PSYCHOL 6509OL - Learning and Behaviour
Online - Online Teaching 2 - 2020
General Course Information
Course Code PSYCHOL 6509OL Course Learning and Behaviour Coordinating Unit Psychology Term Online Teaching 2 Level Postgraduate Coursework Location/s Online Units 3 Contact 1 to 2 hour online tutorial Available for Study Abroad and Exchange N Prerequisites PSYCHOL 6500OL and PSYCHOL 6501OL Restrictions Graduate Diploma in Psychology or Graduate Certificate in Psychology Course Description How do we learn from the environment around us? In this course you will explore the theoretical foundations of learning and how they have been supported by research. We will also outline how this knowledge is applied to human and animal behaviour in a variety of real-world contexts.
Course Coordinator: Dr Lynn WardAdditional academic staff:
Dr Tiffany Lavis
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Critically analyse major theories and debates within classic and modern learning theories
2. Synthesise key principals of a variety of approaches to learning.
3. Apply principals of learning theory to humans and animal behaviour.
4. Communicate applications of learning theories to a variety of audiences
5. Formulate research designs based on learning theories
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)
1,2,3,4,5 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
1,2,3,4,5 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
3,4,5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,2,3,4,5 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
1,3,4,5 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
Required ResourcesThis is a fully online offering. Students will require access to the internet to access course content and will be provided with curated, required and recommended readings and resources. They will use a telecommunications application (Zoom) to engage in online tutorials.
Recommended ResourcesTextbooks available online via Barr Smith Library - relevant chapters will be indicated in the course.
Mazur, J., E. (2016). Learning and Behaviour. United Kingdom: Routledge
Passer, M. W., & Smith, R. E. (2018). Psychology: The Science of Mind and Behaviour. Third ed. Australia: McGraw-Hill.
Online LearningThis is a fully online offering. MyUni will be used for all course materials, communication, links to curated resources, online tutorial support and assignments including submissions, feedback and grades.
Learning & Teaching Activities
Learning & Teaching ModesThis is a fully online offering. Engagement with course content is facilitated by online lectures, interactive online activities, curated readings and resources, and self directed study supported by weekly online tutorial sessions. There are 6 Weekly Modules with learning scaffolded across the modules to ensure that students develop deep discipline knowledge as well as the academic literacy, research skills and capacity to apply and communicate their understanding as specified for an AQF8 level offering.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.This course is a 6-week intensive, accelerated learning offering. Students should expect to spend around 24 per week engaging with the online content, in private study and completing the assignments for this course.
Learning Activities SummaryWeekly Module topics cover:
1. An introduction to learning and learning theories:
- Adapting to the environment
- What is learning?
- The adaptable brain
- Interdisciplinary work
- Pavlov’s dogs
- Principles of classical conditioning
- Stimulus generalisation and discrimination
- Higher-order conditioning
- Biological constraints on learning
- Applications: fear and anxiety
- Thorndike and Skinner
- Principles of operant conditioning
- Types and schedules of reinforcement
- Which has better behavioural outcomes: reinforcement or punishment?
- Creating complex behaviours
- Avoidance learning
- Health Contexts
- Animal training
- Business and marketing
- Social learning and criminal behaviour
- Using social learning for good
- Expectations and self-fulfilling prophecies
- Superstitious beliefs and illusion of control
- Information processing theories
Specific Course RequirementsNil
Small Group Discovery ExperienceNot applicable. This course offers weekly online tutorials (1.5 hours each)
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment task Assessment Type Assessment Weighting Hurdle Requirement
Course learning outcomes
Check your understanding quizzes/activities Formative 0 No 1,2,3
Assessment 1 (3 parts - 10% each)
Short answer, free text and multiple choice
Assessment 2 (2 parts - 10% and 20%)
Behaviour management plan (group task)
Blog post (Individual task)
Summative 30 No 1,2,3,4 Assessment 3
summative 40 No 1,2,3,4,5
Assessment DetailAssessment # 1: 3 parts - Short-answer and MCQ; Due end of weeks 2,3,5).
Assessment #2: Applying and Communicating Principals of Operant Conditioning: (30% Due end of week 4)
Pt 1 (group submission: 10%).Groups prepare a classroom behaviour management plan for primary school-aged children.
Pt 2 (individual submission: 20%). Write a blog post on a specific topic (details available during the course).
Assessment #3: Research Proposal on the Application of a Selected Learning Theory (40% Due end of week 6).
Prepare a research proposal for an academic audience based on a specific learning theory.
SubmissionE-Submission, feedback and grades via myuni.
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.