This module aims to provide a contextual basis for members of staff to understand learning in order for them to work effectively with students. It provides an opportunity for staff to develop their own knowledge and skills through discussion with practitioners and engage in on-going critical reflection on their own developing practice. After an initial review of related models and theories on learning, it explores the individual student and the institutional issues which affect the member of staff?s role and responsibilities. The dynamic nature of staff roles is explored and the need to adopt both a partnership and a student-centred approach to supporting student learning is discussed.
The following key topics will be covered:
- Inducting learners
- Understanding the learner centred approach
? Models, theories and styles of learning
? Barriers to learning
? Student motivation
? Supporting learners with difficulties-legislation and practice
? Working with International Students
? PDP and Employability

The assessment for this module is in 2 parts:
1. A 2, 000 word assignment. This should be a reflective account based on a case study of student learning drawn from a member of staff?s own experience. The assignment should not only show evidence of attempting to understand complex situations by evaluating both theory and practice but also a willingness to learn from experience and improve own practice
(Learning outcomes 1,2 and 3)
2. A 500 word self assessment of own CPD needs relating to supporting student learning.
(Learning outcome 4)

University library for a range of learning and teaching texts and journals
Internet access enabling access to relevant websites

- Biggs (2003) ?Teaching for Quality Learning at Unviersity?, SRHE, chapters 1-4.
- Cannon and Newble (2002) ?A handbook for teachers in universities and colleges?, Kogan Page, chapters 1-2
- Fry, H et al A Handbook for Teaching and Learning in Higher Education
- Powell, S. (2003) Special Teaching in Higher Education: Successful Strategies for Access and Inclusion (London, Kogan Page)
- Prosser and Trigwell (1999) ?Understanding Learning and Teaching.? SRHE.
- Ramsden (2003) ?Learning to Teach in Higher Education?, Routledge, chapters 1-5.

This module will be delivered through:
1. A series of 9 x 2hour structured workshops which will be delivered on a weekly basis. The workshops will include a variety of teaching and learning methods, including presentations by experienced practitioners, large and small group discussions, case studies and task-centred investigations. There will be a strong emphasis on activity focused learning and participation.
2. Independent study through which participants will be expected to consolidate and build upon their learning from the taught sessions by reading key texts and journal articles and undertaking follow-up tasks and work based self assessments.