Students

EDUC2620 – Education: The Learner

2021 – Session 2, Special circumstance

Session 2 Learning and Teaching Update

The decision has been made to conduct study online for the remainder of Session 2 for all units WITHOUT mandatory on-campus learning activities. Exams for Session 2 will also be online where possible to do so.

This is due to the extension of the lockdown orders and to provide certainty around arrangements for the remainder of Session 2. We hope to return to campus beyond Session 2 as soon as it is safe and appropriate to do so.

Some classes/teaching activities cannot be moved online and must be taught on campus. You should already know if you are in one of these classes/teaching activities and your unit convenor will provide you with more information via iLearn. If you want to confirm, see the list of units with mandatory on-campus classes/teaching activities.

Visit the MQ COVID-19 information page for more detail.

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Penny Van Bergen
Contact via Email
29WW 278
By appointment
Emma Burns
Contact via Email
29WW 273
By appointment
Credit points Credit points
10
Prerequisites Prerequisites
40cp at 1000 level or above including (EDUC1050 or EDUC105 or EDUC1070 or EDUC107 or EDST1010 or EDST101)
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit is an educational psychology unit building on key understandings developed in either EDUC1050 or EDUC1070. The unit focuses on issues of learning and development, particularly as they relate to school-aged children and adolescents. The primary emphasis is on those aspects of cognition and social-cognition that are most relevant to educational practice, including attention, memory, metacognition, motivation, emotional development, and understanding of self. The unit is designed primarily for pre-service teachers, but other interested students who meet the prerequisites are also welcome.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Explain how information is learned and generate implications for classroom practice.
  • ULO2: Explain typical cognitive development (e.g., attention, memory, meta-cognition) and socio-cognitive development (e.g., self-concept, motivation, self-regulation) as it applies to children of school age.
  • ULO3: Synthesise knowledge about children's cognitive and socio-cognitive development in order to identify and solve specific educational case study problems.
  • ULO4: Access appropriate psychological or educational literature, including peerreviewed journal articles, using the library databases ERIC and PsycINFO.
  • ULO5: Take part in a research project, analysing the results of the research in light of appropriate theory and literature.
  • ULO6: Understand the classroom implications of a research project, making reference to appropriate theory and literature.

General Assessment Information

QUIZ

The in-lecture quiz comprises 20 multiple-choice questions, each with four alternatives. It assesses your understanding and application of Week 1-4 content. The quiz takes 23 minutes. The quiz will be completed online via iLearn, using a designated lecture time.

  • It is critical that you make yourself available at the time specified. Please do not arrange tutorials or work at the time. You may need to make alternative arrangements for this hour.
  • The quiz is open book, but you will need to study in order to complete the questions in the time allowed. You will not have time to search each question.
  • Online quizzes are an individual assessment task and MUST BE COMPLETED by each student individually. Similarities in responses between students will be checked and investigated for possible collusion. Please see the Academic Honesty Handbook for more information.

 

This Assessment Task relates to the following Learning Outcomes:

  1. Explain how information is learned and generate implications for classroom practice; and
  2. Explain typical cognitive development (e.g., attention, memory, meta-cognition) and socio-cognitive development (e.g., self-concept, motivation, self-regulation) as it applies to children of school age.

 

RESEARCH REPORT

Education is a scholarly discipline, and research is critical. Good teachers use research findings as part of an everyday evidence-based approach to practice, and conduct their own research to troubleshoot problems that occur (Cochran-Smith & Lytle, 1999; Everton et al., 2002). To ensure that we develop strong educational research skills amongst our EDUC2620 cohort, we will conduct our own research project examining an educational psychology topic. For this report, you will be assessed on your ability to engage with and synthesise relevant research, explain the findings of research, and discuss education and classroom applications.

Writing Your Report

  • We will provide a research report template on iLearn. This reduces the working memory load related to the report structure and allows you to attend to the report content itself.
  • We will write some sections of the report for you. These are pre-filled in the research report template on iLearn. You simply fill in the rest.

Referencing

  • You are expected to use APA referencing style in your research report.
  • An APA referencing guide can be accessed through the Library’s Multisearch function. It provides tools and templates to assist you to correct format citations in APA 7.
  • If you would like additional assistance, the following website is also particularly useful: http://owl.english.purdue.edu/owl/resource/560/10/

Word Count

  • State your word count on your title page. Reports that exceed the word limit by 10% or more will be penalised.
  • The reference list is not counted in the word limit, but (i) in-text references, (ii) the abstract, and (iii) pre-filled sections on the report-writing template are.

