This course examines current theory and research in learning and the implications of this work for teaching and learning in educational contexts. It looks at ways for teachers to enhance both their own learning as well as the learning of their students.
This course may not be offered in person if the enrolment is less than 10 students.
This course explores issues related to human learning in a variety of contexts including schools, homes, universities and the community. Students will be provided with opportunities to examine the processes of thinking and learning. Attention will be given to individuals with developmental disabilities, those with learning difficulties and others who find thinking and/or learning challenging. ﾠ
Entry to the Graduate Certificate and Master of Educational Studies (32 unit) programs.
Office: Social Sciences Building (Building 24), Room 610
Email is the best way to contact me. You are also welcome to email me to schedule a meeting at the campus or online.
The timetable for this course is available on the UQ Public Timetable.
The main components of the course are the 2-hour weekly seminars, readings, activities, videos and extra materials in the Learning Resources section on the Blackboard. Regular access and engagement with the weekly sessions is very important to optimise your learning. Attendance of seminars is required at the campus. Please check the timetable information for the location of the venue. Feel free to contact the Lecturer if you have any queries.
Recording of Seminars: Please be aware that teaching at UQ will be recorded for the benefit of student learning. If you would prefer not to be captured either by voice or image, please advise your course coordinator before class so accommodations can be made. For further information see PPL3.20.06 Recording of Teaching at UQ. The audio recording of the 2-hour seminars will be uploaded by the university on the Blackboard after class each week. Please note there will be periods on the audio when the students will be discussing or participating in group activities.
The course aims to introduce students to an understanding of the processes of thinking and learning. It also aims to both build a comprehensive understanding of learning from various theoretical points of view and to consider the application and/or implications of the understanding for a range of settings and individuals.
After successfully completing this course you should be able to:
LO1.
understand the process of human thinking and learning from both individual cognitive and sociocultural perspectives,
LO2.
understand the cognitive processes of individuals with developmental disabilities, those with learning difficulties and others who find thinking and/or learning challenging;
LO3.
use and apply your understanding of thinking and learning to develop more effective programs and instruction in classrooms and other educational settings;
LO4.
complete literature searches using a variety of databases to demonstrate wide reading and deep thinking;
LO5.
summarise, analyse, explain and evaluate theory and/or research and use contemporary literature;
LO6.
develop, organise and sustain logical and well-reasoned argument(s); and
LO7.
demonstrate written communication skills (consistent with appropriate conventions of the American Psychological Association Publication Manual).
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation, Reflection | Assessment Task 1: Reflective Learning Journals Entry One | 20% 1500 words (Topics 1-5) |
4/04/2025 2:00 pm |
| Paper/ Report/ Annotation, Reflection | Assessment Task 2: Reflective Learning Journals Entry Two | 25% 1800 words (Topics 6-9) |
6/05/2025 2:00 pm |
| Paper/ Report/ Annotation, Essay/ Critique | Assessment Task 3: Research Paper | 55% 2500 words |
30/05/2025 2:00 pm |
4/04/2025 2:00 pm
Length: 1500 words for Entry One (± 10% leeway is allowed), including in-text references. References at the end are not counted towards the word count.
Assessment Topic:
To establish your developing, understanding and application of the course content, you are required to write reflective learning journals by responding to the listed questions for each entry (see the course Blackboard). These questions are set in alignment with weekly topics which require you to complete on a weekly basis. Your reflective learning journals will be organised into two entries for submission. Each entry should be informed by the seminar and course readings to demonstrate your capacity to engage with and reflect on the key ideas of the learning materials. These entries will help you develop a metacognitive approach to learning and connect with the teaching and learning context. They will also provide you with an opportunity to gain more feedback that is formative and prepare for the final assessment task. A reference list must be provided with each entry when references are cited, which is not included in the word limit. References can be mainly sourced from the course readings. See the detail of Task Description, Guidelines and Marking Criteria on the course Blackboard.
The assignment is to be submitted electronically to a Turnitin link on the course Blackboard. By submitting your assignment, you are certifying that it is your original work and that it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed the university’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
6/05/2025 2:00 pm
Length: 1800 words for Entry Two (± 10% leeway is allowed), including in-text references. References at the end are not counted towards the word count.
Assessment Topic:
To establish your developing, understanding and application of the course content, you are required to write reflective learning journals by responding to the listed questions for each entry (see the course Blackboard). These questions are set in alignment with weekly topics which require you to complete on a weekly basis. Your reflective learning journals will be organised into two entries for submission. Each entry should be informed by the seminar and course readings to demonstrate your capacity to engage with and reflect on the key ideas of the learning materials. These entries will help you develop a metacognitive approach to learning and connect with the teaching and learning context. They will also provide you with an opportunity to gain more feedback that is formative and prepare for the final assessment task. A reference list must be provided with each entry when references are cited, which is not included in the word limit. References can be mainly sourced from the course readings. See the detail of Task Description, Guidelines and Marking Criteria on the course Blackboard.
