EDC1100 Lifespan Development and Learning
|Semester 1, 2013 On-campus Springfield|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Patrick O'Brien
Moderator: Mark Oliver
An understanding of the person and their learning needs underpins informed professional decision-making by educators and other human services professionals, whether they are interacting with children, adolescents or adults. Theories of development and learning, coupled with an understanding of the reciprocal influence of the contexts within which the person develops, offer insights into behaviour and progress, provide a range of frameworks for analysing learning and development processes, and enable appropriate professional decision making suited to varied circumstances and environments.
This course provides an introduction to the key concepts and issues related to an understanding of human development and learning. Taking a lifespan perspective, the course provides an overview of the constancies and changes in physical, cognitive, and psychosocial dimensions of the individual, and introduces varied views on learning. The reciprocal influence of context, such as educational settings, family, peer group and community environments, will be explored. Students will be encouraged to reflect critically on theories of development and learning as applied to developmental practices across the lifespan and also the implications for themselves as lifelong learners. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, student may be transferred to the ONLINE offering and advised of this change before semester commences.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- demonstrate knowledge and understanding of key concepts and theories across the physical, cognitive and psychosocial domains of development (Quizzes and Assignment)
- demonstrate knowledge and understanding of the influence of ecology (contexts) and diversity on learning and development (Quizzes and Assignment)
- apply, evaluate and integrate developmental and learning theories and concepts in relation to effective practices across the lifespan (Quizzes and Assignment)
- demonstrate the ability to reflect on self as a learner and articulate the implications for personal and professional life long learning (Quizzes and Assignment)
- demonstrate effective use of ICT in their academic work (Quizzes and Assignment)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuations and bibliographic referencing. Assignment)
- demonstrate competence in and appropriate use of academic and information literacy skills (Assignment)
|1.||The study and theories of lifespan development and learning||15.00|
|2.||Development of the brain, body and motor skills||20.00|
|3.||Language, learning and cognitive development||25.00|
|4.||Social, emotional and personality development||25.00|
|5.||Information literacy and critical thinking processes for higher education||15.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2013&sem=01&subject1=EDC1100)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Sigelman, C. K., Rider, E. A. and De George-Walker, L (2013), Life-span human development: Australian and New Zealand Edition, Wadsworth Cengage, Belmont, CA.
Berk, L. E 2006, Development through the lifespan, 4th edn, Boston, MA.
Broderick, P. C., & Blewitt, P 2010, The life span: human development for helping professionals, 3rd edn, Prentice Hall, Upper Saddle River, NJ.
McInerney, D. M., & McInerney, V 2009, Educational psychology: constructing learning, 5th edn, Pearson Education, Frenchs Forest, NSW.
Peterson, C 2009, Looking forward through the lifespan: developmental psychology, 5th edn, Prentice Hall, Frenchs Forest, NSW.
Welch, K 2004, Development: journey of a lifetime, Allyn & Bacon, Boston, MA.
(Electronic resource USQ Library.)
Woolfolk, A., & Margetts, K 2007, Educational psychology, Pearson, Frenchs Forest, NSW.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|QUIZZES||75||50||18 Mar 2013||(see note 1)|
|ASSIGNMENT||50||50||27 May 2013|
- Three (3) quizzes to be completed and submitted online throughout the semester by the Friday in weeks 6, 12 and 17 respectively; marked out of 25 and total will be weighted out of 50%. These tasks must be completed online.
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and 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.
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.
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.
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.
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.
There is no examination in this course.
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.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.