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It was interesting learning about the different forms of education. I found the concept of adult learning theory particularly interesting, as I have always felt a bit unsure with how to approach a group of adults in a teaching context. Reading about these methods was reassuring as I recognised some of the techniques as methods I subconsciously use already, for example labelled learning to signpost students about the benefits of the task at hand, using a situation or a context to teach rather than a passive learning exercise, providing motivational learning (e.g. getting to do an injection if they can explain to me how they would do it safely).

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I enjoyed this first unit and found the various socio-cultural educational theories very interesting.

I noticed while reading through these theories that during past student teaching, for example Direct Observation and Procedural Skills (DOPs), aspects of some of these models are things that I already incorporate into the teaching. During the demonstration before commencing, I will ask about students past experiences. I use scaffolding to build on their knowledge of Microscope use / Blood smear and staining skills.

I found this encouraging and it helped me to see how these theories can be applied for student learning in the workplace.

I found the adult learning theory assumptions interesting in a university setting. Students that I have encountered as a teacher, do have a range of life experiences and can have a varying age range, some of whom are still young learner's for example, attending summer school practical laboratory taster lessons. Therefore,  I feel as though the second assumption of students wanting to be self directed may still be a growing ability for some learners, where teacher support / supervision should still be available when required.

I will going forwards, be more mindful of teaching moments in the workplace and plan to build my learning into future teaching. (Michelle J)

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It has been very interesting to learn about learning!

Scaffolding is a very intuitive theory. Checking prior knowledge seems like a very simple step, but not something I have always done so will certainly take forward.

The adult learning theory is interesting and makes sense that as we develop our interests etc we are maybe more selective with our learning.

Experiential learning again is intuitive and is maybe more important in certain contexts than others. Certainly as a vet in practice experiential learning was vital, but again certain forms of experiential learning were more important or relevant than others.

Situated learning maybe not quite as intuitive. Easier to understand in the context of being (or becoming) a veterinary surgeon in relation to practical skills, but not quite so much in the context of teaching epidemiology so may have to think on that one...!

(Camilla)

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Vygotsky's ZPD and scaffolding theory resonated with me the most. It's definitely something is will consciously focus on when teaching. This combined with Lave and Wenger's situated learning theory is a very powerful and robust understanding of how people learn.

However, I couldn't relate to Knowles' andragogy theory. I don't think it accounts for the individuals preferences and learning style. I like learning about abstract concepts and ideas, so a real world example is not needed. I'd also challenge the strict characterisation of adult and child learners. Instead proposing the adult and child profiles fit better with experience of the subject i.e. naïve vs. experienced.

I though this unit was a good introduction to the course and is building a strong foundation. It's prompted me to think in more depth about the concept of learning
-Chris

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I think this has been a very interesting look into the basics of learning, and how teachers can best facilitate learning amongst older people who do tend to have more agency and less willingness to learn something 'just because' but rather prefer to know the direct applicability of the knowledge/skills they are learning. While I don't agree completely with 'child vs adult' learners, it is definitely a good simplistic view on which to base other theories around, especially the Lave and Wenger's situated learning theory.

It was also reassuring to know that I've been getting most of the basics right subconsciously! As a relatively new postgraduate, I have been able to apply some of the good and bad aspects of my own recent learning, and going through this unit has helped me put a name (and a theory) behind why I was or wasn't satisfied with my own learning, and hopefully will help me more consciously make good decisions when it comes to my own teaching.

-Anna

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It has been interesting learning about some key learning theories. Lev Vygotsky's theory I thought was good and highlighted the importance of taking into account what the student already knows and using this to challenge them so they are able to learn without being overwhelmed or there be unrealistic expectations for them.

I also don't completely agree with some of the assumptions about adult learners. I know people, myself included who do sometimes like to learn things even if it isn't essential in that moment or even if there isn't an immediate application for it. I think there can be other motivations and desires for wanting to learn certain things. For example, learning something that could become a hobby, you may not need that skill, may not have an immediate use for it or need it to progress at work, but may just want to learn it as it will be enjoyable.

With the making learning explicit section, it was good to know that sometimes learning opportunities need to be highlighted, so students can recognise them better and make the most out of opportunities they are given.

I am looking forward to the next module.

- Emily

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This unit has been quite insightful. As identified, it is mostly commonsense, however it is interesting to learn about the theories. For me, Vygotsky, Kolb and Knowles make the most sense with Lave and Wenger taking more time to understand. In the future I will consider being more explicit in how I approach learning tasks in the workplace

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I have enjoyed the first unit.

I understood 3 of the theories (scaffolding, adult learning, and situated learning), but I'm not sure I understood Kolb's Cycle of Reflective Practice in experiential learning. Could you expand on it more?

Since I'm not supervising students at the moment, I thought to use a 45 minute zoom talk I will be giving to science students as a teaching experience and make it more interactive. Looking forward to the next units' content, hoping I can design a 45 minute teaching session that is engaging!

(Adriana)