Question

2.If you were to compile a Innovative student learning Module Guide

• what would you include and why?
• what would you exclude/leave out and why?

PART 2: LEARNING UNIT INFORMATION                    

2.1. Learning unit1: the Psychosocial context of student Learning            

2.1.1. Introduction

2.1.2. The checkering’s psychological student development

2.1.3. Erikson’s eight social-emotional development stages

2.1.4. Characteristics of adult learning

2.1.5. Factors impacting on student learning

2.1.5.1. Intelligence

2.1.5.2. Aptitude

2.1.5.3. Goals

2.1.5.4. Interests

2.1.5.5. Learning and Physical Disabilities

2.1.6. Psychological aspects that affect the learning process

2.1.6.1. Trust

2.1.6.2. Affective Support

2.1.6.3. Gender Stereotypes

2.1.6.4. Diversity of Students

2.1.6.5. Lecturer’s Personality

2.2. Learning unit 2: Learning theories

2.2.1 Introduction

2.2.2 Behavioural theories

2.2.2.1. Classical conditioning as a form of behaviourist theory

2.2.2.2. Operant conditioning as a form of behavioural theory

2.2.2.3. Reinforcement and behavioural theory

A. Positive reinforcement

B. Negative reinforcement

C. Punishment

D. Extinction

2.2.2.4. Social learning

A. The spread of TV violence through modelling

A.1. Attention or “I Never Thought of that before”

A.2. Retention or “I figured out what I was doing wrong”

A.3. Motivation or “Why Not Do It? It Worked Out Fine for Them

B. Arousal or emotional drainage: two alternatives to imitation

C. Critique: a positive, but weak, causal relationship

2.2.3. Cognitive learning theories

2.2.3.1. Introduction

2.2.3.2. Gestalt theory

2.2.3.2.1. The figure-ground relationship

2.2.3.2.2. Contiguity-the proximity in space and time influences how we perceive

2.2.3.2.3. Similarity

2.2.3.2.4. Closure

2.2.3.2.5. Continuity

2.2.3.3. Information processing       

2.2.3.3.1. Multi-store model of memory       

2.2.3.4. Experiential learning

2.2.3.5. Constructivism

2.2.3.6. Core critical thinking skills         

2.3. Learning unit3: The brain as a doorway to innovative learning

2.3.1. Introduction

2.3.2. Some interior parts of the brain

2.3.2.1. The brain stem

2.3.2.2. The limbic system (emotional system)

2.3.2.2.1. The thalamus

2.3.2.2.2. The hippocampus

2.3.2.2.3. The amygdala

2.3.3.3. The cerebrum

2.3.3.3.1. The frontal lobe

2.3.3.4. The cerebellum

2.3.4. Brain cells

2.3.5. What energy does the brain need?

2.3.6. Windows of opportunity                    

Answer 1

If I am asked to compile a innovative student learning module guide. Firstly it should provide independent learning, it should be a resource that provides academic and administrative learner support throughout the course. Below given topics are all good from one another. From learning unit 1 i would like to exclude (1) diversity of students, (2) lecturer's personality and from learning unit 2 (1) punishment etc. According to my opinion these topics are not so important for a better innovative study. Checkering's student devolopment include most of the topics that students goes through and it helps better devolopment for both mentally and scientifically.