 

This Assessment Task relates to the following Learning Outcomes:

  1. Explain how information is learned and generate implications for classroom practice;
  2. Explain typical cognitive development (e.g., attention, memory, meta-cognition) and socio-cognitive development (e.g., self-concept, motivation, self-regulation) as it applies to children of school age;
  3. Synthesise knowledge about children’s cognitive and socio-cognitive development in order to identify and solve specific educational case study problems;
  4. Access appropriate psychological or educational literature, including peer reviewed journal articles, using the library databases ERIC and PsycINFO;
  5. Take part in a research project, analysing the results of the research in light of appropriate theory and literature; and
  6. Understand the classroom implications of a research project, making reference to appropriate theory and literature.

 

FINAL EXAMINATION

The final exam, held in the formal examination period, is 2 hours long. It is designed to test your ability to apply conceptual knowledge developed throughout the unit. The exam will include a combination of short answer and extended response questions. All modules/topics in the unit will be examinable.

Exam Timing

  • Please view the exam timetable at http://www.timetables.mq.edu.au/exam . The exam timetable does not typically become available until the midsession holidays. Once it is available, please mark the date in your calendar.
  • Please note: EDUC2620 teaching staff do not have any power to change the date and do not know the date in advance.
  • You are expected to be available at the time designated in the exam timetable.

Failure to Sit/Attend

  • Macquarie University policy requires that no early examinations be set for individuals. Late examinations are only given in exceptional circumstances. Please do not book holidays until you have seen the Exam Timetable.
  • The only exception to not sitting an examination at the designated time is because of documented illness or unexpected and unavoidable misadventure. In these circumstances you must apply for Disruption to Studies as soon as feasible.

 

This Assessment Task relates to the following Learning Outcomes:

  1. Explain how information is learned and generate implications for classroom practice;
  2. Explain typical cognitive development (e.g., attention, memory, meta-cognition) and socio-cognitive development (e.g., self-concept, motivation, self-regulation) as it applies to children of school age; and
  3. Synthesise knowledge about children’s cognitive and socio-cognitive development in order to identify and solve specific educational case study problems.

 

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Assessment Presentation and Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through Turnitin in .doc, .docx, or .pdf format. Please do not use pages.
  • It is your responsibility to ensure that all assessments are successfully submitted through Turnitin.

 

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

Please note:

  • Students should regularly save a copy of all assignments before submission,
  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

 

Assignment extensions and late penalties

  • In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see: https://students.mq.edu.au/study/my-study-program/special-consideration
  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/ . This will ensure consistency in the consideration of such requests is maintained.
  • Late submissions: Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply - 10/100 marks of credit (10% of the total assessment weighting) will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted seven days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessment - e.g. quizzes, online tests. A zero result for the assignment will be recorded after the late submission period has ended if no task has been received.
  • 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.

 

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:

  • Please do not request a re-mark for a Failed assessment as they are all double-marked as a part of the moderation process.
  • The outcome of a re-mark may be a higher/lower or unchanged grade.
  • Grades are standards referenced and effort is NOT a criterion.

 

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

Grade

Descriptor

HD

(High Distinction)

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D

(Distinction)

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr

(Credit)

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P

(Pass).

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes

F

(Fail)

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

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 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.

Assessment Tasks

Name Weighting Hurdle Due
Quiz 20% No Week 6, 1/09
Research report 40% No Week 9, 08/10
Final Exam 40% No Final Exam

Quiz

Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 2 hours
Due: Week 6, 1/09
Weighting: 20%

 

Quiz

 


On successful completion you will be able to:
  • Explain how information is learned and generate implications for classroom practice.
  • Explain typical cognitive development (e.g., attention, memory, meta-cognition) and socio-cognitive development (e.g., self-concept, motivation, self-regulation) as it applies to children of school age.

Research report

Assessment Type 1: Report
Indicative Time on Task 2: 30 hours
Due: Week 9, 08/10
Weighting: 40%

 

Research Report (2000 wds)

 


On successful completion you will be able to:
  • Explain how information is learned and generate implications for classroom practice.
  • Explain typical cognitive development (e.g., attention, memory, meta-cognition) and socio-cognitive development (e.g., self-concept, motivation, self-regulation) as it applies to children of school age.
  • Synthesise knowledge about children's cognitive and socio-cognitive development in order to identify and solve specific educational case study problems.
  • Access appropriate psychological or educational literature, including peerreviewed journal articles, using the library databases ERIC and PsycINFO.
  • Take part in a research project, analysing the results of the research in light of appropriate theory and literature.
  • Understand the classroom implications of a research project, making reference to appropriate theory and literature.

