PSYCHOL 6509OL - Learning and Behaviour
Online - Online Teaching 2 - 2022
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 be introduced to a variety of learning theories including, classical and operant conditioning, cognitive learning theories, and constructivism. You will learn the major principals underpinning the theories and evidence supporting them. A major focus of the course will be applying the conceptual knowledge you have gained to a variety of modern contexts.
Course Coordinator: Nylanda MaFor all enquiries about this course please contact Matt Kaesler: firstname.lastname@example.org
The full timetable of all activities for this course can be accessed from Course Planner.Full details of each week's activities can be found in MyUni.
Course Learning Outcomes1. Critically analyse major theories and debates within classic and modern learning theories.Â
2. Synthesise key principals of a variety of approaches to learning.
3. Apply principles 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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesThis is a fully online offering. Students will require access to the internet to access course content, readings, assessments, and to engage in tutorials (via zoom). All required readings, including the online text-books, will be provided within course modules (relevant textbook chapters will be indicated in the course). If you wish to also purchase hard copies of the textbooks, please find the details below, in ‘Recommended Resources’.
Recommended ResourcesMazur, 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
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 Due Weighting
Course learning outcomes
Check your understanding quizzes/activities FormativeÂ Open submission 0 1,2,3
Assessment 1: (3 parts - 10%Â each)
1 short answer and 2 multiple
Sundays 11:59pm, Weeks 2, 3 and 5
Behaviour management plan
Summative Sunday 11:59pm, Week 4 30 1,2,3,4 Assessment 3Â
Summative Sunday 11:59pm, Week 6 40 1,2,3,4,5
Assessment Related RequirementsN/A
Assessment DetailAssessment 1: 1 Short-answer and 2 MCQ (30% due end of weeks 2, 3 and 5)
Assessment 2: Applying The Principles of Operant Conditioning (30% Due end of week 4)
Groups prepare a classroom behaviour management plan for primary school-aged children
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
Counselling for Fully Online Postgraduate Students
Fully online students can access counselling services here:
Phone: 1800 512 155 (24/7)
SMS service: 0439 449 876 (24/7)
Go to the Study Smart Hub to learn more, or speak to your Student Success Advisor (SSA) on 1300 296 648 (Monday to Thursday, 8.30am–5pm ACST/ACDT, Friday, 8.30am–4.30pm ACST/ACDT)
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
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