Module 2: The Learning Individual in a Lifelong Perspective: Theories and Practicesstuderende.au.dk/.../MALLL_E2014_module_2_aktuelle.pdf · 2014-08-15 · Module 2: The Learning

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Department of Education, DPU, AU

Copenhagen, Autumn 2014

Id no.

Module 2: The Learning Individual in a Lifelong

Perspective: Theories and Practices

Autumn 2014

15 ECTS

European Master in Lifelong Learning, Policy and Management (MA

LLL)

Aarhus University, Campus Emdrup

Module Coordinator:

Kari Kragh Blume Dahl ([email protected])

Lecturers:

Kari Kragh Blume Dahl ([email protected])

Jeppe Læssøe ([email protected])

Jamie Wallace ([email protected])

Study Secretary:

Bettina Høgenhav, T: 8715 1875 ([email protected])

Aims

On completion of the module the students will be able to, on a scientific basis:

Demonstrate comprehensive knowledge and insight into a variety of theories of

learning in all phases of life.

Identify, analyze and discuss problems, challenges and relations between different

modes of learning in formal, non-formal and informal settings.

Utilize a range of lifelong learning theories, research methods as well as critical

thinking in inquiring issues, themes and concepts in lifelong learning.

Apply learning theories and concepts in critical reflection, evaluation, documenta-

tion and development of practice.

Utilize the knowledge acquired in the module to build coherent arguments con-

cerning the dynamic links between the teacher, the learner and the content in a va-

riety of contexts and in a life-long learning perspective.

mailto:[email protected]

mailto:[email protected]

Lecture Plan: MA LLL Module 2, The learning Individual in a Life Long Perspective - Theories and

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Demonstrate comprehensive knowledge and insight into the analysis of the social,

cultural and psychological factors which might have an impact on individual

learning.

Demonstrate ability to plan, conduct, and communicate research in the knowledge

areas of the module and to demonstrate a self-critical and analytical stance to-

wards their own learning and communication in the community of learners.

Content

The module addresses a variety of learning theories and research relevant to the study

of individual learning in a lifelong perspective and provides students with the possibil-

ity to critically examine practices and reflect on relations between theory, research and

practice. Students will gain insight into theoretical concepts, empirical research and

practices related to learning, teaching and education in different contexts and across dif-

ferent formal, non-formal and informal educational settings.

Language of instruction

The language of teaching is English. If the module coordinator gives his/her consent

the language of instruction can be another language than English.

Teaching forms

The teaching formats in the module include seminars, lectures, group-work, exercises,

study visits and individual study. The emphasis in all the working formats is placed on

critical discussions on theory and practice, methodology and empirical evidence. The

module includes a variety of research-based perspectives on the study of learning indi-

vidual in a lifelong perspective.

The module is structured in two general tracks: one track going throughout the module

with general concepts on teaching, learning and educational practices, and one track

where lecturers contribute with specific topics emerging from their research within the

field of learning individual in a lifelong perspective.

The students will be divided into study groups at the beginning of the semester. The

study groups are expected to be active both during the sessions and in the time between

the lectures. The work of the study groups outside of the teaching hours is expected to

be organized by the students themselves, unless a specific task is given to the study

groups in some of the lectures. Guiding questions for inspiration to be used in the study

group work are provided in the teaching plan under the section “preparation” for each

session. In general, each session is structured as a lecture/class teaching 2/3 of the time,

followed by 1/3 of the time with discussion and work with exercises in study groups.

During the semester students are expected to carry out a study visit to a selected educa-

tion institution of their choice. The task with the study visit is for the students to critical-

ly observe, analyse and discuss educational practices in these institutions by using the

theoretical perspectives discussed in the module. The settings of preschool, school,

adult education, vocational education and pedagogy for elderly people, among others,

are possible pedagogical fields for the study visits. A brief report of the visit is expected


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by each individual student, as well as a study group presentation in a subsequent teach-

ing session, outlining the main issues, dilemmas and reflections emerging from the vis-

its. A detailed instruction for the reports and the presentation will be provided in

BlackBoard and during a session in relation to the study visits.

