Journal of Educational Research, 63, pp. 107-115..
Molinari, L., & Mameli, C. (2013). Process quality of classroom discourse: Pupil participation and learning opportunities.. International Journal of Educational Research, 62, pp. 249-258.
Macfarlane, B. (2013). The surveillance of learning: a critical analysis of university attendance policies. Higher Education Quarterly, 67(4), pp. 358-373.
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), pp. 75-86.
Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theoryinto practice.. Australian Journal of Adult Learning, 55(1), pp. pg. 9-30.
Theorising student engagement in higher education. British Educational Research Journal, 40(6), pp. 1005-1018.
Textbooks
Multiple approaches to understanding. In K. Illeris (Ed). Contemporary Theories of Learning. (pp. 106-115).. Oxon: Routledge..
Towards dialogic teaching: rethinking classroom talk. Cambridge: Dialogos.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Assignment | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Assignment | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Assignment | 100% |
Repeat Information
Repeat type: Internal & External