GED1010

How learners learn

Lecturer-in-charge to be advised

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, and to acquire knowledge of the appropriateness of both; have acquired some knowledge of the learning theories of Ausubel, Gagné, Skinner and Bruner and of the constructivist theory of learning; 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; be able to use attribution theory, and other approaches to motivation to describe motivation 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 various styles of learning that are used in these situations. Associated with these styles are learning and organizational strategies that will be identified and analysed, as will be the reasons learners choose to use them. The constructivist model of learning will be used as a broad framework to this analysis, with links also made to models of 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 them 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 Journal (2000 words): 40%
* Case study (2000 words): 50%
* Contribution to workshop group and completion of preparation tasks: 10%

Recommended texts

Gardner H Frames of mind: The theory of multiple intelligences Fontana, 1993
White R T Learning science Blackwell, 1988