SOW-OWKM070
Learning processes
Course infoSchedule
Course moduleSOW-OWKM070
Credits (ECTS)4
CategoryMA (Master)
Language of instructionEnglish
Offered byRadboud University; Faculty of Social Sciences; Education;
Lecturer(s)
Contactperson for the course
dr. G. Janzen
Other course modules lecturer
Lecturer
C.T.L. Kuijpers
Other course modules lecturer
Lecturer
prof. dr. J.M. McQueen
Other course modules lecturer
Academic year2016
Period
SEM1  (29/08/2016 to 29/01/2017)
Starting block
SEM1
Course mode
full-time
Remarks-
Registration using OSIRISYes
Course open to students from other facultiesYes
Pre-registrationNo
Waiting listNo
Placement procedure-
Aims
  • Students have broadened and deepened bachelor-level knowledge concerning neuroscientific and psychological aspects of learning processes and memory.
  • Students have broadened and deepened bachelor-level knowledge about the research methods used to study learning processes.
  • Students can explain the relationship between, on the one hand, fundamental research on learning and memory, and, on the other, the learning processes that take place in the educational system.
  • Students can explore, analyse and nuance the problems associated with attempts to bridge between different domains and disciplines (e.g. with respect to different definitions of "learning processes” in those domains and disciplines)
  • To develop a critical attitude with respect to (a) fundamental research on learning processes, (b) the extent to which current educational practice is built on reliable scientific findings, and (c) the challenges of bridging between fundamental research and educational practice
  • To enhance presentational, debating and writing skills
Content
This course is about learning processes – those that take place in the brain and those that take place in the classroom. While these are of course ultimately the same thing, it is not necessarily the case that the learning processes that are studied in the laboratory by neuroscientists and cognitive psychologists can readily be equated with those that take place in the classroom and are studied by educational scientists. This course examines these two perspectives on learning processes, attempts to bridge between them, and explores the challenges that come with this bridging activity. These issues will be addressed by focussing on a number of research themes. The themes will concern different aspects of learning (e.g. about language and mathematics) and memory (e.g. procedural vs. declarative memory) at different stages of development (infancy, young childhood, adolescence, adulthood).  Within each theme, attempts will be made to combine insights from neuroscience (e.g. brain plasticity, brain maturation, sleep-enhanced memory consolidation) with insights from cognitive psychology (e.g. implicit vs. explicit memory; cognitive vs. meta-cognitive skills). Individual differences and non-cognitive factors (e.g. stress and motivation) will also be discussed. Themes will also have explicit links to specific aspects of educational practice (e.g. teaching a second language, mathematics education, learning to read).
Assumed previous knowledge
De opleiding controleert of aan de ingangseisen is voldaan

Levels
OWK.Master

Test information
Students will be evaluated on their presentations (one presentation each; 0.35 of total grade) and on their portfolio, which is submitted at the end of the course (chapters on three themes; 0.65 of total grade).

Contact information
dr. Gabriele Janzen, T: 024 3612145; E: g.janzen@pwo.ru.nl

Required materials
Book
Blakemore, S.-J. & Frith, U. (2005). The Learning Brain. London: Blackwell.
Articles
In addition, each theme will have at least three research articles as required reading.

Instructional modes
Discussion
Attendance MandatoryYes

General
The other (non-presenting) students are expected to take an active role in discussions after each presentation. All students will use the introductory lectures, the literature and the student presentations to prepare and write a portfolio.

Lecture
Attendance MandatoryYes

General
Introductory lectures will be given by the teachers in the first two weeks of the course. These lectures are intended to reactivate student knowledge on learning and memory, to stimulate critical thinking about the relationship between fundamental research and educational practice, and to introduce the learning processes relevant to each research theme. All students will use the introductory lectures, the literature and the student presentations to prepare and write a portfolio.

Presentation
Attendance MandatoryYes

General
After the introductory lectures, the students will take turns to make short presentations on a sub-theme of one of the themes (ideally two students for each sub-theme). All students will use the introductory lectures, the literature and the student presentations to prepare and write a portfolio.

Tests
Tentamen
Test weight1
OpportunitiesBlock SEM1, Block SEM1