Learning and Teaching

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• 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.
• Demonstrate knowledge and understanding of past and current perspectives on learning and teaching and the relationship between the two.

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.

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.

Resources & Reading list

Journal Articles

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.

Howe, C. (2014). Optimizing small group discourse in classrooms: Effective practices and theoretical constraints. International Journal of Educational Research, 63, pp. 107-115..

The twin-cycle experiential learning model: reconceptualising Kolb's theory. Studies in Continuing Education, 36(3), pp. 257-274.

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.

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.

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.

Molinari, L., & Mameli, C. (2013). Process quality of classroom discourse: Pupil participation and learning opportunities.. International Journal of Educational Research, 62, pp. 249-258.

Textbooks

Towards dialogic teaching: rethinking classroom talk. Cambridge: Dialogos.

Multiple approaches to understanding. In K. Illeris (Ed). Contemporary Theories of Learning. (pp. 106-115).. Oxon: Routledge..

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

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.

Repeat Information

Repeat type: Internal & External