Exam

The exam is a submitted written assignment with internal censorship. The assignment

consists of a maximum of 15 standard pages (2400 characters, including spaces), exclud-

ing bibliography and appendices. The assignment must deal with an issue formulated

by the student and approved by the examiner. The total number of characters must be

indicated on the first page of the assignment. If the number of characters exceeds the

limit, the examiners may decline to evaluate the assignment. Each exam is assessed in

cooperation with an internal examiner according to the Danish 7-steps grading scale in

accordance with the ministerial order in force at the time in question. The internal ex-

aminer requirement cannot be waived. Examinations postponed on the grounds of ill-

ness and re-examinations are held the same way as described above.

Literature

Compendium (Reader): Compendium containing the relevant literature for each session

will be prepared by the Module coordinator. The compendium can be bought via DPU

Library, Aarhus University, Campus Emdrup. Texts, which are less than five years old,

will not be available in the compendium. The students are adviced to locate these texts

through the Library and the available databases.

Books:

Illeris, K. (2009) (Ed.). Contemporary Theories of Learning. Learning theorists in their

own words, London & New York: Routledge.

Jarvis, P., Holford, J., and Griffin, C. (2009). The theory and practice of learning. (se-

cond edition). London & New York: Routledge.

The books can be located at the semester shelf in the DPU library. Additional literature

in relation to each lecture will be uploaded on BlackBoard. Prior to each session stu-

dents are advised to locate the room where the teaching will take place at BlackBoard

(edu@dpu-information-lokale).


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PROGRAMME OVERVIEW

Session

nr

Date Title Location Lecturer

1 3. September Introduction to the module, presen-

tation of participants, expectations,

overview of the sessions. Introduc-

tion to core concepts and themes of

the framework of life long learning.

A408 Kari Kragh Blume

Dahl

2 10. September Learning theories: the landscape of

learning theories and practices


Dahl

3 17. September Learning and experience A408 Jeppe Læssøe

4 24. September From embedded/everyday life learn-

ing to transformative learning


Dahl

5 1. October Researching learning and teaching:

qualitative methods


Dahl

Peda-

gogical

excur-

sions

2.-3. October Study visits to selected educational

settings

Together with

Module 1

6 8. October Relations between different perspec-

tives of learning: from duality to

boundary

A408 Jamie Wallace

7 23. October Engagement of mind, body and

world: intelligence, skill and percep-

tual learning

A410

Jamie Wallace

8 29. October Researching learning and teaching:

analytical strategies.

Reporting on study visits


Dahl

9 5. November Didactics and curriculum theory: A408 Kari Kragh Blume


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examples from schools and other

formal and informal learning institu-

tions

Dahl

10 12. November Position: learning related to situated

context, participation and appren-

ticeship

A408 Jamie Wallace

11 26. November The concepts of participation, em-

powerment and social learning –

with introduction to the Danish tra-

dition for ‘folkeoplysning’ and exam-

ples from the recent efforts to revital-

ize it

A408 Jeppe Læssøe

12 3. December Information about the exam, evalua-

tion and closing of the module


Dahl


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Session 1

Date and time: Wednesday 3. September 2014, 09:00-12:00

Title: Introduction to the module, presentation of participants, expectations, overview

of the sessions. Introduction to core concepts and themes of the framework of life long

learning.

Lecturers: Kari Kragh Blume Dahl

Location: A416

Learning objective:

When this session is completed:

The students have acquired insight into the module; it’s content, teaching forms,

expectations and requirements.

The students have insight into the overall conceptual framework for this module

and the ways in which it fits in the overall study program.

The students have clear knowledge of the expectations and requirements related

to the module.

Study groups are established and the expectations from the study group work are

clarified.

The students will be able to understand and apply in practice core concepts and

themes of life long learning as well as how these concepts and themes relate to the

learning theories and conceptual framework in the overall teaching plan for the

Module.

