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.
• To support development of intellectual curiosity and rigour.

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 include Montessori education, forest schools and eco-learning; shadow and extra-curricular education; museums and learning in the cultural sector; prison education; sport; adult education and lifelong learning; medical education; English as an Additional Language; 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, coherent conclusions relating to significant educational issues and contexts.
• Ability to reflect on their own value systems and development, exploring and considering new or alternative ideas and perspectives.
• Acquired competence in argument and debate about education.
• To interrogate the assumptions underpinning theory and practice.

• Think critically and independently, demonstrating intellectual rigour.
• 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, asking questions and seeking guidance to build knowledge and understanding.
• Collaborate well and respect others, taking initiative to guide and support peers, helping towards a shared goal.
• Give and receive constructive feedback.
• 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 lectures, seminars, and guided reading.
• Students will develop their knowledge, understanding, and skills by actively contributing to seminar discussion, and group work activities, as well as self-directed wider reading and study on the module.
• Students will further develop their knowledge and understanding, apply and reflect on ideas and demonstrate key skills through a reflective journal and one formative outline that feeds into one summative assessment which requires students to critically evaluate a wider context of education through undertaking 4 hours of fieldwork.
• The online reflective journal will provide space to explore and document developing understandings with regard to module topics, and offer opportunity for discussion and peer formative feedback as students develop their ideas and learning in the module.
• For the fieldwork, students will organise and undertake visits to one ‘non-compulsory’ educational setting as a participant observer and incorporate reflection on this experience in the summative portfolio assessment. This will enable students to explore ideas and theories in practice in an area of interest, and be supported through seminar work.
• The summative Portfolio will include critical analysis based upon participant observation generated in a fieldwork setting, and a reflection.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Outline of the portfolio assignment in Term 2 and a series of reflective journal entries through Term 1 and Term 2 to support their developing ideas in relation to module content.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.