{"id":8149,"date":"2024-03-26T10:49:40","date_gmt":"2024-03-26T10:49:40","guid":{"rendered":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/?page_id=8149"},"modified":"2025-12-08T16:29:19","modified_gmt":"2025-12-08T16:29:19","slug":"learning-theories-approaches","status":"publish","type":"page","link":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/curriculum-design\/learning-theories-approaches\/","title":{"rendered":"Learning theories & approaches"},"content":{"rendered":"

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Humanities Teaching Academy<\/a> \/ Curriculum Design \/ Learning Theories and Approaches<\/span><\/span><\/span><\/p>\n

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Learning theories & approaches<\/h1>\n

Find out more about some of the theoretical perspectives which have informed our approach in the Faculty of Humanities.<\/p>\n

[\/et_pb_text][et_pb_accordion _builder_version=”3.17.6″][et_pb_accordion_item title=”ABC Learning Design” open=”on” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em”]<\/p>\n

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ABC Learning Design is a collaborative programme and module design method developed at University College London in 2015 and now used widely across the sector to help develop new programmes and review existing provision.\u00a0ABC enables programme and module teams rapidly to develop a storyboard visualising the learner journey based on their activities through the course of study.<\/p>\n

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Storyboarding is an established technique from filmmaking to illustrate a narrative as a sequence of scenes. The ABC version provides a storyboard overview of the learner experience visualising the module\u2019s structure, therefore making it immediately discussable by the team.<\/p>\n<\/blockquote>\n

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The storyboard\u2019s sequences comprise learner activities, classified into six type cards using a simple and easy-to-learn taxonomy based on the highly respected Conversational Framework created by UCL\u2019s Prof Diana Laurillard (2012).<\/p>\n<\/blockquote>\n

More about ABC Learning Design<\/a><\/strong><\/p>\n

More about the Conversational Framework<\/strong><\/h4>\n

Rethinking University Teaching : A Conversational Framework for the Effective Use of Learning Technologies<\/strong> <\/a>(2005)
Laurillard<\/p>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”Active Learning” open=”off” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em”]<\/p>\n

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Active learning is a student-centered approach to the construction of knowledge focused on activities and strategies that foster higher-order thinking<\/p>\n<\/blockquote>\n

More about active learning<\/h3>\n

Defining active learning: A restricted systemic review<\/strong><\/a><\/p>\n

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Bloom’s Taxonomy is a model which classifies different levels of human cognition. It is a useful tool in learning design as it helps us to understand what happens when we are learning and in this way structure and support effective learning journeys.<\/p>\n

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Before you can\u00a0understand<\/b>\u00a0a concept, you must first\u00a0remember<\/b>\u00a0it.<\/p>\n

To\u00a0<\/span>apply<\/b>\u00a0a concept you must\u00a0first\u00a0<\/span>understand\u00a0<\/b>it.<\/span><\/p>\n

In order to\u00a0evaluate<\/b>\u00a0a process, you must have\u00a0analyzed<\/b>\u00a0it.<\/p>\n

To\u00a0create<\/b>\u00a0an accurate conclusion, you must have completed a thorough\u00a0evaluation<\/b><\/p>\n<\/blockquote>\n

(Sabatura, 2024)<\/p>\n

\"Bloom's<\/p>\n

The model positions thinking and learning as action-based processes<\/strong> rather than passive acquisition.<\/p>\n

Sabatura, J (2024) \u00a0Using Bloom’s Taxonomy to Write Effective Learning Outcomes.\u00a0https:\/\/tips.uark.edu\/using-blooms-taxonomy\/<\/p>\n

Find out more here<\/a><\/strong><\/p>\n

To see how to use Bloom’s Taxonomy for your programme \/ course unit development, try the 20 minute\u00a0microlearning activity<\/a><\/p>\n

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Our approach to Learning Design is underpinned by the principle of constructive alignment which focusses on aligning teaching, learning and assessment to intended learning outcomes.<\/p>\n

Constructive alignment starts with the notion that the learner constructs his or her own learning through relevant learning activities.<\/p>\n

Our job as teachers and curriculum developers is to create a supportive learning environment that includes learning activities that enable students to achieve the desired learning outcomes, and assessment approaches that allow students to demonstrate their achievement. It doesn\u2019t matter where the design point starts, as long as there is logical alignment between the three elements.<\/p>\n<\/div>\n<\/div>\n

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For a more in-depth understanding of constructive alignment or defining and writing aims and learning outcomes, try the 20 minute ‘Microlearning’ activities.<\/a><\/p>\n

Further information can be found here :\u00a0https:\/\/www.johnbiggs.com.au\/academic\/constructive-alignment\/<\/p>\n<\/div>\n<\/div>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”Carpe Diem learning design” open=”off” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em”]<\/p>\n

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A team-based rapid learning design process developed by Gill Salmon focused\u00a0on designing learning activities that can be put into immediate use with learners.<\/p>\n

Find out more about Carpe Diem<\/a><\/strong><\/p>\n

[\/et_pb_accordion_item][et_pb_accordion_item title=”Collaborative learning” open=”off” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em”]<\/p>\n

Students work together in small groups to complete tasks, solve problems, or learn new concepts.<\/p>\n

Find out more<\/strong><\/p>\n

Collaborative Learning
<\/a><\/strong>Center for Teaching Innovation | Cornell University<\/em>
Benefits and guidance<\/p>\n

Learning to Collaborate, Collaborating to Learn : Engaging Students in the Classroom and Online<\/a>\u00a0(2019)<\/strong>
Janet Salmons and Lynn A. Wilson
A professional guide for educators and learning designers who want to design, teach, facilitate, and assess collaborative learning.<\/span><\/p>\n