GDE3001 Learners and Learning

Contents

• Staffing
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Reference materials
• Student workload
• Assessment details
• Graduate qualities and skills
• Important assessment information
• Assessment notes
• Other requirements
• Production date
• PDF version

STAFFING

RATIONALE

Understanding the learner, learner differences and needs underpins informed professional decision-making by educators irrespective of the age, culture, community, or life stage of the learner. Theories of learning and development offer insights into the behaviour and progress of individual learners, and provide a range of frameworks for analysing learning and development processes. Understandings of how learning occurs, of the relationship between physical and cognitive development, of similarities and differences between learners, and of the influence of the context within which the learner develops enable educators to make pedagogical decisions relevant to the teaching and learning environment.

SYNOPSIS

This course provides an introduction to the key concepts related to the understanding of learners and learning. The course focuses on several views of learning including behavioural, social cognitive, and constructivist theories and how the key understandings drawn from these theories can be applied in teaching and learning environments. Through this course pre-service educators are introduced to basic concepts and developmental issues connected to research and to the skills and strategies of observation necessary to apply these to an educational setting. The influence of the similarities and differences in both learners and learning environments will be explored in relation to effective educational practice. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the EXT or WEB offering and advised of this change before semester commences.

OBJECTIVES

On completion of this course students will be able to:

1.

demonstrate knowledge of social cognitive and constructivist views of learning and behavioural views of learning and developmental concepts (Assignment 1 and 2)

2.

demonstrate an awareness of the influence of individual difference and ecology on learning and development (Assignment 1 and 2)

3.

relate relevant theories to effective teaching practice (Assignment 1 and 2)

4.

demonstrate the application of the principles of quality teaching for diversity in specific contexts (Assignment 1 and 2)

5.

demonstrate knowledge, understanding and skill in the use of appropriate personal, professional and academic literacies (Assignment 1 and 2)

6.

articulate examples of how the key concepts encountered in this course can be applied in an educational setting (Assignment 1 and 2)

7.

demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing.(Assignment 1 and 2).

TOPICS

TEXT and MATERIALS required to be PURCHASED or accessed

ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).

Snowman,J. Dobozy,E. Scevak,J. Bryer,F. Bartlett,B. 2009, Psychology applied to teaching, 1st edn, John Wiley & Sons, Milton, Qld.

REFERENCE MATERIALS

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library. The gateway to education resources is here... http://www.usq.edu.au/library/faculties/education/default.htm

Eggen, P, & Kauchak, D 2007, Educational psychology: windows on Classrooms, 7th edn, Pearson Education, Upper Saddle River, NJ.

McInerney, D & McInerney, V 2006, Educational psychology: constructing learning, 4th edn, Pearson Education, Frenchs Forest, NSW.

Woolfolk, A 2007, Educational Psychology, Pearson, Boston, MA.

STUDENT WORKLOAD REQUIREMENTS

ASSESSMENT DETAILS

GRADUATE QUALITIES AND SKILLS

Elements of the following Graduate Skills are associated with the successful completion of this course.

IMPORTANT ASSESSMENT INFORMATION

1. Attendance requirements:
   There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. It is the student's responsibility to attend and participate appropriately in the residential school.
2. Requirements for students to complete each assessment item satisfactorily:
   To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
3. Penalties for late submission of required work:
   If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
4. Requirements for student to be awarded a passing grade in the course:
   To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
5. Method used to combine assessment results to attain final grade:
   The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
6. Examination information:
   There is no examination in this course.
7. Examination period when Deferred/Supplementary examinations will be held:
   As there are no examinations in this course, there will be no Deferred or Supplementary examinations.
8. University Regulations:
   Students should read USQ Regulations 5.1 Definitions, 5.6. Assessment, and 5.10 Academic Misconduct for further information and to avoid actions which might contravene University Regulations. These regulations can be found at the URL http://www.usq.edu.au/corporateservices/calendar/part5.htm

ASSESSMENT NOTES

OTHER REQUIREMENTS

1. Students will require access to e-mail and Internet access to UConnect for this course.
2. Students are to use APA referencing in all assignments.
3. IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the State of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT 'BLUE CARD'. For further information: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html *If you are undertaking practical experience outside the State of Queensland, Australia you should check local requirements.

This version produced 11 Dec 2009.