Module overview
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Draw on research knowledge and theoretical perspectives about factors that influence learning and teaching.
- Draw on alternative insights to reflect critically on familiar practices.
- Critically assess research and theoretical literature and implications for your practice.
- Demonstrate knowledge and understanding of past and current perspectives on learning and teaching and the relationship between the two.
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Tutorial | 4 |
| Follow-up work | 20 |
| Seminar | 12 |
| Wider reading or practice | 50 |
| Preparation for scheduled sessions | 36 |
| Lecture | 8 |
| Completion of assessment task | 70 |
| Total study time | 200 |
Resources & Reading list
Journal Articles
Theorising student engagement in higher education. British Educational Research Journal, 40(6), pp. 1005-1018.
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..
Scaffolding and Achievement in Problem- Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006).. Educational Psychologist, 42(2), pp. 99-107.
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.
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.
The twin-cycle experiential learning model: reconceptualising Kolb's theory. Studies in Continuing Education, 36(3), pp. 257-274.
Molinari, L., & Mameli, C. (2013). Process quality of classroom discourse: Pupil participation and learning opportunities.. International Journal of Educational Research, 62, pp. 249-258.
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.
Macfarlane, B. (2013). The surveillance of learning: a critical analysis of university attendance policies. Higher Education Quarterly, 67(4), pp. 358-373.
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