This module aims to prepare you for the rest of the programme and so it is intended that you will develop skills that will support you in subsequent modules. You can expect to develop your knowledge and understanding of the complexity of the interaction between learning, learning theory and learning contexts. It will give you opportunities to articulate your own approaches to learning and consider the range of ways in which learners and teachers can influence this process. The module also aims to enable you to develop your research skills including an introduction to statistical analysis. You will be introduced to various research perspectives and methodologies. You will be encouraged to be critical and analytical.
Aims and Objectives
Having successfully completed this module you will be able to:
- Recognise and apply styles and genres appropriate for different audiences
- Articulate your own approaches to learning
- Recognise the complexity of the interactions between learning, learning theory and learning contexts, and the range of ways in which learners and teachers can influence the learning process
- Select appropriate statistical procedures, report and present findings of statistical procedures according to accepted academic formats and academic standards.
- Find, use and appropriately reference a range of relevant sources including journals and other published literature
- Critically evaluate sources, assessing their reliability and validity
- An introduction to a range of learning theories; experiential, social, behaviourist, cognitive, situated learning; models, products and process;
- An introduction to approaches to study e.g. surface, deep and achieving approach;
- An introduction to different research paradigms and writing styles;
- An introduction to the main approaches and research designs of educational research;
- Application of learning theory to students' own experience of learning;
- Analysis of learner needs and approaches to study drawing on findings from across educational stages, e.g., early years, primary and adult learning and with a view to improving outcomes for learners;
- Study skills such as planning, time management and preparation for assessment;
- Researching and finding sources using a variety of different means;
- Referencing and acknowledging sources of information;
- Developing critical skills in the evaluation of different types of research in education;
- Developing the ability to carry out, and report the results of, different forms of empirical research.
Learning and Teaching
Teaching and learning methods
You will be expected to engage in 'active' learning through:
- Participation in seminar groups
- Group and class discussion
- Posing and responding to questions
In addition, you will be expected to actively engage with on-line resources available on Blackboard or elsewhere.
|Preparation for scheduled sessions||48|
|Completion of assessment task||76|
|Wider reading or practice||60|
|Total study time||300|
Resources & Reading list
Williams, K. and Carroll, J (2009). Referencing & Understanding Plagiarism. Basingstoke: Palgrave MacMillan.
Cottrell, S. (2019). The Study Skills Handbook. Basingstoke: Palgrave MacMillan.
Denscombe, M (2017). The good research guide: for small-scale social research projects.. Maidenhead: OUP.
Bartlett, S. and Burton, A. (2016). Introduction to Educational Studies. London: Sage.
Field, A. (2017). Discovering Statistics Using IBM SPSS Statistics. London: Sage.
Williams, K (2014). Getting Critical. Basingstoke: Palgrave MacMillan.
Pears R. and Shields, G (2019). Cite Them Right: The Essential Referencing Guide. Basingstoke: Palgrave MacMillan.
Schunk, D. (2019). Learning Theories: An Educational Perspective. Lonson: Pearson.
Punch, K. (2014). Introduction to Research Methods in Education. London: Sage.
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal & External