Module EDUC40330: Psychology of the Learner

Department: Education

EDUC40330: Psychology of the Learner

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None.

Aims

• To have critical understanding of psychological processes in relation to learning.

Content

• The module will focus on key psychological theories and constructs relevant to individuals in a learning context. This will include cognitive and non-cognitive constructs. It will ask students to critically consider the validity and utility of such theories/constructs in a range of educational settings. Methods for assessing such constructs will be introduced and their theoretical basis will be critically evaluated. The role of psychological theorising within a wider educational perspective will be discussed and the mediating nature of culture and context will be considered. A critical analysis of relevant research and its implications for practice will form one of the major themes of the module.

Learning Outcomes

• By the end of the module, students will be able to:
• Describe and critically evaluate constructs relevant to the psychology of the learner.
• Give a critical analysis of how such constructs can be assessed.
• Articulate the impact of personal-related and context-related factors and their interplay on learning.

• Critically analyse key research relating to the psychology of the learner and discuss how it can inform practice.
• Reflect on how an understanding of psychological processes related to learning would inform their own learning and practice.

• Through their essays students will demonstrate the ability to:
• undertake a search and systematic review of research literature,
• summarise and critique research-based literatures;
• communicate ideas effectively, both orally and in writing, to an advanced level;
• learn independently.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Through lectures and seminar teaching supported by Study Guide resources. The Study Guide includes preparation for and follow up on teaching activities. This directed independent work is an important part of the module. Lectures enable the ideas of the module to be considered. Seminar work enables students to develop their understanding of the ideas and consider them in a range of professionally relevant contexts. Activities in seminars include a variety of active learning approaches including discussion, group work, presentations, question and answer sessions, individual tasks. Preparation for the assignment involves students in wide reading and critical reflection on ideas of the module.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Verbal feedback is given to students' contribution during class teaching sessions. Staff can be contacted for individual help. Written formative feedback is provided for the academic outline of the assignment.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University