Content:

The session will provide an introduction to the aim, structure and organization of the

module, in order for this to serve as a reference framework for students’ further work in

the module. On completion of this session, students have acquired knowledge and un-

derstanding about the multiplicity of the working forms and thematic presentations in

the module, and their position in the overall design of the Module’s aims, content and

pedagogy.

Reading for the session:

Ecclestone, K., Biesta, G. and Hughes, M. (2010). Transitions in the lifecourse: the

role of identity, agency and structure. In Ecclestone, K., Biesta, G. and Hughes, M.

(eds.) Transitions and learning through lifecourse. London & New York: Routledge.

(p. 1-16).

Illeris, K. (2009) (Ed.). Contemporary Theories of Learning. Learning theorists in their

own words. London & New York: Routledge. (Introduction and chapter 1).


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Jarvis, P. (2009). Learning to be a person in society. In Illeris, K. (ed.). Contemporary

Theories of Learning. Learning theorists in their own words. (Chapter 3) (p. 21-34).

London & New York: Routledge.


cond edition). London & New York: Routledge. (Chapter 1 & 2).

Further reading:

Simovska, V. (2011). Lifelong Opportunities for Competence Development:

“Learning or Back to “Education”? Editorial. Cursiv. Copenhagen, DPU, Aarhus

University. pp. 5-13.

Preparation:

Read the teaching and study plan. Go through the literature for the module and reflect

upon your expectations, interests and plans related to the module content and study

plans. Think of specific questions and dilemmas you would like to put up for discussion

in the session. Read and reflect on the central concepts and themes concerning life long

learning in the texts for the session in relation to your expectations to the module.


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Session 2

Date and time: Wednesday 10. September, 09:00-12:00

Title: Learning Theories: the Landscape of Learning Theories and Practices

Lecturers: Kari Kragh Blume Dahl

Location: A416

Learning objectives:

When this session is completed the students are able to:

Discuss and interpret different theories of learning of all stages of life and their

applicability in different contexts.

Demonstrate knowledge related to social, cultural and psychological factors which

might influence individual learning.

Apply learning theories and concepts in critical reflection, evaluation, documenta-

tion and development of practice.

Identify, analyze and discuss problems, challenges and relations between different

modes of learning in formal, non-formal and informal settings.

Content:

The session will provide an overview and critical discussion of a variety of learning

theories in relation to lifelong learning, focusing on the main differences and similarities

between different theories. Taking examples from studies of education in various con-

texts and settings as points of departure, students will explore and reflect on the process

of moving from theory to analytical framework and on the role of theory in the plan-

ning of teaching and education processes in a life long perspective.


Hermansen, Mads (2005). Definitions. Presentation of basic categories in a general

theory of learning. In Relearning. (Chapter 2) (p. 23-76). Copenhagen: CBS Press.

Illeris, K. (2009) A Comprehensive Understanding of Human Learning. In: Illeris,

K., Contemporary Theories of Learning. Learning theorists … in their own words. Lon-

don & New York: Routledge (Chapter 15)


cond edition) London & New York: Routledge. (Chapters 3, 4, 5, 6, 7)

Leirman, W. (1994) Four Cultures of Education. (Pp. 123-137). Peter Lang Frankfurth

am Main.

Further reading:


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Reid, A. & Nikel, J. (2008) Differentiation and Evaluating Conceptions and Exam-

ples of Participation in Environment-Related Learning. In Reid, A., Jensen, B. B.,

Nikel, J., & Simovska, V. (Eds.), Participation and Learning. Perspectives on Education

and the Environment, Health and Sustainability (p. 32-59). Springer.

Preparation:

Read the literature. Discuss different theories in your study group and prepare a few

questions to be taken up in the class. Reflect on your individual preference in terms of

learning theory. Reflect on the cultural appropriateness of particular learning theories

in relation to the context which you work within. Which of the theoretical perspectives

seems applicable to the practice field you engage with? Use the text of Leirman to map

the culture of education and prepare scientific arguments for appropriating and imple-

menting an educational culture in a specific learning field.


