EDF1301

Perspectives on learning

Dr I J Mitchell

6 points - 3 hours per week - First semester - Clayton

Objectives Upon successful completion of this subject, students should be able to identify learning situations both formal and informal; have learnt to discriminate between types of knowledge; be able to identify deep and surface approaches to learning and appreciate the factors that promote their use; have developed a clear and detailed description of understanding; have learnt to distinguish between convergent and divergent learning situations, and to acquire knowledge of the appropriateness of both; have acquired some knowledge of the learning theories of Ausubel, Gagné, Skinner and Bruner, of the constructivist theory of learning and the influences they have had on education; be aware of major representations of ability - psychometric, theory of multiple intelligences, level of operational thought, and cognitive strategies; and form their own view of ability; be able to recognise their own use of cognitive strategies in learning contexts, and be able to make decisions about their selection and application; have developed a definition of quality learning and metacognition; distinguish between interest and motivation and identify sources of each of these in learning situations.

Synopsis This subject provides an introduction to the psychology of learning as a framework for interpreting educational experiences. Students will explore learning situations, the types of knowledge that are learned, and the nature of and approaches to learning that are used in these situations. A constructivist model of learning will be used as a broad framework to this analysis, with links also made to models of interest and motivation, and concepts from the area of behavioural psychology and metacognition. The concept of ability will be explored from a number of perspectives. Students will engage in tasks that strongly encourage them to reflect on their own learning experiences, explain these experiences in terms of these concepts, make deliberate decisions about learning approaches and justify them to their peers. Emphasis will be placed on the students relating learning principles to their learning in other first-year subjects.

Assessment Field work (written report [2000 words] 40%; oral report 10%): 50% - Case of learning (750-1000 words): 40% - Contribution to workshop group and completion of preparation tasks: 10% - A satisfactory journal

Recommended texts

Gardner H Frames of mind: The theory of multiple intelligences Fontana, 1993
Mitchell I J and Mitchell J A Stories of reflective teaching PEEL Publishing, 1997
White R T Learning science Blackwell, 1988

Back to the 1999 Education Handbook