To promote an awareness of important psychological characteristics of adults as learners taking into account the influence of culture, ethnicity, gender, ageing, personality and political climate.

To promote an understanding of theory and research into adult learning and of the implications for practice.

Lectures and seminars will be held for 10 weeks.

The summative assessment currently consists in two tasks:

- a 1000-word lesson plan (30%)

- a 2500-word essay in which students are asked to criticise two psychological theories related to adult learning and reflect on their teaching and learning practices, considering accessibility and inclusion for learners with a diverse background,  (70%)

To promote an awareness of important psychological characteristics of adults as learners taking into account the influence of culture, ethnicity, gender, ageing, personality and political climate.

To promote an understanding of theory and research into adult learning and of the implications for practice.

On completion of this unit, a successful student should be able to:
a) describe and evaluate at least two theoretical approaches to adult
development.
b) discuss possible links between theory and research in adult development
and the course participants' experience as adult learners and/or adult
educators.
c) describe and evaluate humanistic, cognitive and behaviourist theories of
learning in relation to adult learning.
d) discuss the extent to which humanistic, cognitive and behaviourist
theories and related research can be translated into practical guidelines
to facilitate the teaching and learning of adults.

None.