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Core Module: Researching Learning, Teaching and Assessment
The aims of this module are to introduce students to recent research and theorising about learning, teaching and assessment in further and higher education, and to provide a number of theoretical frameworks within which new developments in the organisation of learning, teaching and assessment can be understood. By the end of the module, students should have acquired the following:
- An overview of the most active and influential approaches to researching learning, teaching and assessment in further and higher education, sufficient to provide a basis for their preparations for thesis work and for work on related issues within their institution;
- An ability to problematise both theory and practice in this area;
- The confidence, knowledge and skill to be able to undertake a piece of research, of publishable quality, in this area.
Rather than splitting learning, teaching and assessment into its constituent parts, the approach taken in this module is to introduce students to a number of different approaches to researching learning, teaching and assessment in further and higher education. These are:
- Approaches to learning and teaching;
- Phenomenography;
- Social practice approaches.
During the residentials, students will be introduced to these approaches in separate sessions that give them an insight into what is at stake in conducting research from each perspective. There will also be sessions that discuss what is involved in designing; generating and analysing data for; and writing-up; your LTA project. Group and one-to-one tutorials, as well as discussions on the LUVLE site between residentials, are then used to help students to develop and complete a research project related to learning, teaching and assessment in higher education, as over time, the module increasingly focuses on offering students the chance to discuss, and receive feedback on, their developing projects.
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