Final Exam

Assessment Type 1: Examination
Indicative Time on Task 2: 2 hours
Due: Final Exam
Weighting: 40%

 

Final Examination: Duration 2 hours

 


On successful completion you will be able to:
  • Explain how information is learned and generate implications for classroom practice.
  • Explain typical cognitive development (e.g., attention, memory, meta-cognition) and socio-cognitive development (e.g., self-concept, motivation, self-regulation) as it applies to children of school age.
  • Synthesise knowledge about children's cognitive and socio-cognitive development in order to identify and solve specific educational case study problems.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Required and recommended texts

There are no prescribed textbooks for this unit. If you would like an additional resource to guide your study, please consider using the following textbook:

Weinstein, Y. & Sumeracki, M. (2019). Understanding how we learn: A visual guide. Routledge.

If you do choose to purchase this textbook, please use the recommended section headings in the textbook for guidance. Because the textbooks are not compulsory, there are no set pages to read. You will not be examined on textbook content: it is simply a guide to assist you. Some weeks also have additional readings and other resources posted on iLearn. These optional readings/resources are not directly examinable but, like the textbook, will likely enhance your understanding of concepts discussed in class.

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, including a reading template and guide to lecture note taking 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.
  • Weekly lectures are available on the web through the ECHO360 lecture component. You must listen to all lectures if you do not attend these ‘live’.
  • PowerPoint slides are available in iLearn in advance of the weekly lecture and/or are available in the Active Learning Tool.

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:

  1. Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks.
  2. Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.
  3. Uploading of assessment tasks to iLearn.

Structure

The unit comprises two one-hour lectures (presented in smaller “podcast formats”) and a one-hour tutorial. In the tutorial students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. Attendance at all tutorials is expected.  Attendance at on campus days for external students is also expected. There will be a supporting website for the unit providing additional readings, links and materials. Lectures will also be available through Echo in iLearn from the following website link: http://ilearn.mq.edu.au

Students are required to participate in small group activities, whole class discussion, to read the weekly material 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 following pages or on the unit iLearn site

Unit Schedule

This unit comprises (i) weekly two one-hour lectures and (ii) either weekly one-hour tutorials OR two on-campus days: 11/09/2021 and 16/10/2021

Lectures: Lectures will be posted on Wednesdays and Thursdays. Lectures are available through Echo in iLearn from the following link: http://ilearn.mq.edu.au. PowerPoint slides are available on iLearn in advance of the weekly lecture. You must listen to the previous lectures before your tutorials or on campus days. You are welcome to post questions or comments about the lecture via iLearn.

Tutorials: Attendance at all tutorials is expected and the roll will be taken. Students are required to attend the tutorial in which they are enrolled. Full attendance enables you to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.

On Campus Days: Attendance at on campus days is mandatory and attendance will be recorded. You are expected to stay for the full day - both on campus days are on the weekend. It is your responsibility to ensure that you are available on both those days or have an approved special consideration. Please do not enrol in external mode if you cannot attend both days in full. The activities completed are essential for consolidating knowledge about the learner, building educational research skills, and considering classroom implications. Full attendance enables you to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards.

 

Topics that will be covered in EDUC2620 (please see iLearn page for detailed lecture schedule).

  • Information Processing
  • Attention
  • Memory
  • Relationships
  • Self and Other Understanding
  • Motivation
  • Emotions
  • Mental Health and Resilience
  • Metacognition
  • Self-regulation
  • Classroom and Teaching Applications

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

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

School of Education Procedures

In addition, the following policies and procedures of the School of Education are applicable in this unit.

Attendance for undergraduate units

All Internal tutorials begin in Week 1 of Session.

Activities completed during weekly tutorials (internal) or 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 tutorials or on campus days is expected and the roll will be taken.

Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.

Unit Expectations

  • Students are expected to read weekly readings before completing tasks and attending tutorials
  • Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials
  • 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:

  • Official MQ Student Email Address
  • The Dialogue function on iLearn
  • Other iLearn communication functions

External Students

  1. The on-campus sessions on (11/09/2021 and 16/10/2021) are essential to student engagement and learning and attendance on all days is expected. Failure to attend or to have an approved Special Consideration may result in a Fail grade for the unit. Please see attendance requirements in this unit guide.
  2. Prior to the on-campus sessions, you should have read the prescribed readings and listened to the lectures. Summarise the main points and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.
  3. Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures on a weekly basis

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to help you improve your marks and take control of your study.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

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

IT Help

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.

5Rs Framework

5Rs Framework

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course. Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling.

In this unit, you will learn using the 5Rs framework in the following important ways:

  • Resilience: This unit includes Tutorial activities that focus on promoting student well-being and developing teacher resilience  
  • Reflexive: Each Tutorial will involve reflections on the connection between content and practice
  • Responsive: All Assessments require the ability to identify the implications of research for teaching and how teachers can use research to be more responsive to student needs.
  • Research Engaged: Assessment 2 involves conducting a research project and writing a research report. There are related Tutorial activities about the importance of research to teaching.