Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Dr. Rauno Parrila
Tutor
Sandy Nicoll
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(12cp at 100 level or above including EDUC105 or PSYC104) or ((EDUC107 or EDUC105) and admission to BEd(Prim) or BEd(Sec))
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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 an educational psychology unit building on key understandings developed in either EDUC105 or EDUC107. 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.
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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:
Name | Weighting | Hurdle | Due |
---|---|---|---|
IN-LECTURE QUIZ | 20% | No | Week 7 |
RESEARCH REPORT | 40% | Yes | 24/10/2018 |
FINAL EXAMINATION | 40% | No | exam period |
Due: Week 7
Weighting: 20%
Quiz Date:
Week 7 Wed, Sept 12 (internal students) & Week 7 Sat, Sept 15 (external students)
The in-lecture quiz comprises 25 multiple-choice questions, each with four alternatives. It assesses your understanding and application of Week 3-6 content.
For external students, the quiz will be completed at the beginning of the first On Campus Day. For internal students, the class quiz will be held during the 9am lecture on Wednesday, Week 7. This will require lecture attendance for any internal students who usually listen to iLecture.
Please note: if you are in a mixed-mode enrolment (internal tutorials with iLecture), you must register to indicate whether you will sit the quiz (i) during the Monday lecture with internal students, or (ii) at the beginning of the On Campus Day with external students. A registration sheet will be placed on iLearn closer to the time. You must attend one of these two sittings.
Due: 24/10/2018
Weighting: 40%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Due Date: Week 11 Wed, Oct 24 Length: 2000 words
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). Nonetheless, Deemer (2009) states that:
“Many pre-service teachers fail to understand the importance of learning about, and conducting, educational research... many fail even to see the link between being a critical consumer of educational research and developing into an outstanding teacher” (p.1).
To ensure that we develop strong research skills amongst our EDUC262 cohort, we will conduct our own collaborative research projects in educational psychology.
In previous years, some students have found writing the report challenging. To assist you in this process:
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.
We have developed an iLearn site called ResearchEd, which contains a full writing guide and additional resources. The site was built in collaboration with a group of EDUC262 student volunteers in 2011 and trialled in 2012. All current EDUC262 students are enrolled. If you see a way to enhance this site please let us know: we’d love to work with you on this.
Formatting
Your research report should be word-processed using 12-point font and 1.5 spacing. Please insert page numbers, and do not increase your borders, decrease your font size, or decrease your spacing. Finally, please do not use footnotes. These are used rarely in this field.
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 6. 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 and (ii) pre-filled sections on the report-writing template both are.
Submitting your assignment
All assignments are submitted digitally to Turnitin. A Turnitin submission link will be posted to iLearn. Please note your responsibilities below:
You must ensure you have uploaded the correct file. It is your responsibility to check this at the time of submission. Unfortunately, if you upload the incorrect file, you will lose late marks until the correct file is uploaded. This is the only way to ensure fairness to all students in the cohort.
We strongly recommend that you check your originality report, which is available upon submission. This report highlights sections in your text that match other text in the Turnitin system. Anything that should match (e.g. data we have given all students to use) are not problematic, however, inadvertent instances of plagiarism/poor referencing should be fixed immediately. Resubmissions to Turnitin may take 24 hours to appear; allow time for this.
Extensions / special consideration
Assignments must be submitted by the due date. If due to illness or other extenuating circumstances your assignment cannot be submitted on time, a Disruption to Studies request outlining your case and presenting evidence must be made within 5 days via ask.mq.edu.au (see Section 13 below). You must meet the conditions for an extension.
Late penalties and fails
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). These penalties add up quickly, so please ensure you do not put yourself in this position.
Late penalties are applied by unit convenors or their delegates after tasks are assessed. No assessable work will be accepted after the return/release of marked work on the same topic. No failed assessment may be re-submitted, and there are no extra credit tasks.
Due: exam period
Weighting: 40%
The final exam, held in the formal examination period, is 2 hours long plus reading time. It is designed to test your ability to apply conceptual knowledge developed throughout the unit, and will include:
You will be given a list of six questions in the final lecture, from which the two extended response questions will be chosen. All modules will be examinable.
Before commencing EDUC262, please read this outline very carefully and ensure that you can meet all requirements, including workload requirements (this section), attendance requirements (Section 6), and assessment requirements (Section 12). An overview of unit requirements is presented below in Section 5.
We are sympathetic that students often have significant domestic and work-related responsibilities. To be fair to our staff and to other students, however, these cannot be used to justify incomplete work or extension requests (see Section 13).
