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Course information - Off-campus
EDUC 5080 (2010, SP5)
Cognitive Learning Theory
Course Coordinator: Course Coordinator: Dr Greg Yates
PRODUCT: EDUC5080 / CI / 01 / 2010
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CONTENTS
Introduction
Course overview
Learning resources
Assessment
Feedback form
Course calendar (see inside back cover)
This Course information needs to be read in conjunction with Extra course
information at: http://www.unisanet.unisa.edu.au/extracourseinformation/. It can also
be accessed through myUniSA at: http://www.unisa.edu.au/myUniSA/ .
INTRODUCTION
WELCOME
Welcome to this course, which was taught in this form for the first time in 2005.
However, this year, 2010, will probably be the last time we can teach it in this form.
This course is a development of an earlier course, known as 09233 Cognitive
Approaches to Education that has operated very well since 1996. The course is
concerned with human cognition and will offer an interesting analysis into how we
acquire and store knowledge.
Never hesitate to contact me directly, and e-mail is the most effective tool. I am on
email virtually every night from home. The course has no scheduled contact, but If
you wish to see some photos of what we look like, there is a personal area in a folder
called YatesPersonal on our departmental server, accessible from the University staff
homepages. However at time of writing, I am aware that the server pages may
change, due to network upgrades, so please do use email as the most reliable
contact.
Greg Yates
Course Coordinator
Coordinator(s)
Location
University of South Australia
Magill Campus
St Bernards Rd
Magill SA 5072
Telephone: (08) 83024505
Email: g.yates@unisa.edu.au
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Information regarding this course is available through
http://www.unisa.edu.au/myUniSA/ and www.unisanet.unisa.edu.au/edpsych
SCHOOL CONTACT DETAILS
University of South Australia
School secretary, School of Education
St Bernards Rd
Magill SA 5072
Telephone: (08) 8302 4399
COURSE OVERVIEW
COURSE STATEMENT
This course is concerned with the applications of cognitive psychology notions,
especially in relation to educational matters. The following topics are covered:
Historical approaches, information processing theory and the modal model, mental
capacity and the working memory system, encoding and retrieval processes, the role
of strategies and their development, mental representation processes, cognitive load
and overload factors.
LEARNING OBJECTIVES AND GRADUATE QUALITIES
Aim
To familiarize students with research and findings in the area of human learning and
information processing. Within this course an emphasis is placed upon the central
problem of how the brain acquires knowledge. Implications for educational and
instructional settings are reviewed.
Objectives
On completion of the course, students should be able to:
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Describe how cognitive information processing theories account for the
processes involved in learning

Demonstrate familiarity with findings in the area of natural mental capacity
and memory functioning.

Describe the development of mental strategies, such as chunking, imagery,
and elaboration.

