Module EDUC2421: Learning Lives

Department: Education

EDUC2421: Learning Lives

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To introduce students to learning across the life course.
• To introduce students to contexts of education outside of ‘standard’ provision.
• To introduce students to theoretical and practical perspectives on education in relation to lifelong learning and wider contexts.
• To introduce students to issues of social justice, diversity and inclusion in lifelong learning and wider contexts of education.
• To introduce students to ways of researching lifelong learning and wider contexts of education and the impact of this on policy.

Content

• Purposes of life long learning education in relation to wider contexts.
• Social theory and learning theory in relation to lifelong learning and wider contexts of education, such as transformative learning theory.
• Other theoretical, methodological and practical perspectives on education in relation to learning across the lifecourse and wider contexts, such as life history/biographical methods.
• The role of an educator and the learner in life long learning and wider contexts.
• Context of Educations: Montessori education, forest schools and eco-learning; shadow and extra-curricular education; prison education; adult education and lifelong learning; medical education; therapeutic education for wellbeing.

Learning Outcomes

• By the end of the module students will have:
• increased their knowledge and understanding of lifelong learning;
• increased their knowledge and understanding of some wider contexts of education;
• increased their knowledge and understanding of the role of education in wider society and across the lifecourse;
• increased their awareness of educational values, purposes and possibilities;
• increased their awareness of the recipients of education in wider contexts and across the lifecourse and their needs.

• Provision of well-argued conclusions relating to significant educational issues and contexts.
• To reflect on their own value systems and development.
• Acquired competence in argument and debate about education.
• To interrogate the assumptions underpinning theory and practice.

• Think critically and independently.
• Acquire complex information of diverse kinds in a structured and systematic way.
• Construct and sustain a reasoned argument.
• Communicate effectively.
• Improve their own learning and performance including the development of study and research skills.
• Use a range of printed and online resources.
• Work to deadlines.

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

• Students will be introduced to a range of educational theories and concepts through lecture, seminar, group work and guided reading. Students will develop their knowledge and understanding by actively contributing to seminars.
• Students will further develop their knowledge and understanding, apply and reflect on ideas and demonstrate key skills through one formative outline that feeds into one summative assessment that requires students to critically evaluate a wider context of education through fieldwork.
• Students will organise and undertake visits to at least one and possibly several different ‘non-standard’ educational settings for this fieldwork and incorporate reflection on this experience in the summative portfolio assessment.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Outline of the portfolio 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