Case Study
This case study will be an exploration of observed or experienced learning encounters drawing on work based learning. Students will use their experience as either learner, observer of learning or practitioner to describe the pedagogical approach and then to consider the approach in relation to learning theory, professional practice.

Formative assessment opportunities
Group work to design a learning resource/approach in relation to learning theory.

Presentation
Students will work in small groups to design and present, as a working example, a learning approach/resource.

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. Some students may be interested in the conditions which ensure learning takes place, so they may explore, for example, other theoretical perspectives. 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.

Rationale
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?

1. Apply your knowledge and critical understanding of theories of learning and support to the analysis of learning encounters.

Programme Learning Outcome: 2. Application and problem solving

2. Reflect on the limitations of the theories of learning and support and the implication for practice.

Programme Learning Outcome: 7. Reflection

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises you may bring with you practical experience as level 4 students and knowledge of specific contexts to share with others, and 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. A digitally enabled blended approach will be used to support both virtual and face to face opportunities.

University workshops. 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. Workshops will include opportunities for discussions.

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies. Work-based activities help 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 in order to enable you to engage with relevant and appropriate debates.

Drop-in support session - to support you with assessment

Simulation activities - including sessions in the Woodlands Forest School

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.

* Education and early years research databases
* Sessions in places other than university rooms
* Related work-based learning opportunities

Illeris, K. (2018) Contemporary Theories of Learning. Taylor and Francis.

Includes new chapters by Hattie, Donoghue, Merriam, Biesta, and Jackson.

Olson, M. & Ramirez, J. (2020) An Introduction to Theories of Learning. Routledge.

Updates research insights in neuroscience, cognition, and learning processes, and adds coverage of new topics such as the testing effect, active learning, and brain plasticity.

Pritchard, A. (2018) Ways of Learning: Learning Theories for the Classroom. Taylor and Francis

This expands content on learning styles, major theorists, and updates relating to policy and classroom practice.

This module introduces you to aspects of your role as an educational professional 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.