Postgraduate Course: Learning, Learners and Teaching (EDUA11094)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The course introduces a range of concepts and theories from education and psychology that describe how children, adolescents and students learn and study.
It examines research on different approaches to teaching and learning, factors that influence them, and some implications for classroom practice.
It explores potential obstacles to learning and ways of overcoming them, in order to meet learners' needs.
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| Course description |
Not entered
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically discuss theories of learning, and their relationship to teaching
- Analyse and evaluate examples of teaching and learning
- Understand theoretical in teaching and implications for practice
- Consider the relationship between pedagogy and assessment
- Gain awareness of recent developments in teaching and learning
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Reading List
Indicative reading includes
Blakemore. S. & Frith, U. (2005). The Learning Brain. Blackwell.
Deci, E. & Ryan, R. (1995). Needs satisfaction and the self-regulation of learning. Learning and Individual Differences, Vol. 8 (3).
Irving, S. E., Harris, L., & Peterson, E. (2011). One assessment doesn't serve all the purposes, or does it? New Zealand teachers describe assessment and feedback. Asia Pacific Educ. Rev. 12, 413 - 426 |
Additional Information
| Graduate Attributes and Skills |
A. Research and Enquiry
- search for, evaluate and use information from a range of sources, to develop their knowledge and understanding
- recognise the need to challenge knowledge
- recognise the importance of reflecting on their learning experiences and level of understanding
- apply critical analysis, evaluation and synthesis to pertinent issues in research
B. Personal and Intellectual Autonomy
- be open to new ideas, methods and ways of thinking
- be creative and imaginative thinkers
- be independent learners who take responsibility for their own learning, and are committed to continuous reflection and self-development
- be able to use collaboration and debate effectively to test and develop their own views
- be intellectually curious and able to sustain intellectual interest
C. Communication
- further their own learning through effective use of a range of communication approaches, including effective questioning
- synthesis and clearly communicate key research findings to peers
- seek and value open feedback to inform genuine self-awareness
D. Personal Effectiveness
- be able to work effectively with others, capitalising on their different thinking, experience and skills |
| Special Arrangements |
This course is open to students from other schools, however, please contact the course secretary prior to enrolling your Tutee in order to verify that there is space available; students on MSc Educational Research and MSc Education have priority |
| Additional Class Delivery Information |
Weekly sessions typically consist of a one hour lecture, a short break and then group discussion of selected journal articles or book chapters to provide deeper understanding of the course topics and support development of critical analysis of reading in preparation for the assignment. |
| Keywords | teaching,learning,assessment,motivation,culture |
Contacts
| Course organiser | Dr Josie Booth
Tel: (0131 6)51 6310
Email: |
Course secretary | Ms Mairi Ross
Tel: (0131 6)51 4241
Email: |
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