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ED10002: Learning: Theory & context

Follow this link for further information on academic years Academic Year: 2014/5
Further information on owning departmentsOwning Department/School: Department of Education
Further information on credits Credits: 6
Further information on unit levels Level: Certificate (FHEQ level 4)
Further information on teaching periods Period: Semester 2
Further information on unit assessment Assessment Summary: CW 100%
Further information on unit assessment Assessment Detail:
  • Coursework (3000 words) (CW 100%)
Further information on supplementary assessment Supplementary Assessment: Like-for-like reassessment (where allowed by programme regulations)
Further information on requisites Requisites:
Further information on descriptions Description: Aims:
This unit will consider more theoretical aspects of learning. It aims to consider a selection of theoretical perspectives on learning, and to relate these to teaching and learning in different contexts, including schools, colleges, universities and lifelong learning. The unit will also explore the implications of new technologies for learning.

Learning Outcomes:
By the end of the unit students will be able to: begin to understand the nature of learning and teaching; evaluate critically the merits of behavioural, cognitive and other theories of learning; draw together the various dimensions impinging on learning to better understand their own learning and ways of imparting it to others; establish a critical awareness of new technologies for teaching and have an appreciation of a variety of contexts in which learning occurs and can be facilitated.

Comprehensive and scholarly written communication (e.g. essays) (A)
Effective oral communication (e.g. seminar presentations) (T)
Ability to select, summarise and synthesis written information from multiple sources (F)
Ability to apply theory into practice (T)
Ability to produce work to agreed specifications and deadlines (A)
Ability to work independently, without close supervision or guidance (F).

Theories of learning: a review of a range of approaches to learning theory and the cognitive and other processes associated with learning: including memory, problem-solving and motivation.
* Contexts for learning: including schools, further and higher education, and a variety of lifelong learning opportunities. Session would include, for example:
* Learners and individual differences
* Theories of learning including behavioural, cognitive, social cognitive and constructivist approaches to learning
* Memory, thinking, problem-solving and learning
* Motivation and learning; comparing theories
* ICT and learning.
Further information on programme availabilityProgramme availability:

ED10002 is a Generally Available Unit which is available to all students of the University (subject to the usual constraints) to take either as a Director of Studies approved option within their programme of study or as an 'extra' unit which does not count towards a final award.

ED10002 is Compulsory on the following programmes:

Department of Education
  • UHED-AFB04 : BA(Hons) Childhood, Youth and Education Studies (Year 1)
  • UHED-AKB04 : BA(Hons) Childhood, Youth and Education Studies with Professional Placement (Year 1)

ED10002 is a Designated Essential Unit on the following programmes:

Department of Chemistry

ED10002 is Optional on the following programmes:

Department of Chemistry Programmes in Natural Sciences
  • UXXX-AFB01 : BSc(Hons) Natural Sciences (Year 1)
  • UXXX-AAB02 : BSc(Hons) Natural Sciences with Study year abroad (Year 1)
  • UXXX-AKB02 : BSc(Hons) Natural Sciences with Year long work placement (Year 1)
Department of Psychology
* This unit catalogue is applicable for the 2014/15 academic year only. Students continuing their studies into 2015/16 and beyond should not assume that this unit will be available in future years in the format displayed here for 2014/15.
* Programmes and units are subject to change at any time, in accordance with normal University procedures.
* Availability of units will be subject to constraints such as staff availability, minimum and maximum group sizes, and timetabling factors as well as a student's ability to meet any pre-requisite rules.