EDF5622 - Developing learners and learning - 2019

This unit considers the theme of learner development and the process of learning for participants who are both learners and/or prospective or practising educators involved in developing learners. The unit takes a broad view of learning and learners and introduces students to various perspectives including psychological, sociological and philosophical. Students identify and analyse their own and others' learning processes in the light of current research developments pertaining to these varying perspectives. The implications these hold for practitioners who develop learners and professional learning across learning contexts in families, schools, workplaces and communities is identified and linked to ideas and concepts central to educative processes and practices. Examples are drawn from within and outside formal education settings through which to consider, illustrate and evaluate perspectives on learning and learner development.

Upon successful completion of this unit students should be able to:

1. identify the range of positions and perspectives which influence learning and learner development
2. appreciate multiple perspectives on learning
3. interpret the implications for learning in the light of developing research on the learning process
4. reflect on their own learning and experiences in different learning environments
5. consider or develop a case study and apply a range of perspectives to interpret this case
6. demonstrate consideration of the critical roles played by aspects such as human intellect, knowledge, values, emotion, learning, organisational culture and climate in developing individual, organisational and professional learning.

Case study analysis (4000 words, 50%)

Case study application (4000 words, 50%)

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

1. Contact hours for flexible students:
   • 12 contact hours and 24 hours equivalent of online activities over the semester or
   • 36 hours equivalent of online activities over the semester
2. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 14 hours of online study per term
3. Additional requirements (all students):
   • independent study to meet the minimum required hours per semester

See also Unit timetable information

Adult learning

Digital learning

Early childhood education

Educational leadership and policy

Expert teaching practice

General education studies

Inclusive and special education

TESOL