| Module Code: |
H6TL |
|
Long Title
|
Theories of Learning
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|
Title
|
Theories of Learning
|
| Module Level: |
LEVEL 6 |
| EQF Level: |
5 |
| EHEA Level: |
Short Cycle |
| Departments: |
NCI Learning & Teaching
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| Specifications of the qualifications and experience required of staff |
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Exhibit an awareness of the basic assumptions, concepts and principles of each major theory of learning |
| LO2 |
Compare and contrast each learning theory and their usefulness in various early childhood and adult learning/development settings |
| LO3 |
Reflect on the possible implications for learning theories on their own personal development |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
|
| No recommendations listed |
Co-requisite Modules
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| No Co-requisite modules listed |
Module Content & Assessment
| Indicative Content |
|
Introduction
historical overview; current views on learning and behaviour.
|
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Behaviourist theories of learning
behaviourist approaches to learning; classical and operant conditioning, reinforcement, applied behaviour analysis. • Learning new behaviours and maintaining them
• Behaviourism and education
• Examples of behaviourism in early childhood and adult learning environments
• Applied Behavioural Analysis (ABA)
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Cognitive Developmental theories of learning
Learning as experience; constructivism; activity and dialogical process; Problem Based Learning (PBL); constructivism; social constructivism; Zone of Proximal Development;
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Cognitive processing theories of learning
Information processing, memory systems; symbol manipulation, Schema, schemata, chunking, novice/expert, information mapping, mental models.
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Contemporary theories
comprehensive theory of learning; Situated Learning; Communities of Practice; emotional, social and societal dimensions of learning.
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| Assessment Breakdown | % |
|---|
| Coursework | 40.00% |
| End of Module Assessment | 60.00% |
AssessmentsFull Time
| Coursework |
| Assessment Type: |
Assignment |
% of total: |
40 |
| Assessment Date: |
n/a |
Outcome addressed: |
2,3 |
| Non-Marked: |
No |
Assessment Description:
Learners will be asked to compare and contrast theories of learning. This type of continuous assessment will encourage students to research the theories so as to develop an understanding of their strengths and limitations. learners' will also be expected to illustrate the value of these theories in relation to their own undersanding of learning. |
|
| End of Module Assessment |
| Assessment Type: |
Terminal Exam |
% of total: |
60 |
| Assessment Date: |
End-of-Semester |
Outcome addressed: |
1,2,3 |
| Non-Marked: |
No |
Assessment Description:
The end of semester exam paper consists of essay type questions and short questions on the material covered in lectures, tutorials, discussions and group exercises carried out by learners during the module. |
|
| Reassessment Requirement |
Repeat failed items
The student must repeat any item failed
|
NCIRL reserves the right to alter the nature and timings of assessment
Module Workload
| Module Target Workload Hours 0 Hours |
| Workload: Part Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lecture |
No Description |
2 |
Once per semester |
0.17 |
| Independent Learning |
No Description |
8.5 |
Once per semester |
0.71 |
| Total Weekly Contact Hours |
0.17 |
Module Resources
| Recommended Book Resources |
|---|
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Knud Illeris. (2009), Contemporary Theories of Learning: Learning Theorists ... In Their Own Words, Routledge, [ISBN: 1135226326].
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Brookfield, S.. (2009), On being taught. In P. Jarvis (Ed.), The Routledge international handbook of lifelong learning, Routledge., Oxford.
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Colette Gray, Sean MacBlain. (2012), Learning Theories in Childhood, SAGE, 2012, p.184, [ISBN: 1446258211].
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Driscoll, M.. (2005), Psychology of Learning for Instruction, 3rd. Allyn & Bacon., New York.
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Margaret Gredler. (2009), Learning and instruction, Merrill Pearson, Upper Saddle River, N.J., [ISBN: 0131591231].
| | Supplementary Book Resources |
|---|
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Knud Illeris. (2010), The Fundamentals of Workplace Learning: Understanding How People Learn in Working Life, Routledge, [ISBN: 1136864083].
| | Recommended Article/Paper Resources |
|---|
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Journal of Learning Sciences.
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Learning and Instruction.
| | This module does not have any other resources |
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