PSYCHOL 6509OL - Learning and Behaviour
Online - Online Teaching 4 - 2021
General Course Information
Course Code PSYCHOL 6509OL Course Learning and Behaviour Coordinating Unit Psychology Term Online Teaching 4 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: Dr Elise Devlin2021 Course Coordinator is Dr Elise Devlin
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
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, 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 ModesEngagement with course content is facilitated by online presentations, interactive online activities, curated readings and resources, and self directed research and 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 24-25 hours per week engaging with the online content, in private study, attending online tutorials and completing the assignments for this course.
Hours per Week:
1.5 Hours - Tutorial
1 Hour - Tutorial Preparation
9 Hours - Assessment related tasks
10 Hours - Engaging with online content including video presentations, podcasts, directed research activities, discussions, interactive tasks
3 Hours - Readings
Learning Activities SummaryWeekly Module topics cover:
1. An introduction to learning and learning theories:
-Adapting to the environment
-What is learning?
-The adaptable brain
2. Classical conditioning: principles, constraints and applications:
-Principles of classical conditioning
-Stimulus generalisation and discrimination
-Biological constraints on learning
-Applications: fear and anxiety
3. Operant conditioning: principles; schedules of reinforcement & creating complex behaviours:
-Thorndike and Skinner
-Principles of operant conditioning
-Types and schedules of reinforcement
-Which has better behavioural outcomes: reinforcement or punishment?
-Creating complex behaviours
4. Applications of classical and operant conditioning:
-Business and marketing
5. Social cognitive learning: principles and applications:
-Social learning and criminal behaviour
-Using social learning for good
6. Cognitive learning theories:
-Expectations and self-fulfilling prophecies
-Superstitious beliefs and illusion of control
-Information processing theories
Specific Course RequirementsNil
Small Group Discovery ExperienceN/A
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 Task Type Due Weighting Learning Outcome Check your understanding quizzes Formative
0% formative only 1,2,3 Assessment 1 (3 parts)
Short answer, free text and MCQ
Summative Sundays 11:59pm weeks 2,3,5 30% (3x10%) 1,2,3 Assessment 2 (2 parts)
Part 1: Group task
Part 2: Blog post
Summative Sunday 11:59pm Week 4 10%
1,2,3,4 Assessment 3 Research Proposal Summative Sunday 11:59pm Week 6 40% 1,2,3,4,5
Assessment Related RequirementsSubmission via Turnitin. All assignments are due by 11:59pm on the Sunday at the end of the week in which they are due. A penalty of 5% per day applies for late submissions.
Extensions are granted on medical, compassionate or other special circumstances recognised under the University’s Modified Arrangements for Coursework Assessment Policy. The completed extension application form and any documentation (such as a medical or counsellor's certification) should be emailed to the course coordinator and submitted before the due date. The course coordinator will consider the request in the light of the case made and University deadlines, and may grant an extension of up to three days.
Assessment DetailAssessment #1: (3 parts- Short answer and MCQ, 10% each - total 30% due weeks 2,3,5). These short answer or quizz questions allow you to demonstrate understanding of core content in learning and behaviour.
Assessment #2: Applying and communicating principles of operant conditioning (30% due end of week 4)
Part 1: (Group task 10% 1200 words) You will work in groups to prepare a classroom behavior management plan for children in a primary school and complete a template detailing the plan and justification.
Part 2: (Individual written task, 20% 1000 words). You will write a blog post on a topic relevant to applying operant conditioning and targeted at a non academic audience. Topic and target audience to be announced in the course.
Assessment #3 Research Proposal on the application of a specific learning theory (40% 1600 words, due end of week 6).
You will prepare a research poroposal indicating how a chosen topic can be addressed using one of the learning theories you have covered in the course: habituation, classical conditioning, operatnt conditioning, social cognitive theory.
Submissiononline submission via Turnitin
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.
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