Course Outline Learning and Cognition

EDUC 1077 Study Period 2 - 2014 Internal - Magill Campus

Introduction
Welcome
Welcome Welcome to the course. We look forward to learning with you this study period. Learning and Cognition combines two major perspectives: * Theories of learning and human development * The contribution of psychological research and theory to educational issues Both perspectives have fundamentally shaped educational practice across the English-speaking world and deeply shaped our understanding of how students, of all ages, learn and develop. Many of the everyday practice you will see in setting, such as, for example, an emphasis on the value of groupwork and activities to support young children's language development, directly relate to the theories you will learn about in this course. Learning and Cognition will therefore be a vital foundation on which to build your own strong professional skills and experience in the classroom. In concert with your own enthusiasm, commitment and hard work, Learning and Cognition offers a platform for you to become a confident, informed educator. Please read this document very carefully: it contains all the essential information which you need to successfully study on this course. Course Objectives There are four course objectives which shape the course content, learning activities and learning tasks. Assessments for this course are designed to allow you to demonstrate your learning and your understanding and thereby meet these objectives: 1. Discuss and critique theories of learning and development relevant to educative relationships and settings for learners from birth to adulthood 2. Identify the relationship between theory, research and practices in educational settings from birth to adulthood 3. To apply theoretical understandings to creating and supporting effective learning environments 4. Evaluate the contribution of psychological research to educational issues Please note that all lectures in this course are now fully online and do not require you to attend them in person.

Best Wishes, Dr David Armstrong and team.

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Course Teaching Staff

Primary Coordinator: Location: Email: Staff Home Page: Dr David Armstrong School of Education Dave.Armstrong@unisa.edu.au people.unisa.edu.au/Dave.Armstrong

Administrator: Location: Telephone: Email: Staff Home Page:

Mr Corey Durward School of Education B1-47 +61 8 8302 4469 Corey.Durward@unisa.edu.au people.unisa.edu.au/Corey.Durward

Instructor Manager: Location: Telephone: Email: Staff Home Page:

Mrs Deb Hosking Centre for Regional Engagement MB1-53D +61 8 8302 8176 Deb.Hosking@unisa.edu.au people.unisa.edu.au/Deb.Hosking

Administrator: Location: Telephone: Email: Staff Home Page:

Mrs Tiffany deBalman School of Education B1-47B +61 8 8302 4147 Tiffany.deBalman@unisa.edu.au people.unisa.edu.au/Tiffany.deBalman

* Please refer to your Course homepage for the most up to date list of course teaching staff.

School Contact Details

School of Education
Physical Address: Level 1, Room 28, G Building St Bernards Road Magill Magill 5072 Level 1, Room 11, G Building Mawson Lakes Boulevard Mawson Lakes Mawson Lakes 5095 GPO Box 2471 Adelaide 5001 +61 8 8302 6066 +61 8 8302 4133 +61 8 8302 6239 +61 8 8302 4394

Physical Address:

Postal Address: School Phone: School Phone: School Fax: School Fax:

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School Website:

http://www.unisa.edu.au/eds/contact_us.asp

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Course Overview
Prerequisite(s)
There are no prerequisite courses to be completed before this course can be undertaken.

Corequisite(s)
There are no corequisite courses to be completed in conjunction with this course.

Course Objectives
On completion of this course, students should be able to: CO1. Discuss and critique theories of learning and development relevant to educative relationships and settings for learners from birth to adulthood CO2. Identify the relationship between theory, research and practices in educational settings from birth to adulthood CO3. To apply theoretical understandings to creating and supporting effective learning environments CO4. Evaluate the contribution of psychological research to educational issues Upon completion of this course, students will have achieved the following combination of Graduate Qualities and Course Objectives: Graduate Qualities being assessed through the course GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 CO1 CO2 CO3 CO4

Graduate Qualities
A graduate of UniSA: GQ1. operates effectively with and upon a body of knowledge of sufficient depth to begin professional practice GQ2. is prepared for life-long learning in pursuit of personal development and excellence in professional practice GQ3. is an effective problem solver, capable of applying logical, critical, and creative thinking to a range of problems GQ4. can work both autonomously and collaboratively as a professional GQ5. is committed to ethical action and social responsibility as a professional and citizen GQ6. communicates effectively in professional practice and as a member of the community GQ7. demonstrates international perspectives as a professional and as a citizen

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Course Content
The students will study the ecological systems theory, the cognitive development and piaget. The students will develop understanding of behaviours and behaviourism, vygotsky, scaffolding, play, social learning theory, social cognitive theory and albert bandura. The students will also investigate information processing theories, information processing strategies and expertise, social and moral development in children and young people, theories of intelligence, the brain and executive functioning, inclusion, diversity and special education needs. The students will also understand the implications for their future educative role in creating and supporting effective learning environments.

