This module explores learning theories so that students can build on their level 4 study and conceptualise theories of learning and supporting learning. A potential approach would be to use three/four key theorists providing overarching theoretical perspectives, for example these might be: Bronfenbrenner, Dweck, Noddings and Lave and Wenger. These could be used as key examples with students to ensure that they can relate theory and their observed or lived experiences of learning. Some students may be interested in the conditions which ensure learning takes place, so they may explore, for example, motivational theories or theories of intelligence and learning styles, feminist or inclusivity perspectives of learning.

Students may then focus on theoretical grouping of approaches or potentially relating to contexts of learning. The learning contexts will support students to identify potential theorists and link their practice with theory. A range of theories related to the student experience might be explored, and some models of learning might be touched upon such as experiential learning, andragogy and pedagogy or constructivism.

Assessment 1: Case Study (LO 1 and 2)
This case study will be an exploration of observed or experienced learning encounters. Students will use their experience as either learner, observer of learning or practitioner to describe the approach and then to consider the approach in relation to learning theory.

Assessment 2: Group work to design a learning resource/approach (LO 3) Following on from the case study, this assessment focuses on the design of approaches in relation to learning theory.

Assessment 3: Presentation (LO 4)
Students will work in small groups to design and present, as a working example, a learning approach/resource.

Formative assessment opportunities
Peer review
Practice presentations

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises you may bring practical experience and knowledge of specific contexts to share with others. This pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. You will be an active participant in your learning and engage with online learning, some face-to-face content, group activities and individual tasks set. You will be encouraged to be a critical thinker and apply your learning in an academic and professional context. Some sessions require prior reading and independent research to inform the sessions.

A digitally enabled approach will be used to support both virtual and face to face opportunities.
University workshops will draw upon your experience and help you to interpret that experience in the light of current thinking on teaching, learning, assessment and schooling in relation to literacy and numeracy. You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your work.

The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. The following strategies will be adopted to ensure that you have a supportive teaching and learning environment, providing a range of learning opportunities

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies in your taught sessions. Work-based activities either as class based simulated tasks or in the workplace help students to establish connections between the workplace and issues raised by the programme.

Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions

Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and/or individual tutorials. This will support the development of theoretical understanding.

Guided reading and supported self-study – You will be provided with booklists and reading tasks to enable you to engage with relevant and appropriate debates.

This module will also provide opportunities for you to:

Work with others
Develop interpersonal skills
Demonstrate the capacity to plan, share goals, and work as a member of a team
Communicate and present oral and written arguments

Module Learning Outcome
1. Demonstrate knowledge and critical understanding of theories of learning and support.
University Learning Outcome
Knowledge and understanding

Module Learning Outcome
2. Understand the limitations of the theories of learning and support and the implication for practice.
University Learning Outcome
Learning 

Module Learning Outcome
3. Apply relevant theories, principles and models of learning and support to an educational context or with a group of learners.
University Learning Outcome
Problem solving
Application

Module Learning Outcome
4. Communicate information effectively in order to explain the theory/practice relationship.
University Learning Outcome
Communication

Resources
Unless otherwise stated, all books are available online through Staffordshire University library website when logged in using your university username and password. If you have difficulty accessing these, please contact the University library. There is also an online reading list for each module on this course. To access this, go to http://staffs.rebuslist.com/ and then type in the module code in the search box. Do not worry if this list seems excessively long. You may wish to focus on texts which are most relevant to your education sector. This module covers a wide range of texts, and you may find that you only need to read short sections of the texts listed (or from other texts that you may find in libraries or journals). Your tutor will also advise you on the relevant texts and sections of texts to read. Remember that it is important to show you have considered views from a wide range of sources. When referring to texts in your assignment, always use https://libguides.staffs.ac.uk/refzone for guidance. There are many versions of Harvard referencing systems in use around the world, but for Staffordshire University, Refzone Harvard system is the only correct method to use.

Study skills:
For guidance on academic writing, remember that the Staffordshire University library holds a wealth of resources to support study skills at https://libguides.staffs.ac.uk/study-skills. The study skills team can also provide 1 to 1 support

VLE (Virtual Learning Environment) Resources:¿¿
Your University VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists.¿ Your VLE offers opportunities to engage in group work and independent learning¿using¿synchronous/asynchronous discussion boards, video links, blogs and wikis.¿¿

Illeris, K. (2018) Contemporary Theories of Learning. Abingdon: Routledge.

Olson, M. and Ramirez, J. (2020) An Introduction to Theories of learning. Abingdon: Routledge.

Pritchard, A. (2017) Ways of Learning: Learning Theories for the Classroom. Abingdon: Routledge.

None

An important role as an educational professional is about working with children, young people and adults as they become learners and encouraging them to continue to be motivated to learn. This module is all about the idea of what learning is and how and why we can learn some things easily, but other things are much harder. There are many theories about how we learn and whether learning is about knowledge or whether it is about being able to do things or a mixture. What do these theories tell us? Are they helpful for educational professionals? How might we make sense of them in the many learning spaces that educational professionals might use, and the different groups we encounter? This module will include thinking about our own learning experiences, exploring some theories and then creating some different ways of learning in practical and sharing ways.