| Faculteit | Gedrags- en MaatschappijWetenschappen |
| Jaar | 2021/22 |
| Vakcode | PAMAOWL05 |
| Vaknaam | Learning in Human Interaction |
| Niveau(s) | master |
| Voertaal | Engels |
| Periode | semester I a |
| ECTS | 5 |
| Rooster | rooster.rug.nl |
| Uitgebreide vaknaam | Learning in Human Interaction | ||||||||
| Leerdoelen | 1. After completion of this course students will be able to summarize the main theoretical perspectives and empirical evidence that explicate how learning in school settings is situated in interaction between students, teachers and peers. 2. After completion of this course students will be able to use theoretical principles in order to examine how cognitive, socio-emotional and motivational processes take place in concrete interactive learning situations with teachers and peers. 3. After completion of this course students will be able to propose adaptations to concrete interactive learning situations with teachers and peers, in order to optimize learning processes leading to academic, cognitive. socio-emotional and motivational outcomes. 4. After completion of this course students will be able to demonstrate how theoretical principles of learning in human interaction can be applied to diverse educational contexts, cultural settings and combinations of student, teacher and peer characteristics. |
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| Omschrijving | Learning is situated in human interaction. The course focuses on the core role of human interaction in learning and development, emphasising the most important sources of human interactions in educational settings: the interaction of learners with their teachers, and the interaction with their peers. Teachers are traditionally the main orchestrators of interactions and learning in school settings. They need the skills to design appropriate learning opportunities and to make on-the-fly adjustments in order to secure an optimal balance between posing learning challenges to students and offering them support to meet those challenges. Over the past decades the role of interaction with peers has emerged as another crucial agent of learning in educational settings. If well-designed and appropriately implemented, interaction among peers offers unique opportunities for the development of cognitive and socio-emotional skills, as well as of their motivation. A case in point is the development of argumentation skills via interaction in which the perspective of the peer is crucial. We will examine the theoretical underpinnings and empirical evidence that help understand the conditions under which student-teacher and peer interactions are effective in promoting academic, cognitive, socio-emotional and motivational outcomes. |
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| Uren per week | variabel | ||||||||
| Onderwijsvorm | hoorcollege, werkcollege | ||||||||
| Toetsvorm | essay, opdracht | ||||||||
| Vaksoort | master | ||||||||
| Coördinator | Dr. M.N. Mascareño Lara | ||||||||
| Docent(en) | Dr. M.N. Mascareño Lara ,prof. dr. J.W. Strijbos | ||||||||
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