| CODE | ACA2004 | |||||||||
| TITLE | Cognitive Neuroandragogy | |||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | |||||||||
| MQF LEVEL | 5 | |||||||||
| ECTS CREDITS | 4 | |||||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | |||||||||
| DESCRIPTION | This study-unit provides an introduction to cognitive neuroscience with more in-depth coverage of neuroplasticity, perception, learning, memory, cognitive control, emotions, and cognitive aging. These topics will provide students with a neuro-cognitive framework with which to understand and apply the principles of andragogy outlined by Knowles and colleagues (Knowles,1970; Knowles, Holton, & Swanson, 2005) and in particular provide a solid grounding in: - how the brain processes stimuli from the outside world; - learning theories; - the different types of human memory systems and how they function; - the role and importance of prior knowledge in constructing knowledge and memorizing; - the role of emotions in cognitive processes; and - how cognitive aging affects learning and memory. Study-Unit Aims: This study-unit aims to provide a grounding in the cognitive neuroscience of perception, learning, memory, cognitive control, emotions, and cognitive aging in order to provide a neuro-cognitive framework for the understanding of major premises of andragogy such as: - adults have a self-directed self-concept; - adults bring a wealth of experience to the learning process; - adults enter the learning process ready to learn relevant information; - adults are oriented toward immediate application of learning; - that adults need to know the reason for learning something; and - adults are driven by intrinsic motivation to learn (Knowles,1970; Knowles, Holton, & Swanson, 2005). Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - write a brief overview of how the human brain works; - describe in an assignment how the brain processes stimuli from the outside world; - outline major learning theories in an assignment and relate them to andragogy; - describe the different types of human memory systems and explain their role in adult learning; - explain the role of prior knowledge and schema in learning and memory; - describe the role of emotions in memory, learning, reasoning, and decision making; and - describe how cognitive aging affects learning and memory. 2. Skills: By the end of the study-unit the student will be able to: - identify, and distinguish between, cognitive and neural level explanations in the literature; - take into account cognitive neuroscience findings when designing teaching plans and related activities; and - recognize the value of taking into account cognitive aging in applying the principles of andragogy. Main Text/s and any supplementary readings: Main Texts: - Ward, J. (2020). The student’s guide to cognitive neuroscience. (4th Ed.) Abingdon: Routledge. - Sousa, D.A. (2022). How the brain learns. (6th Ed.) Corwin. Supplementary Readings: - Knowles, M.S., Holton, E.F. III and Swanson, R.A. (2005), The Adult Learner, 6th ed., Elsevier, New York, NY. |
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| STUDY-UNIT TYPE | Lecture, Seminar & Independent Study | |||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Marthese Borg Noellie Brockdorff Maria M. Brown (Co-ord.) |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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