Teaching and Learning Arrangements

Tutorial Lecture 2 hours x 12 weeks 1 hour x 12 weeks

Unit Value
4.5 units

Additional assessment requirements

Students must pass the Essay. Both assessment items must be completed in order to be considered for a pass.

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Learning Resources
Textbook(s)
You will need continual access to the following text(s) to complete this course. The library does not hold multiple copies of the nominated text books. It is strongly recommended that you purchase the book(s). ECE students: Berk, LE 2013, Child Development, 9th ed, Pearson, New Jersey, USA. Primary and Primary Middle students: Woolfolk, A & Margetts, K 2013, Educational Psychology, 3rd ed, Australasian ed, Pearson Education, French Forest, NSW, Australia.

Materials to be accessed online

learnonline course site

All other course material can be accessed through your learnonline course site which you will be able to access from the my Courses section in myUniSA.

myUniSA
All study related materials can be accessed through: https://my.unisa.edu.au

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Assessment
Assessment Details
Details of assessment submission and return are listed under each assessment task. Assessment tasks will be returned to you within two to three weeks of submission. If the Course Coordinator allows submissions in hard copy format, you will be required to attach an Assignment Cover Sheet which is available on the learnonline student help and in myUniSA.

Assessment Summary
# Form of assessment Length Duration Weighting Due date (Adelaide Time) Discuss with your tutor 6 Jun 2014, 5:00 PM Submit via Objectives being assessed CO1, CO2, CO3, CO4 CO1, CO2, CO3, CO4

1 2

Presentation Essay

1800 words equivalent 2700 words

N/A N/A

40% 60%

In person learnonline

Feedback proformas
The feedback proforma is available on your learnonline course site. It can be accessed via the Feedback Form link in the Course Essentials block.

Assessments
Assessment #1 - Presentation (Graded)
There are two assessments for this course. These are: A Presentation A formal essay Course Objectives being assessed by both assessments (equally) are: 1. 2. 3. 4. Discuss and critique theories of learning and development relevant to educative relationships and settings for learners from birth to adulthood Identify the relationship between theory, research and practices in educational settings from birth to adulthood To apply theoretical understandings to creating and supporting effective learning environments Evaluate the contribution of psychological research to educational issues

The Presentation format differs depending on whether the student is an on campus student or an offcampus/online student, so please read the following carefully.

For on-campus students attending face-to-face tutorials: Presentation Every on-campus student must prepare and present a 5-minute presentation in response to this question.: Question: Is theory and research in child development or educational psychology/psychology actually relevant to education? Your presentation can be done in pairs, small groups or individually. However this is arranged every student

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should speak for 5 minutes. In presenting students should: refer to a specific theory or topic, e.g. stage theory, social learning theory, inclusion, covered by this course indicating why it is relevant and any concepts it uses offer a concise, clear summary presenting your views and thoughts use formal exact language as is appropriate for a formal presentation Your tutor will assess the quality of your presentation taking into account any views expressed by peers in the audience. Here are two resources to help you start: http://newteachers.tes.co.uk/news/pedagogy-using-theories-classroom/23183 http://www.theguardian.com/news/2013/dec/03/pisa-methodology-education-oecd-student-performance You should also find other sources to refer to, including the course textbook.

Assessment #2 - Essay (Graded)

You will submit a formal, 2700 word (not including References) written essay. This applies to all students in the course. 1. Please select one topic, of your choice, from this course (a different topic from the one you chose to present on in your Presentation please) 2. Please outline the key features of this topic including for example: any theories or assumptions about learning it calls on; when and where any theories associated with it emerged; any scholarly debates around it; why it is thought of as relevant to education 3. Please also highlight in your essay: what value you think this topic has for educators, schools or educational practice any strengths of weaknesses/limitations it has. indicate whether you intend to call on this topic to help inform your own future practice in the classroom Your essay should include headings (e.g. Title, Introduction, Conclusion, References) and also, as you see appropriate, subheadings. Your submission should also contain a list in its References section where you refer to any sources (websites, books and scholarly articles for example) cited in your essay. All pages should be numbered. Any tables or figures referred to should be placed in an Appendix at the end of your essay (not included in wordcount). Please carefully proofread your essay before you submit and submit it electronically via learnonline/the course website by 5PM Friday 6th June 2014. Extensions may be requested online via learnonline/the course website: it is your responsibility to contact your tutor as soon as possible should you need an extension. Assignments submitted late without an agreed extension risk a fail grade. Please speak to your course tutor, well in advance of the deadline, should you need further guidance.