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Session 3


Title: Learning and Experience

Lecturer: Jeppe Læssøe

Location: A416


When students have completed this session they will be able to:

Understand the double character of experience as both embodied and intellectual

as well as the implication of this for efforts to facilitate learning.

Demonstrate skills for employing this knowledge in their reflections on evaluation

and documentation of practices of LLL.

Content:

The concept of experience is fundamental for understanding human learning. It links

the embodied sensuous-emotional way of learning with the intellectual-reflective learn-

ing. The relation of these two sources of learning is crucial to understand for every

agent who tries to facilitate other people’s learning. In this session the German philoso-

pher, Rudolf zur Lippe, and his theory of embodied learning will be introduced. Unfor-

tunately his work is not available in English, but it will be related and discussed in rela-

tion to other key theories on experience and learning. Furthermore it will be related to

the challenge of planning non-formal education for adults at work places and in local

communities.

Reading:

Dewey, John (1938/1997): Experience & Education, pp. 33-50, Simon & Schuster,

New York.

Kolb, David A. (1984): The Process of Experiental Learning, chapter two (pp. 20-

38) of Experiental Learning – experience as the source of learning and development. Pren-

tice-Hall International.

Dreyfus, Hubert L. and Stuart E. Dreyfus with Tom Athanasiou (1986): Five Steps

from Novice to Expert, pp. 16-36 of Mind over Machine – the Power of Human Intui-

tion and Expertise in the Era of the Computer, Basil Blackwell.

Additional reading:

Illeris, K. (Ed.) (2009) Contemporary Theories of Learning. Learning theorists in their

own words, London & New York: Routledge. (Chapter 5)


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Zur Lippe, Rudolf (1978): Am eigenen Leibe – Zur Ökonomie des Lebens, Syndikat,

Frank am Main

Zur Lippe, Rudolf (1987): Sinnenbewusstsein, Rowohlt, Hamburg

Preparation:

Prepare by reading the literature for the session. Discuss the literature within your

study group and think of some questions, dilemmas and issues to be discussed at the

teaching.


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Session 4


Title: From Embedded/Everyday Life Learning to Transformative Learning

Lecturer: Kari Kragh Blume Dahl

Location: A416


When students have completed this session they will be able to:

Discuss and consider different foundational perspectives of learning theories and

how these are related to life long learning.

Demonstrate skills for employing this knowledge in their reflections on evaluation

and documentation of practices of life long learning.

Content:

This session links different perspectives of learning ranging from theories and aspects

of everyday life learning to narrative, ‘cultural’, existential and critical learning in rela-

tion to perspectives on embedded and transformative processes of learning and transi-

tions of learning from tacit to conscious-reflective. Narrative and existential learning are

less theorized areas in the literature, but contain important points to determine the

principles of learning, since these perspectives includes more personal and informal as-

pects of learning – among other – ‘in’ and through’ life and through stories of one’s life.

Furthermore, the meaning and significance, which the different perspectives contained

in the session represent for schooling, identity and agency in learning processes

through time, tense and different learning formalities will be explored.


Dahl, K. K. B. (2013). ‘Paradoxical health education’: Learning about health in

Kenyan teacher training colleges. (p. 1-21). Compare: A Journal of Comparative and

International Education. Taylor & Francis. DOI: 10.1080/03057925.2013.800784

Freire, Paulo (1998). Cultural action and conscientization. Harvard Educational Re-

view, Vol. 68 (4): 499-525.

Goodson, I. F., Biesta, G. J. J., Tedder, M., and Adair, N. (2010). Introduction: Life,

narrative and learning (p. 1-15) and Towards a theory of narrative learning (p. 125-

133). In Goodson, I. F., Biesta, G. J. J., Tedder, M., and Adair, N. (Eds.), Narrative

Learning. New York: Routledge.

Heller, Agnes (1987). Can everyday life be endangered? Philosophy Social Criticism

13: 297-313.


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Levinson, B. A., & Holland, D. C. (1996). The cultural production of the educated

person. In Levinson, B. A., Foley, D. E., & Holland, D. C. (Eds.), The cultural produc-

tion of the educated person. Critical ethnographies of schooling and local practice. (p. 1-

54). New York: State University of New York Press, Albany.

Mezirow, Jack (2009). An overview on transformative learning. In Illeris, K. (ed.),

Contemporary Theories of Learning. Learning theorists … in their own words. (chapter 6)

(p. 90-105). London & New York: Routledge.

Further reading:

Bruner, Jerome (2009). Culture, mind, and education. In Illeris, K. (ed.). Contempo-

rary Theories of Learning. Learning theorists in their own words, (chapter 11), (p. 159-

168). London & New York: Routledge.

Hermansen, Mads (2005). An examination of four learning process theories. In Re-

learning. (chapter 3, p. 86-124). Copenhagen: CBS Press.

Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). The woman who

climbed up the house. In Identity and agency in cultural worlds. (p. 3-18). Cambridge

& London: Harvard University Press.

Jarvis, Peter (2009) Learning from everyday life. In Jarvis, Peter (ed.): The Interna-

tional Handbook of Lifelong Learning (p. 19-30). London: Routledge.


cond edition) London & New York: Routledge. (Chapter 8)

Kegan, R. (2009). What “form” transforms? A constructivist-developmental ap-

proach to transformative learning. In Illeris, K. (Ed.). Contemporary Theories of

Learning. Learning theorists in their own words (Chapter 3), London & New York:

Routledge.

Preparation:

Prepare by reading the literature for the session. Discuss the literature within your

study group and relate the learning theories and perspectives in the session to examples

from your own observations and experiences about learning from formal and informal

settings, for instance schools and everyday life settings. Use Dahl’s text to critically re-

flect upon the various forms of formal and informal learning in a formal and non-

formal learning context in relation to the learning perspectives presented in the litera-

ture for the session.


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Session 5

Date and time: Wednesday 1. October 2014, 09:00-12:00

Title: Researching learning and teaching: qualitative methods


Location: A416


When this session is completed the students are able to:

Demonstrate knowledge related to qualitative methods for researching learning

and teaching

Identify and discuss the challenges involved in researching different modes of

learning in formal, non-formal and informal settings.

Develop a qualitative research design.

Content:

The session will introduce selected qualitative research methods used in planning,

preparation, researching and evaluating educational processes and practices. The dis-

cussion will in addition focus on challenges and dilemmas related to studying learning

and teaching practices in a variety of learning settings, among other with an example in

Dahl’s text about participatory action research in a complex learning context in Kenya.

In the last part of the session, students will work in groups on developing brief research

designs to be used in connection to the study visits to educational settings.


Angrosino, Michael V. & Mays de Perez, Kimberly A. (2000) Rethinking Observa-

tion. From Method to Context. In Denzin, Norman K. & Lincoln, Yvonna S. (Eds.):

Handbook of Qualitative Research. (p. 673-702) 2nd edition. Sage Publication.

Fontana, Andrea, & Frey, James H. (2000) The Interview. From Structured Ques-

tions to Negotiated Text. In Denzin, Norman K. & Lincoln, Yvonna S. (Eds.):

Handbook of Qualitative Research. (p. 645-672) 2nd edition. Sage Publication.

Kemmis, S., and R. McTaggart (2000) Participatory Action Research. In Denzin,

Norman K. & Lincoln, Yvonna S. (Eds.): Handbook of qualitative research. 2nd ed. (p.

567-605). Sage.

Further reading:

Dahl, K. K. B. (2014). ‘From worse to better’: How Kenyan student teachers can use

participatory action research in health education. Educational Action Research. Tay-


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lor & Francis. (Published online 9. January 2014). DOI:

10.1080/09650792.2013.859089

Davies, Charlotte A. (2008). Reflexive ethnography. Chapter 2: Selecting topics and

methods. London & New York: Routledge

Kvale, Steinar (2009). InterViews: Learning the crafts of qualitative research (p. 61-95 &

p. 143-221). 2nd ed. Sage Publications.

Preparation:

Read the texts and reflect upon the challenges and dilemmas related to different quali-

tative methods. In your study group, discuss your reflections on – and if possible, your

experiences with using – different qualitative methods, and their advantages and dis-

advantages, in relation to studying educational practices and processes.

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Study visits to selected educational settings:

Thursday 2. - Friday 3. October 2014

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Session 6


Title: Relations between different perspectives of learning: from duality to boundary

Lecturer: Jamie Wallace

Location: A416


After this session the students will be able to:

Discuss and consider different foundational perspectives of learning theories and

how these are related to LLL

Apply concepts of ontology and boundary to the development and evaluation of

practice

Content:

The session will provide a discussion of the relations between different perspectives of

learning, and introduction and discussion of concepts of ontology and boundary in rela-

tion to development and evaluations of practice within LLL.


Packer, M. J. & Goicoechea, J. (2000). Sociocultural and Constructivist Theories of

Learning: Ontology, Not Just Epistemology. In Educational Psychologist 35 (4): 227-

241.

Roth, W.-M. & Lee, Y.-J. (2007). ‘Vygotsky’s Neglected Legacy’ - Cultural-

Historical Activity Theory. In Review of Educational Research 77 (2): 186-232.

Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects.

Review of Educational Research, 81 (2): 132–169.

Further reading:

Illeris, K. (2009) (ed.). Contemporary Theories of Learning. Learning theorists in their

own words, London & New York: Routledge. (Chapter 4).

Preparation:

Read the recommended texts. Discuss the different perspectives of learning and the core

concepts in your study group, and prepare a few questions for discussion in class.


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Session 7

Date and time: Thursday 23. October 2014, 09:00-12:00

Title: Engagement of mind, body and world: intelligence, skill and perceptual learning


Location: A416


When this session is competed the students will be able to:

Identify and navigate between learning perspectives founded upon theories of

cognition, practice, skill and materiality

Apply different notions of engagements to the evaluation and development of

practice

Content:

The session will provide and introduction and discussion of different learning perspec-

tives including the concepts of practice, skill, tacit knowledge and materiality.


Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work,

British Journal of Educational Psychology, 70: 113-136

Gardner, H. (2003) Intelligence in Seven Steps. New Horizons for learning. Retrieved

December 21, 2005, from

http://www.newhorizons.org/future/Creating_the_Future/crfut_gardner.html

Ingold, T. (2006) Walking the Plank: Meditations on a Process of Skill, In J. R.

Dakers (Ed.), Defining technological literacy: Towards an epistemological framework (pp.

64-80). New York, NY: Palgrave Macmillan.

Preparation:

Read the literature for the session. Discuss the literature within your study groups and

think of some questions, dilemmas and issues to be discussed in class.

http://www.newhorizons.org/future/Creating_the_Future/crfut_gardner.html


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Session 8


Title: Researching learning and teaching: analytical strategies. Reporting on study vis-

its.


Location: A416


When this session is completed the students will be able to:

Demonstrate ability to analyze qualitative data, communicate research in the

knowledge areas of the module and to demonstrate a self-critical and analytical

stance towards their own learning and communication in the community of learn-

ers.

Utilize the knowledge acquired in the module to build coherent arguments in

writing.

Content:

During the first part of the session, students will report on their experiences from the

study visits. In the second part of the session, different strategies for analyzing and

communicating qualitative data will be discussed and analyzed for their impact of ana-

lyzing qualitative, empirical data and other material related to learning and teaching

processes and practices. Critical explorations of analytical strategies such as condensa-

tion, domain analysis, discourse analysis and grounded theory will inform the students’

skills and competencies in building consistent and coherent arguments on a scientific

basis.


Hodder, I. (2000). The Interpretation of Documents and Material Culture. In: Den-

zin, N. K. & Lincoln, Y. S. (Eds.), Handbook of Qualitative Research. (2. Ed.). Sage

Publication. pp. 703-715.

Ryan, G. W., & Bernard, H. R. (2000) Data Management and Analysis Methods. In

Denzin, N. K. & Lincoln, Y. S. (Eds.), Handbook of Qualitative Research. (2. Ed.). Sage

Publication. pp. 767-802.

Spradley, J. R. (1980). Participant observation. (p. 85-121 & p. 131-159). USA:

Wadsworth, Thomson Learning.

Further reading:


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Hammersley, M., & Atkinson, P. (1983/1995), Chapter 9. Writing Ethnography. In

Ethnography. Principles in Practice. (p. 239-262). London & New York: Routledge.

Preparation:

In the study group, prepare a short (10 minutes) presentation of your experiences from

the study visit (further instructions on reporting will follow). Read the texts and reflect

upon how different analytical strategies could be used in relation to the data generated

during the study visit as well as more generally within different fields of educational

practice. What are the challenges and dilemmas related to different strategies?


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Session 9

Date and time: Wednesday 5. November 2014, 09:00-12:00

Title: “Didactics” and Curriculum Theory. Examples from schools and other formal

and informal learning institutions.


Location: A416


After this session the students will be able to:

Demonstrate knowledge of key curriculum concepts, curriculum development

models and related problems, as well as demonstrate insight into the contribution

of didactics to curriculum theory.

Build arguments concerning the dynamic links between the teacher, the learner

and the content in a variety of contexts and in a lifelong learning perspective.

Content:

Reflection and critical discussion of key concepts in curriculum theory related to life-

long learning will provide students with an insight into planning of teaching and learn-

ing activities. Students will learn to reflect on the relation between learning aims, learn-

ing outcomes and teaching activities and get insight into how to plan concrete pedagog-

ical teaching activities related to lifelong learning.


Holmes, B. & McLean, M. (1992) Chapter. 1. Curriculum theory. In The Curriculum.

A comparative perspective. London and New York: Routledge. (p. 1-24)

Print, M. (1993) Curriculum development and Design, Chapter 1, 3 & Glossary of Terms.

(2 ed.). (p. 1-24, 93-108). Australia: Allen & Unwin.

Stenhouse, L. (1984) Defining the Curriculum problem. In An Introduction to Cur-

riculum Research and Development. (p. 1-5). London: Heinemann

Westbury, I. (2000) Teaching as reflective practice: What might didaktik teach cur-

riculum? In Westbury, I.; Hopmann, S.; & Riquarts, K. (Eds.), Teaching as reflective

practice. The German Tradition. (p. 15-39). London/New Jersey: Lawrence Erlbaum

Associates Publishers.

Further reading:

Hopmann, Stefan (2007). Restrained teaching: the common core of Didaktik. Euro-

pean Educational Research Journal, Vol. 6, no. 2: 109-124.


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Lawson, D. (1988) Chapter. 7. Curriculum Planning. In An Introduction to teaching

and learning. London, Sydney, Auckland, Toronto: Hodder and Stoughton. (p. 108-

122).

Schnack, K. (2000). Action Competence as a Curriculum Perspective. In Jensen,

B.B., Schnack, K, and Simovska, V. (Eds). Critical Environmental and Health Educa-

tion: research Issues and Challenges. (p. 107-127). Copenhagen: Research Centre for

Environmental and Health Education, The Danish University of Education.

Preparation:

Read the recommended texts and reflect on the ways in which the core didactical con-

cepts can inform life long practice. Discuss in the study group what are the challenges

and dilemmas when planning an educational activity for different target groups of

learners, in different educational settings, and for different educational purposes. Bring

questions for discussion in the class.


Practices

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Session 10


Title: Position: learning related to situated context, participation and apprenticeship.


Location: A416



Interpret, analyse and discuss aspects of situated learning and related theoretical

perspectives and how these relate to contexts of LLL

Apply theories and notions of context and position to the appraisal and develop-

ment of practice

Content:

The session will provide a discussion on relations between different perspectives of

learning and theories and notions of context and position discussed in relation to issues

of LLL.


McDermott, R. (1993) The Acquisition of a Child by a Learning Disability. In Seth

Chaiklin and Jean Lave (Eds.), Understanding Practice: Perspectives on activity and

context. (Pp. 269-305). New York: Cambridge University Press.

Ellström, P. E. (2001) Integrating learning and work: problems and prospects. Hu-

man Resource Development Quarterly, 12: 421-435.

Poortman C. L., Illeris K, Nieuwenhuis L. (2011) Apprenticeship: from learning

theory to practice. J Voc Educ Training 63 (3): 267–87.

Further reading:

Illeris, K. (2009) (ed.). Contemporary Theories of Learning. Learning theorists in their

own words, London & New York: Routledge. (Chapter 14).

Preparation:

Read the literature, and reflect on the meaning of situated learning in selected practice

fields. In your study group, discuss the advantages, challenges and dilemmas of situat-

ed learning perspectives in different educational settings and cultures.


Practices

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Session 11


Title: The concepts of participation, empowerment and social learning – with introduc-

tion to the Danish tradition for ‘folkeoplysning’ and examples from the recent efforts to

revitalize it.

Lecturer: Jeppe Læssøe

Location: A416



Demonstrate insight different approaches to participation, empowerment social

learning

Reflect critically on the values, challenges and dilemmas of working with these

approaches in different settings.

Apply the concepts of participation, empowerment and social learning in critical

reflection, evaluation, documentation and development of practice.

Content:

The session will discuss the concepts of participation, empowerment and social learning

in different settings and practices. The Danish ‘folkeoplysning’ tradition, a more than

100 years old tradition for citizenship education, will be used as an illustrative example.

Furthermore recent examples from work places and local communities will be used to

discuss the challenges of working with participation, empowerment and social learning.

Reading:

Borish, Steven M. (1991): The Land of the Living, pp. 158-178 and 306-313

Læssøe, Jeppe and Marianne Krasny (2013): Participation and Environmental Edu-

cation: Crossing Boundaries under the Big Tent. In Krasny, Marianne and Justin

Dillon (Eds.) Trans-disciplinary environmental education research. London: Taylor and

Francis

Jensen, Bjarne Bruun and Karsten Schnack (1997): The action competence ap-

proach in environmental education, Environmental Education Research 3 (2), pp. 163-

178

Pahl-Wostl, C. and Hare, M. (2004). Processes of Social Learning in Integrated Re-

sources Management, pp. 193-206 in Journal of Community & Applied Social Psychol-

ogy, Vol. 14


Practices

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Preparation:

Read the literature, and reflect about participation, empowerment and social learning in

selected practice fields. Discuss in study group what are the challenges and dilemmas

related to participation, empowerment and social learning in different educational set-

tings and cultures.


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Session 12

Date and time: Wednesday 3. December 2014, 09:00-12:00

Title: Closing of the Module and Preparation for the Exam.


Location: A416


On completion of this and the other sessions in the module including the exam, the stu-

dents will:

Be able to demonstrate a self-critical and analytical stance towards their own

learning and communication in the community of learners.

Demonstrate ability to collaborate and communicate issues from the knowledge

area of the module in a cross-disciplinary and cross-cultural context.

Content:

The session will synthetize the content of the module and will link the different sessions

to each other, in terms of their impact on students’ understandings and the overall aims

of the module. Further issues connected to the exam will be discussed. Part of the ses-

sion will be reserved to a collective, critical inquiry into students’ preliminary experi-

ences and ideas about their exam papers.


Boud, D., Keogh, R., and Walker, D. ( 1999) What is reflection in learning? In

Boud, Keogh, Walker. (Ed.) (1999) Reflection: turning experience into learning. (p. 7-

17). London & New York: Kogan Page.

Longworth, N. & Davies, W. K. (1999) Chapter 1: Returning to Learning: The

Dawn of Understanding. (p. 7-20). In Lifelong Learning. NY: Kogan Page.

Preparation:

Reflect on the module as a whole, its strengths and weaknesses, your contribution to it

and the influence on the module on your knowledge and competences. Prepare indi-

vidually or in study groups a “mini-tour” consisting of an oral account of about 5-10

minutes about thematic fields, methods, experiences, and results from the pedagogical

excursions linked with theory, concepts and inquiries, which has been presented and

explored in the module.