PSYCHOL 1007 - Technology in Psychological Research and Practice

North Terrace Campus - Semester 2 - 2019

This course aims to develop student knowledge and skills in area of technology as it applies to psychological research and practice. Course material will cover the following areas: cyber-psychology or the study of human-computer interactions; technology in childhood and adolescence; online safety and security; psychological research into the effects of the Internet and social media on psychological wellbeing and social relationships; ethical issues in cyber-environments; and the role of new technology as a tool for research and professional practice. Students will learn how data collected through every day commercial and social media sites and other Internet interactions is increasingly being used to profile individuals and study human behaviour in commercial and security contexts. Online environments provide new ways to conduct large-scale psychological studies as well as new vehicles through which to provide therapeutic interventions with clients (e.g., brief interventions) and to reach geographically dispersed populations or vulnerable groups who may not have previously accessed services. Students will be given opportunities to apply their skills to develop technology-based tool and/or to use social media or online research tools to design and implement their own research project (Research Design Study) as well as to analyse the ethical issues associated with undertaking such research.

  • General Course Information
    Course Details
    Course Code PSYCHOL 1007
    Course Technology in Psychological Research and Practice
    Coordinating Unit Psychology
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Restrictions B. Psychology (Honours) (Advanced) students
    Course Description This course aims to develop student knowledge and skills in area of technology as it applies to psychological research and practice. Course material will cover the following areas: cyber-psychology or the study of human-computer interactions; technology in childhood and adolescence; online safety and security; psychological research into the effects of the Internet and social media on psychological wellbeing and social relationships; ethical issues in cyber-environments; and the role of new technology as a tool for research and professional practice. Students will learn how data collected through every day commercial and social media sites and other Internet interactions is increasingly being used to profile individuals and study human behaviour in commercial and security contexts. Online environments provide new ways to conduct large-scale psychological studies as well as new vehicles through which to provide therapeutic interventions with clients (e.g., brief interventions) and to reach geographically dispersed populations or vulnerable groups who may not have previously accessed services. Students will be given opportunities to apply their skills to develop technology-based tool and/or to use social media or online research tools to design and implement their own research project (Research Design Study) as well as to analyse the ethical issues associated with undertaking such research.
    Course Staff

    Course Coordinator: Professor Paul Delfabbro

    Phone: 8313 4936
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    The full timetable is provided in MyUni.
  • Learning Outcomes
    Course Learning Outcomes
    1.  Explain application of technology in psychological research and practice
    2.  Demonstrate technology-based skills in a research project or practice problem
    3.  Critically assess technology-based research in psychology
    4.  Describe the ethical application of technology in psychology
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2, 3
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    2, 4
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    2, 4
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    2, 4
  • Learning Resources
    Required Resources

    The course will require access to selected online resources and relevant textbooks.

    Recommended Resources

    The course will make extensive use of online lecture tools and resources (web-links and YOUTUBE). It will be hosted via MyUni.

    Online Learning
    Supported packages (e.g., voice-over Powerpoint tools, digital work station software for podcasts) will be used to create the resources for the interactive seminars. MyUni will be used for: announcements, discussion boards, lecture recordings, resources, and the online exam.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course is designed to have a focus on small-group interactions.

    Each of the fortnightly on-line lectures will set the scene (provide the basic material, subject areas, key readings and resources to conduct) in preparation for the blocks of workshops and tutorials to follow for that 2-week period. In this way, the course can establish a smaller set of compact modules to assist the organisation of the material, allow for targeting assessments and potential areas for student project development.

    The Project Design component of the course will be undertaken via group-based workshops, as well as extra time set aside in non-contact hours. Students will be given the opportunity and encouraged to attend 4 School and University based research seminars.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    12 x 1 hour lectures
    12 x 1 hour tutorials
    12 x 1 hour project design workshops
    Weekly reading and other study - 58 hours
    Attendance at seminars - 4 hours
    Learning Activities Summary
    Full information is located in MyUni.
    Specific Course Requirements

    Not applicable.
    Small Group Discovery Experience
    Small group discovery is an implicit element of the course. Students will be exposed to small-group learning with embedded research content each week.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    Assessment Task Task Type Assessment Task Weighting Learning Outcome
    Oral Presentation Summative 20% 1, 3, 4
    Tutorial Participation Formative and Summative 10% 1 - 4
    Practical Project Summative 40% 1, 2, 4
    Exam Summative 30% 1, 3
    Assessment Related Requirements
    Not applicable
    Assessment Detail
    Oral Presentation
    The oral presentation (worth 10%) will provide students will involve the development of a professional formatted and delivered 20 minute conference-style presentation to the class. Students will be able to demonstrate their knowledge of how technology can be applied to a situation arising in applied contexts (Learning Outcome 1); new and emerging developments (Learning Outcome 3) and may also address some of the ethical challenges of this area (Learning Outcome 4).
     

    Tutorial Participation
    This will be worth 10% and will involve contributions that reflect knowledge gained from readings, online material and other sources of information in the course. It will address all 4 learning outcomes.


    Practical Project
    This project, worth 40%, will involve the submission of an individual report which is based on a collaborate project undertaken with other students (groups of 4-5). The collaboration will be to develop research ideas; demonstrate project management skills; demonstrate team-work; and how to apply psychological knowledge to a psychological practice or research problem involving technological innovations. Projects can test several skills: the development of a webpage; App; or other online tool with documented evidence of how it would work, practical applications and how it is informed by previous literature (e.g., what makes technology more effective, accessible, relevant for potential users or populations of interest). This assessment will address Learning Objectives 1,2 and 4.

     
    Examination
    This will focus on foundational knowledge in development of technology, human-computer interactions and the broader theoretical and empirical literature relating to this topic (Learning Outcome 3), but will also capture potential practical applications (Learning Outcome 1). Students would be asked to discuss the principles that influence people’s receptivity to technology; the benefits and risks associated with technology; and how it affects different populations across the life-span.
    Submission
    Details of assessment tasks submission can be found in MyUni.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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