Universität Wien

180139 SE MEi:CogSci Topic-Seminar (2015S)

Learning on the Move

5.00 ECTS (2.00 SWS), SPL 18 - Philosophie
Continuous assessment of course work

Prep. Meeting: Mon. 2.3.2015, 9:00

HS 2i d. Inst. f. Philosophie, NIG, 2. Stock
Moodle

Details

max. 25 participants
Language: English

Lecturers

Classes

Currently no class schedule is known.

Information

Aims, contents and method of the course

In this seminar we will investigate the implications of an embodied and situated approach to cognition for our understanding of learning processes. In our daily language we metaphorically conceive of knowledge as a kind of object which can be acquired, transmitted and lost (forgotten) and which is of a different nature as skills.
Together we will explore the potentials and limits of a theoretical stance which looks at the learner as an agent who is embedded in and interacting with a physical, social and cultural environment.

The following perspectives will serve as an overall structure to our seminar sessions. Within these participants will be encouraged to specify and follow their own scientific questions for going into depths.

1.) More than a "learning brain" 1
Traditionally we conceptualise learning as a cognitive process which is happening in the brain/mind of an individual. This perspective neglects the physical dimension of a body behaving over time in a three-dimensional highly structured environment.
Relevant questions are: Which role does the body play in various learning settings? What is the relation between movement and learning processes? What role do artefacts play, which possibilities for interaction do they provide?

2.) More than a "learning brain" 2
Embodied agents do not only live in a physical world, but are also socially and culturally embedded.
Relevant questions are: Is there a difference between learning alone or together with another person? What role can another person play in an individual's learning process and how does it affect the learning experience? Can we even consider learning processes without considering the cultural nature of human development?

3.) Learning spaces
This last perspective can be seen as a transversal to the two previous ones, since the focus is lying on an educational setting. This can be a particular competence, method, approach, etc.
If we conceive of them as learning spaces relevant questions are: What kind of structures/constraints do learning processes need? What is the role of movement for learning? What happens when we write? What can we learn from dance/movement therapeutic settings and mindfulness practices involving movement?

Assessment and permitted materials

seminar paper (first and second version), presentation, teamwork, participation in discussions, portfolio-work.
presence in seminar sessions is required.

Minimum requirements and assessment criteria

- Advanced knowledge and understanding of a phenomenon from a cognitive science perspective
- Ability to apply core terminology of cognitive science
- Ability to reflect upon, compare, and relate different disciplinary approaches in terms of their respective aims, key-concepts, and methods
- Ability to read, present, and discuss primary scientific literature
- Ability to organise work in physical and virtual environments
- Ability to sharpen/focus/channel analytical and critical thinking
- Ability to solve problems in an interdisciplinary team
- Ability to organise project work in an interdisciplinary team
- Ability to reflect upon personal competences and develop individual motivation and interests

Examination topics

- Reading of primary and secondary literature,
- presenting and discussing in English,
- providing feedback to peer students,
- writing a paper at the beginning of the seminar and providing a revised version at the end.

Reading list

see eLearning platform

Association in the course directory

Last modified: Fr 31.08.2018 08:52