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Supplementary Assessment
Supplementary assessment is not available for this course.

Important information about all assessment

All students must adhere to the University of South Australia's policies about assessment: http://www.unisa.edu.au/policies/manual/default.asp.

Students with disabilities or medical conditions

Students with disabilities may be entitled to a variation or modification to standard assessment arrangements. Information for students with disabilities is available at: http://www.unisa.edu.au/disabilityservices/support/default.asp.

Variations to assessment tasks

Variation to assessment methods, tasks and timelines can be provided in: Unexpected or exceptional circumstances, for example bereavement, unexpected illness (details of unexpected or exceptional circumstances for which variation can be considered are discussed in clauses 7.5 & 7.6 of the Assessment Policy and Procedures Manual). Variation to assessment in unexpected or exceptional circumstances should be discussed with your course coordinator as soon as possible. Special circumstances, for example religious observance grounds, or community services (details of special circumstances for which variation can be considered are discussed in clause 7.8 of the Assessment Policy and Procedures Manual). Variations to assessment in expected circumstances must be requested within the first two weeks of the course (or equivalent for accelerated or intensive teaching). More information about variation to assessment may be found by consulting the relevant policy: http://www.unisa.edu.au/policies/manual/default.asp (sections 3 and 7).

Academic Integrity
The university aims to foster and preserve the scholarly values of curiosity, experimentation, critical appraisal and integrity, and to foster these values in its students. Academic integrity is a term used at university to describe honest behaviour as it relates to all academic work (for example papers written by staff, student assignments, conduct in exams, etc) and is the foundation of university life. One of the main principles is respecting other people's ideas and not claiming them as your own. Anyone found to have used another person's ideas without proper acknowledgement is deemed guilty of Academic Misconduct and the University considers this to be a serious matter. The University of South Australia wants its students to display academic integrity so that its degrees are earned honestly and are trusted and valued by its students and their employers. To ensure this happens and that students adhere to high standards of academic integrity and honesty at all times, the University has policies and procedures in place to promote academic integrity and manage academic misconduct for all students. Work submitted electronically by students for assessment will be tested using the text comparison software Turnitin. More information about academic integrity and what constitutes academic misconduct can be found in Section 9 of the Assessment Policies and Procedures Manual (APPM) at: http://www.unisa.edu.au/policies/manual/ or on the Learning and Teaching Unit website at: http://www.unisa.edu.au/ltu/integrity/default.asp

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Submission and return of assessment tasks

See above under Assessment details.

Action from previous evaluations

Learning and Cognition has undergone continual evaluation and improvement since 2012 and before as a result of feedback from student and staff. Various actions have been taken in 2014 to improve your experience and enhance the quality of the course. These include, for example, the addition of an entire new topic in the SP2 2014 offering: Language Development.

Conceded and Terminating Passes

Conceded and Terminating passes are not available in this course.

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Course Calendar
Study Period 2 - 2014
Weeks 10 - 16 February 17 - 23 February 24 February - 02 March 1 2 3 4 5 6 7 8 03 - 09 March 10 - 16 March 17 - 23 March 24 - 30 March 31 March - 06 April 07 - 13 April 14 - 20 April 21 - 27 April Topic Pre-teaching Pre-teaching Pre-teaching Topic 1: Introduction and Course Overview Topic 2: Ecological Systems Theory Topic 3: Cognitive Theory Topic 4: Learning Theory 1 (Behaviourism) Topic 5: Socio-cultural theory Topic 6: Learning Theory 2 (Bandura) Mid-semester break Mid-semester break Good Friday 18 Apr 2014 Easter Monday 21 Apr 2014Anzac Day 25 Apr 2014 Adelaide Cup Day 10 Mar 2014 Assessment Details (Adelaide Time) Public Holidays

9 10

28 April - 04 May 05 - 11 May

Topic 7: Language Development Topic 8: Information Processing and Memory NOTE: Online/offcampus students Assessed Presentation Summary due: 5PM Tuesday 6th May

11 12 13 14

12 - 18 May 19 - 25 May 26 May - 01 June 02 - 08 June

Topic 9: Social and Moral Development Topic 10: Intelligence Theories Topic 11: Brain and Executive Function Topic 12: Inclusion, Diversity and Special Educational Needs NOTE: All students to submit Formal Essay 5PM Friday 6th June Essay due 06 Jun 2014, 5:00 PM

15 16 17 18

09 - 15 June 16 - 22 June 23 - 29 June 30 June - 06 July

Course Ends

Queen's Birthday 09 Jun 2014

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