This module presents the concept of learning, the developing theories of learning and explores ways in which learning can be measured and assessed. In discussing the relationship between learning and a range of theoretical positions, the module will highlight implications of these theories for supporting learning in practice. It will also present different approaches to the assessment of learning (including formative and summative assessment) and discuss effective learner feedback strategies.

1. A presentation of report findings (10 – 12 mins) in a negotiated format which considers implications for professional practice, followed by questions from peer/student audience (8-10 mins). (LO4)

2. A report on a contemporary issue related to an aspect of learning or assessment (LO1,2,3)

A range of distance learning and teaching methods will be used to help students develop their critical thinking, academic writing and evaluative skills related to debates concerning learning and assessment in education. Via the University’s online platforms (Blackboard VLE and MS Teams), students will engage in individual tasks, together with synchronous and asynchronous collaborative learning activities, group discussions, case studies, problem-based learning activities and participant centred investigations on an aspect of learning and assessment. There is a strong emphasis on activity-focused learning and participants are expected to both participate and actively engage in all synchronous and asynchronous learning activities. In addition, participants are required to undertake independent study to consolidate and build upon their directed learning experiences. This takes the form of undertaking follow-up tasks and peer review and work based self-assessments and reading key text.

Tutorial support will be available via MS Teams through scheduled appointments and online group/individual discussion.

Formative assessment opportunities on this module will include individual and group tasks and discussions. The formative assessment tasks will require students to observe and provide feedback on presentations. Students will also be required to evaluate previous investigations into learning and assessment and synthesise the strengths and weaknesses of these investigations into a proof-reading checklist base on the outcomes of the formative assessment tasks.

1.Demonstrate a critical understanding of the current issues and debates concerned with approaches to learning and assessment in education.

Knowledge and Understanding
Learning
Enquiry

2.Critically evaluate theories of learning and assessment to make sound judgements about their relevance for practice.

Analysis
Problem solving
Application

3. Systematically reflect on the effectiveness of approaches to learning and assessment practice.

Reflection
Application
Learning

4. Communicate key findings and ideas to peer and student audience.

Communication
Application

MS Teams and Blackboard VLE will be used throughout the programme for repository of resources and interactive learning.

University Library for a range of relevant texts, e-books and academic journals

Aubrey, K. and Riley, A. (2019) Understanding and using Educational Theory (2nd edition). Sage: London

Bates, B. (2019) Learning Theories Simplified (2nd edition). Sage, London

Black,P. et al. (2003) Assessment for learning: putting it into practice. OUP, Maidenhead

Clouder, Lynn (2012). Improving student engagement and development through assessment: Theory and practice in Higher Education. Routledge

Clough, M.P., Olson, J.K. and Niedederhauser D.S. (eds.)(2013) The nature of technology: Implications for Learning & teaching. Sense publishers, Rotterdam
Harasim, Linda M. (2012) Learning theory and online technologies. Routledge
Hattie, J (2012) Visible Learning for Teachers: Maximizing Impact on Learning. Routledge

Illeris, K. (ed) (2018) Contemporary Theories of Learning: Learning Theorists in their own words. Routledge, Abingdon
Sotto, Eric (2007) When teaching becomes learning : a theory and practice of teaching (2nd Ed) London: Continuum

Swaffield, S. (2008) Unlocking Assessment : understanding for reflection & application. Routledge, Abingdon
Trifonas, P. [Ed] (2012) Learning the Virtual Life - Public Pedagogy in a digital world. Routledge

This module presents the concept of learning, the developing theories of learning and explores ways in which learning can be measured and assessed. In discussing the relationship between learning and a range of theoretical positions, the module will highlight implications of these theories for supporting learning in practice. It will also present different approaches to the assessment of learning (including formative and summative assessment) and discuss effective learner feedback strategies.