Please ensure that you have sufficient time to dedicate to your studies before attempting this unit.
Credit points indicate the approximate hours per week that a student is expected to spend studying in order to pass a unit. One credit point equals 3 hours; thus, students are expected to spend approximately 9 hours per week studying EDUC262. Study includes attending or listening to lectures, attending tutorials, completing recommended readings, completing assignments, and using the unit’s iLearn site. Independent study is strongly encouraged in EDUC262.
As a student in EDUC262, you are expected to:
You will occasionally also be asked to complete other tutorial or assignment preparation activities before your tutorial or on campus days. Please also complete these tasks.
All classes for this unit begin in Week 3. This includes lectures and tutorials (many students have prac in Weeks 1 and 2). Please see iLearn for Week 1 and 2 activities.
Lectures and tutorials have different attendance requirements. Please read these requirements carefully.
In-person lecture attendance is optional, but strongly encouraged. Internal students are particularly encouraged to attend (although external students are also very welcome). In-person attendance is the easiest way to keep up with the material, and also enables you to ask questions and reflect on material as you go. PowerPoint slides are available on iLearn in advance of the weekly lecture.
If you are unable to attend lectures in person, lecture recordings are available on iLearn through the ECHO360 lecture capture (see Section 8). It is extremely important that you listen to all lectures if you do not attend in person. You must listen to the most recent week’s lectures before your next tutorial or on campus day. You are welcome to post questions or comments online via iLearn.
Attendance at tutorials (internals) / on campus days (externals) is expected of all students. Attendance will be recorded. 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.
Internal students. You must attend all tutorials. Please note that you must also attend the specific class you are enrolled in on e-student. While we understand the stresses of juggling university, work, and family, it is unfortunately not possible to attend classes that are already full. Please do not contact unit staff requesting your class be changed: all changes must be made via e-student.
External students. You must attend both on-campus days. These will be held on Saturday 15 September and Saturday 20 October. You are expected to stay for the full day. A schedule for the on-campus days can be found in Section 10 of this unit guide. Please do not enroll in external mode if you cannot attend both days in full.
Please note that it is your responsibility to communicate with your tutor regarding attendance. If you attend a one-off make-up tutorial, you should advise tutors by email so your attendance is recorded correctly, and also introduce yourself to the tutor whose class you attend (please explain that you are attending as a one-off make-up class only and check they have space to include you). With the exception of attending a make-up tutorial, make-up work is not available in this unit.
If your attendance at an expected tutorial/on campus day is affected by illness or misadventure and you are unable to attend a make-up class, you should apply for. special consideration via ask.mq.edu.au.
There are no prescribed textbooks for this unit. If you would like an additional resource to guide your study, please consider using one of the following textbooks:
If you do choose to purchase one of these textbooks, 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 have additional resources posted on iLearn. These are not examinable but will likely enhance your understanding of concepts discussed in class.
This unit has a full web presence through iLearn. Weekly access to iLearn is compulsory for all students. Important announcements will be posted there, as will unit materials, assignment guides, and lecture recordings. Please check iLearn before emailing questions to your convener or tutor.
Week |
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Lecture 1 |
Lecture 2 |
Tutorial |
1 2 |
Jul 30 Aug 6 |
Professional Experience (no classes) Professional Experience (no classes) |
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3 |
Aug 13 |
Information processing |
Attention |
Attention and memory |
4 |
Aug 20 |
Working memory | Long term memory I | Assignment prep |
5 |
Aug 27 |
Long term memory II | Encoding strategies | Memory applications |
6 |
Sept 3 |
Retrieval strategies | Metacognition | Assignment prep |
7* |
Sept 10 |
In-lecture Quiz |
“Mindset” beliefs |
Mindset applications |
8 |
Oct 1 |
Emotion development 1 | Emotion development 2 | No tutorial |
9 |
Oct 8 |
Motivation I | Motivation II | Emotion applications |
10 |
Oct 15 |
Mental health I | Mental health II | Health applications |
11 |
Oct 22 |
Self and other I | Self and other II | Self and others |
12 |
Oct 29 |
Application: self regulation |
Application: myth busters! |
Educational myths |
13 |
Nov 5 |
Classroom applications |
Overview of exam requirements |
Education applications |
*The 2 week midsession break is between Week 7 and 8 (Sept 17 to Sep 30).
Please take this opportunity to work through the ResearchEd iLearn site for Assessment III.
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 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.
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.
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.
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
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
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.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
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 have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
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: