Understanding Learning: Global Perspectives

We are now closed for applications. Our next start date for this course is TBC. Please enquire for more information and to register your interest.

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Explore the complexities of education and learning from a global perspective, including how individual, group and cultural differences are seen in education practice. This course will encourage you to reflect on current issues in learning whilst considering the role of theory, research and policy in influencing education practice.

This course is suited to:

This course is aimed at teachers, lecturers, administrators, education advisors, and other professionals with an interest in how people learn. It will provide students with an opportunity to engage in critical and reflective debate and help them apply theoretical ideas, policy positions and research implications to educational practice.

What will I learn?

Understanding Learning: Global Perspectives draws together ideas from theory, research, and policy, to consider how they inform issues within educational practice. It considers what learning is and how it links to cognition and knowledge; and it tackles topics such as how people learn and how learning can be assessed, as well as factors that facilitate and hinder learning.

The principal aim of this module is to facilitate critical examination of a range of issues related to learning in a global context. Students are encouraged to synthesise and organise ideas to present an argument and undertake both directed and independent study to analyse key ideas in the literature and relate these to theory, practice, and policy.

Learning outcomes

• Demonstrate a critical understanding of how learning may differ according to context
• Critically evaluate different theoretical perspectives on learning
• Demonstrate a critical understanding of current global issues in learning
• Critically reflect upon and evaluate your own understanding of current issues in learning and those of others
• Consider the relationship between educational theory, research, policy and practice
• Critically evaluate research evidence related to learning
• Synthesise and organise ideas to present an argument
• Engage in critical, reflective debate
• Consider the application of theoretical ideas, policy positions and research implications to educational practice
• Undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate these to research, theory, policy and practice 

How is the module assessed?

For this course, you should expect to engage in structured learning activities for 10-15 hours per week on average, plus additional time spent on self-directed learning (such as further reading or preparing for assessments).

The taught course can be completed in 12 weeks, with the final submission in week 11. Marking and feedback are provided after this, in line with University policy.

Module staff

Entry Requirements

For postgraduate programmes we usually require students to have a minimum of a 2:1 undergraduate degree or equivalent.

While we normally only accept applicants who meet this criteria, if you have a high 2:2 (or equivalent) or are coming from a different academic background (that is equivalent to degree level) but you also have relevant work experience, we would welcome your application.

English language requirements

International students need to show they have the required level of English language to study this course.

The required test scores for this course fall under Profile B2.