ED1BTL-Exploring learning

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:4
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0

Module Convenor: Mrs Joanne Thompson

Email: jo.thompson@reading.ac.uk

Type of module:

Summary module description:

This module will explore our current understanding of the learning process, drawing upon theories arising from the fields of behaviourism, constructivism and psychoanalysis. Particular pedagogical and andragogical concepts will also be explored, including but not limited to the theory of cognitive development (Piaget), multiple intelligences (Gardner), growth mindset (Dweck), experiential learning (Kolb), learning power (Claxton), transformational learning (Mezirow), communities of practice (Lave and Wenger) and contemplative pedagogy (Barbezat and Bush).

Aims:

To establish independent, well-informed views on the nature of teaching and learning process and to possess a reflective understanding of the dispositions conducive to successful learning.

Assessable learning outcomes:

On successful completion of the module, students will be able to:

• Explain the contribution made by key theorists in learners’ cognitive development

• Support and critique a pedagogical / andragogical approach as drawn from research literature

Additional outcomes:

Students will develop an understanding of the learning processes and implications for practice. They will explore the pedagogical and andragogical issues affecting the teaching process. They will learn to work both independently and as part of a team, and to link theory and practice. They will reflect critically on their own developing role as an educator, identifying targets for personal development.

Outline content:

The focus is upon learning theories and their implications on pedagogical and andragogical practice for educators across all age groups. In particular, the module addresses:



• Behaviouristic approaches to learning (e.g. Skinner, Thorndike)

• Constructivism and learning (e.g. Vygotsky, Bruner, Piaget)

• Psychoanalysis and learning (e.g. Freud, Isaacs, Winnicott)

• Innovative concepts in learning (e.g. Gardner, Dweck, Claxton)

• Implications of learner identity for educators (Lave and Wenger)

Brief description of teaching and learning methods:

This module will be delivered in interactive sessions, which include lecturing, discussion, practical activities, blended learning, provided through Blackboard and student-led research-based presentations. Sessions will require some pre-reading, and students should be prepared to contribute their views and work collaboratively in order to make presentations.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	31
Guided independent study:	169
Ìý	Ìý	Ìý	Ìý
Total hours by term	200
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Essay 100%

Formative assessment methods:

Group presentation

Penalties for late submission:

Following standard UoR policy. The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf

Assessment requirements for a pass:
40%

Reassessment arrangements:
Resubmission during the summer resit period.

Additional Costs (specified where applicable):
1) Required text books:
2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding:
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:

Last updated: 8 April 2019