Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor and main lecturer
Wayne Leahy
Contact via Email
Bldg X5B Office 355
By appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit is intended as an introduction to the field of educational psychology. The field of inquiry combines major theories from the disciplines of Psychology and Education, and applies these to the context of teaching and learning. The central focus is on human development. Development and learning are influenced by a large range of factors, such as the cognitive, personal, social (including language), emotional, and physical developments. In addition, social and cultural influences and the education setting play a role in learning.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
This section provides students with general information about assessment tasks and how to submit them. ALL TASKS INCLUDING PAPER BASED QUIZ ON CAMPUS DAYS 1 and 2 MUST BE ATTEMPTED or you cannot achieve the unit outcomes. You will receive a GRADE range not a raw mark for Assessments 2 and 3. Assessment Presentation and Submission Guidelines Please follow these guidelines when you submit the essay:
Draft Submissions & Turnitin Originality Reports
Please note:
Assignment extensions and late penalties
Requesting a re-assessment of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
Note: Failed assessments cannot be re-marked as they are all double-marked as a part of the moderation process.
Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
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University policy on grading
Criteria for awarding grades for assessment tasks
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.
Descriptive Criteria for awarding grades in the unit
In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.
Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016
The following generic grade descriptors provide university-wide standards for awarding final grades.
Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of the placement.
Withdrawing from this UG Unit
If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
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Name | Weighting | Hurdle | Due |
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Paper based quiz | 5% | No | During On Campus Day 1 |
Major essay | 30% | No | 27/4 |
Paper based quiz | 15% | No | During On Campus Day 2 |
Final Exam | 50% | No | Exam period |
Due: During On Campus Day 1
Weighting: 5%
In this task you will be assessed on your understanding about the requirements of the EDUC105 re unit outline, academic honesty and other assessment issues. (Open book)
Due: 27/4
Weighting: 30%
In this task you will be assessed on your ability to compose a 1300 word essay in an acceptable academic format (with proper APA referencing) linking theory and classroom practice.
Due: During On Campus Day 2
Weighting: 15%
In this task you will be assessed on your ability to complete 35 multiple choice questions within 40 minutes based on lecture and textbook materials. (Open book).
Due: Exam period
Weighting: 50%
In this task you will be assessed on your ability to answer a combination of short and longer style questions based on lectures and the textbook. General topic areas will be given in the final lecture.
SEE iLearn site
2 RECORDED Lectures per week for 12.5 weeks
10 Tutorials covered in 2 COMPULSORY ON CAMPUS DAYS Sat 6/4 and Sat 18/5
Prescribed text
Library texts and resources on line and in reserve
Required and recommended texts Duchnese, S. & Mc Maugh, A. Educational Psychology For Learning and Teaching. Published by Cengage Learning. Edition 5. Information about the unit iLearn site This unit has a full web presence through iLearn. Students will need regular access to a computer and the Internet to complete this unit. Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials to assist your studies. Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly. Lectures Weekly lectures are available on the web through the ECHO360 lecture component. You MUST listen to all lectures. PowerPoint slides are available in iLearn in advance of the weekly lecture. Access and technical assistance Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password.
Please do NOT contact the Unit Convenor regarding iLearn technical help. No extensions will be given for any technical issues. Allow enough time for your submissions.
Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.
This unit requires students to use several ICT and software skills:
Other useful information about how the teaching is structured. Suggested wording below. Please amend for your unit.
Structure The unit comprises two one-hour lectures and 2 on campus days. In the tutorial students will discuss complete a quiz and group activities issues and questions from the lectures. Attendance at on campus days for external students is expected. During the on campus days, students are required to participate in small group activities, whole class discussion, to listen to the lectures up the day in advance, and to complete brief tasks either as individuals or in pairs. The weekly program for the course with the accompanying readings/ preparation is available on the unit ILearn site. |
Date of recording |
Topic |
Lecture Topic |
25/2 |
Introduction to the unit / academic integrity / unit requirements |
1 |
28/2 |
What is Educational Psychology? |
2 |
4/3 |
Child development over time |
3 |
7/3 |
Cognitive development I (Piaget) |
4 |
11/3 |
Cognitive development II (Piaget) |
5 |
14/3 |
Cognitive development I (Vygotsky) |
6 |
18/3 |
Cognitive development II (Vygotsky) |
7 |
21/3 |
Moral Development |
8 |
25/3 |
The essay |
9 |
28/3 |
Social development |
10 |
1/4 |
Adolescence I |
11 |
4/4 |
Behavioral Explanations of Learning |
12 |
8/4 |
Adolescence II |
13 |
11/4 |
Humanistic Explanations of Learning |
14 |
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Mid semester break 15/4 to 28/4 |
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29/4 |
Inclusive education |
15 |
2/5 |
Constructivist Views of Learning |
16 |
6/5 |
A Direct Instruction Approach |
17 |
9/5 |
Intelligence and Learning Differences |
18 |
13/5 |
Problem Solving |
19 |
16/5 |
Geary’s theory of evolutionary cognition |
20 |
20/5 |
Language development |
21 |
23/5 |
Contemporary educational terminology |
22 |
27/5 |
Unit overview, assignment feedback and exam session information |
23 |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
Department Procedures
In addition, the following policies and procedures of the Department of Educational Studies are applicable in this unit.
Activities completed during on campus days (external) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements]. Attendance at all on campus days is expected and the roll will be taken.
Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.
Unit Expectations
Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
External Students
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
If you are a Global MBA student contact globalmba.support@mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
There is a new policy for late extensions. See below.
Applications for extensions must be made via Ask MQ at https://ask.mq.edu.au as a "Disruption to Studies" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.
In general, there should be no need for extensions except through illness or misadventure that would be categorized as unavoidable disruption according to the University definition of same, and currently available at:
http://students.mq.edu.au/student_admin/exams/disruption_to_studies/
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark (not assessed given mark) for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit conveners or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
Date | Description |
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13/02/2019 | This updated version has some additional description of Dept Of Educational Studies policy and assessment tasks. |