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The Learning Sciences is a dynamic, interdisciplinary field that enriches our understanding of activity and learning. By integrating insights from cognitive science, computer science, psychology, anthropology, and linguistics, Learning Sciences concentrate on exploring learning processes within real-world contexts. This module is rooted in philosophical psychology and philosophical anthropology, which aid in clearly articulating the underlying assumptions in educational and learning approaches. The primary goal of the module is to deepen our comprehension of the cognitive, social, and cultural processes that facilitate and augment learning experiences.Ìý

Teaching delivery:ÌýÌýThis module is taught in 10 weekly 1.5 hr lectures with a 1.5hr seminar to support the lecture.Ìý

Indicative Topics:ÌýÌýbased on content in 2023/24 and may be subject to change.

• An introduction to the field of Learning SciencesÌý
• Piaget and VygotskyÌý
• Constructivism and ConstructionismÌý
• Social Cultural Theories of LearningÌý
• Situated CognitionÌý
• Dialogue and Inquiry LearningÌý
• The Nature of KnowledgeÌý
• The Social MindÌý
• Workplace LearningÌý
• The Learning Sciences - themesÌý

Module Aims:ÌýÌý

• Introduce students to the interdisciplinary nature of the Learning Sciences, covering its scope, relevance, and the integration of various academic disciplines within this field.Ìý
• Develop students' comprehension of the diverse theoretical approaches that shape the design of learning environments and influence educators' professional judgment.Ìý
• Enable students to gain an understanding of the cognitive and social processes that underpin learning, emphasising how these processes manifest in educational contexts.Ìý
• Equip students with the skills to critically differentiate and evaluate various theoretical and practical approaches in education. This includes understanding their implications for the design of learning environments and real-world educational practices.Ìý

Employment related topics and skills: Students study the impact of cultural and social differences on learning, which can enhance their empathy and cultural awareness – important qualities for working in diverse and global environments. Their growing understanding of communication and collaboration is helpful in shaping them into competent team members and potential future leaders. Additionally, the course places a philosophical emphasis on unravelling underlying assumptions in education, fostering their ability to analyse complex educational challenges and enhancing their critical thinking and problem-solving skills.Ìý

Recommended readings:ÌýÌý

• Jerome S. Bruner, Culture, Mind, and Education pp. 1-43 in Bruner, Jerome S, (1996) The culture of education, Cambridge, MA: Harvard University PressÌýÌý
• Neil Mercer, (2013) The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn, Educational Psychologist, 48:3, 148-168Ìý
• Jean Lave, Situating Learning in Communities of Practice in Levine, J.M; Resnick, L. B.; Teasley, S. B. (1991) Perspectives on socially shared cognition, American Psychological AssociationÌý