Describe the role of schemata and mental models in knowledge building and
mental storage.
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PREREQUISITE(S)/ ASSUMED KNOWLEDGE
Nil, as such. The assumption is that you will draw upon your experiences as a
teacher, and that cognitive psychology will provide you with a way to analyse
instructional demands and human capacities.
GRADUATE QUALITIES
A graduate of UniSA:
1. operates effectively with and upon a body of knowledge of sufficient depth to
begin professional practice
2. is prepared for lifelong learning in pursuit of personal development and
excellence in professional practice
3. is an effective problem solver, capable of applying logical, critical and creative
thinking to a range of problems
4. can work both autonomously and collaboratively as a professional
5. is committed to ethical action and social responsibility as a professional and
citizen
6. communicates effectively in professional practice and as a member of the
community
7. demonstrates international perspectives as a professional and as a citizen.
TEACHING AND LEARNING ARRANGEMENTS
This course is taught through external delivery
UNIT VALUE OF COURSE
4.5 units
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LEARNING RESOURCES
TEXT
You will need continual access to the following text in order to complete this course.
The library will hold one copy of the nominated text books and therefore you will
need to acquire the book(s). The third edition is actually still OK, but page numbers
will not align with Study Guide. A fifth edition is scheduled to come out in course of
this year by late 2010, but I would not anticipate any major change. Please contact
Dr Yates before purchase for further information.
Bruning, R H; Schraw, G J; Norby, M N, and Ronning, R R (2004). Cognitive psychology and
instruction. 4th edition. Columbus, Ohio: Merrill Pearson.
As a graduate topic, it is expected that you will use available resources such as the Library
access and Internet. Also several readings can be made available on request. Some of the
YouTube materials are (strangely enough) also very good in this area, so please discuss this
with Dr Yates.
MATERIALS DISPATCHED
Information Booklet (this copy)
Study Guide
MATERIALS TO BE ACCESSED ONLINE
Course homepage
The course homepage can be accessed by searching at:
http://www.unisanet.unisa.edu.au/Courses/
In our department, we also make use of another site
www.unisanet.unisa.edu.au/edpsych and course materials are normally be archived there via
Microsoft-type menus. For the present course, there is a folder on this site called
‘external/5080’ But it is this site that may not be fully accessible later in the year once the
new computer systems are operating.
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ASSESSMENT
ASSESSMENT SUMMARY
Form of assessment
Length
Weighting
Due (SP5)
Worksheet
1500
words
25%
17 September
Essay
4000
words
75%
By 26 Nov (end
term)
ASSESSMENT DETAILS
Details of assignment submission and return are listed under each assessment task.
Assignments will be returned to you within three weeks of submission. The
worksheet questions are listed on the website. In normal course of events,
assignments should be submitted (posted) via traditional hard copy to Dr Yates and
will be returned to you within approximately two weeks. Due to low numbers, we do
not use the University’s electronic lodgement service within this topic. However, after
saying this, it still is possible to send the worksheet material in via email attachment
direct to Dr Yates’s email inbox, provided you realise that we might not
print the work. What some students have been doing in recent years is sending the
worksheet in via email, but then using old fashioned mailed hardcopy for the major
assignment.
Assessment 1—Worksheet
This is basically a check on your ability to digest the course content, and reflect a lttle
on the basic concepts. Much of the terminology of cognitive psych will be unfamiliar
at first, so the worksheet is a chance to put the content into a context, by addressing
a pertinent issue, and striving to answer the question using the appropriate words.
That is, the questions set are quick direct ones, which should afford straight forward
answers.
Asessment 2— Assignment 2—Essay
'Learning about the information processing approach has forced me to think
about what we really expect of our students. I know I always was a very
good teacher, but now I find myself teaching more carefully, more slowly.
Really, I don't know if this is a good thing or a bad thing. But I sure feel far
more sympathy now for those students'.
The above (paraphrased slightly) was actually written by a past student this topic.
This was a highly experienced teacher reflecting upon whether or not the study of
cognitive psychology had influenced her style of mathematics teaching. For the
essay requirement of this course you need to submit an essay on the following topic:
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Can the study of cognitive psychology be used as one basis for making
decisions and recommendations concerning sound educational practices?
Within the essay we suggest you devote some space to reviewing the information
processing theory of learning and knowledge acquisition, and articulate ways in
which this theory may generate educational implications.
We suggest you focus on what cognitive psychology tells us about how knowledge is
acquired. It is recommended that you show some level of personal reflection and
comment on how cognitive theories and associated learning principles might apply
within the professional context in which you specialize.
IMPORTANT INFORMATION ABOUT ALL ASSESSMENT
All students must adhere to the University of South Australia’s policies about
assessment. Key information can be found in the Assessment section of Extra
course information at: http://www.unisa.edu.au/ltu/staff/practice/materials/courseinformation/extra.asp
Students with disabilities
Students with disabilities may be entitled to a variation or modification to standard
assessment arrangements. Policy for students with disabilities is available at:
http://www.unisanet.unisa.edu.au/learningconnection/student/defaultdisability.asp
VARIATIONS TO ASSESSMENT TASKS
Students may request a variance to assessment methods, tasks and timelines based
on medical, compassionate or religious observance grounds, or community services.
Such variations must be requested within the first two weeks of the course (or
equivalent for accelerated or intensive teaching). Alternative arrangements due to
unexpected circumstances should be discussed with the Course Coordinator as
required.
MARKING PROCESS
In this topic, all marking is carried out primarily by a single marker. Moderation is
achieved by consultations with a second lecturer which takes place at the end of the
course. The second lecturer however will not normally be able to read every
submitted essay, but will be available to be consulted in individual cases.
ACADEMIC INTEGRITY
The University is committed to the principles and practices of academic integrity. It
has policies and procedures to promote academic integrity and manage student
academic misconduct.
Academic misconduct includes:
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Plagiarism (refer to 9.2.2 of the Assessment policies and procedures manual).
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Breaches of the examination procedures in Section 6: Examination Procedures
of the Assessment policies and procedures manual, presentation of data with
respect to laboratory work, field trips or other work that has been copied, falsified
or in other ways improperly obtained.
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Inclusion of material in individual work that has involved significant assistance
from another person, where such assistance is not expressly permitted in this
booklet.
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Falsification or misrepresentation of academic records.
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Other actions that contravene the principles of academic integrity.
Students' work may be checked for plagiarism using a variety of means, including
text comparison software. Assignments checked electronically will be held in a
database for future matching processes.
More information about Academic Integrity and what constitutes academic
misconduct can be found in Section 9 of the Assessment Policies and Procedures
Manual at: http://www.unisa.edu.au/policies/manual/ or on the Learning & Teaching
Unit website at: http://www.unisa.edu.au/ltu/students/study/integrity.asp
SUBMISSION AND RETURN OF ASSIGNMENTS
We operate a 2-week turn around. If you email the worksheet in, you get email
feedback. The hard copy essay is returned with comments.
EVALUATION OF THE COURSE
The standard university online procedure will be used, as per the linkage from course
homepage. This can be accessed at end of semester.
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COURSE CALENDAR—STUDY PERIOD 5, 2010
Week
Dates
Topic
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26 – 30 July
Module 1
2
02 – 06 August
Module 2
3
09 – 13 August
4
16 – 20 August
5
23 – 27 August
6
30 Aug – 03 Sept
7
06 – 10 September
8
13 – 17 September
Module 5
20 – 24 September
Break
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27 Sept – 01 Oct
Module 6
10
04 – 08 October
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11 – 15 October
12
18 – 22 October
13
25 – 29 October
Assessment
Module 3
Module 4
Worksheet due
Special Topics (elective)
01 – 05 November
08 – 12 November
Teaching/Swot Vac
15 – 19 November
University Exam weeks
22 – 26 November
ESSAY DUE
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PRODUCT: EDUC5080 / CI / 01 / 2010