The assignment is to be submitted electronically to a Turnitin link on the course Blackboard. By submitting your assignment, you are certifying that it is your original work and that it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed the university’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
30/05/2025 2:00 pm
Length: 2500 words (± 10% leeway), including in-text references. References at the end are not counted towards the word count.
Assessment Topic:
Discuss the range of cognitive challenges or difficulties and the impacts on learning that are experienced by students with learning difficulties/learning disabilities (as understood in Australia and the United States) at primary or secondary schools or in tertiary education. Identify implications for teaching these students and briefly outline some effective teaching responses to optimise students’ learning.
Support your discussion and arguments of the topic by referring to recent academic and research literature (after 2005) located in scholarly psychological and educational publications.
See the detail of Task Description, Guidelines and Marking Criteria on the course Blackboard.
The assignment is to be submitted electronically to a Turnitin link on the course Blackboard. By submitting your assignment, you are certifying that it is your original work and that it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment). You need to ensure you have completed the university’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most or all of the basic requirements of the course. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy many of the basic requirements for the course. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Superficial or partial or faulty understanding of the fundamental concepts of the field of study displayed with limited ability to apply these concepts. Undeveloped or inappropriate or unsupported arguments presented. Information or ideas communicated with lack of clarity and inconsistent adherence to the conventions of the discipline. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic learning requirements for the subject, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate in the subject. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts and skills of the subject, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, and some use of analytical skills. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtler aspects of subject, such as ability to identify and debate critical issues or problems, and ability to use analytical skills. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the subject; interesting or surprising or exciting or challenging or erudite. |
Determining final grades: All assignments in this course will be provided a grade out of 7. At the conclusion of the semester, the weighted grade for each task will be added to obtain the overall grade as follows.
Example:
A student receives the following three grades
Assignment Task 1 (Entry One): grade of 5 at 20% weighting
Assignment Task 2 (Entry Two): grade of 6 at 25% weighting
Assignment Task 3: grade of 5 at 55% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(0.20 x 5) + (0.25 x 6) + (0.55 x 5) = 1.0 + 1.5 + 2.75 = 5.25
The final grade would be rounded to the nearest whole number; in this case the grade would be 5.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g., 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g., 6.49 would become 6).ﾠ
Supplementary assessment is available for this course.
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Use of AI/MT to support or inform assessment
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Find the required and recommended resources for this course on the UQ Library website.
NOTE:
To provide you with a way of managing your study, there are required and recommended readings for weekly topics. The detailed list of required and recommended readings of weekly topics can also be found on the Blackboard site.ﾠYou will be able to access and download the full text of all course readings on the library website, under the course reading lists (in the library search, click “Course reading lists” from the dropdown, then enter “EDUC7019”). You will need to sign in by using your UQ username and password.ﾠ
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Seminar |
Topic 1 Course Overview and Perspectives of Cognition and Learning Learning outcomes: L01, L03, L05, L06 |
Week 2 (03 Mar - 09 Mar) |
Seminar |
Topic 2 Intelligence and Individual Differences Learning outcomes: L01, L03, L05, L06 |
Week 3 (10 Mar - 16 Mar) |
Seminar |
Topic 3 Individual Differences in Cognition and Learning Learning outcomes: L01, L02, L03, L05, L06 |
Week 4 (17 Mar - 23 Mar) |
Seminar |
Topic 4 Memory and Remembering Learning outcomes: L01, L03, L05, L06 |
Week 5 (24 Mar - 30 Mar) |
Seminar |
Topic 5 Cognitive and Metacognitive Strategies Learning outcomes: L01, L03, L05, L06 |
Week 6 (31 Mar - 06 Apr) |
Seminar |
Topic 6 Memory and Learning (with a focus on learning disabilities) Learning outcomes: L01, L02, L03, L05, L06 |
Week 7 (07 Apr - 13 Apr) |
Seminar |
Topic 7 Applications of Metacognition Learning outcomes: L01, L02, L03, L05, L06 |
Week 8 (14 Apr - 20 Apr) |
Seminar |
Topic 8 Knowledge Building and Problem Solving Learning outcomes: L01, L02, L03, L05, L06 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 9 (28 Apr - 04 May) |
Seminar |
Topic 9 Situated Cognition and Learning Learning outcomes: L01, L03, L05, L06 |
Week 10 (05 May - 11 May) |
General contact hours |
Labour Day Public Holiday No Class and Prep for Assessment Task 2 Entry Two Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 11 (12 May - 18 May) |
Seminar |
Topic 10 Sociocultural Perspectives and Preparation of Assessment Task 3 Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 12 (19 May - 25 May) |
Seminar |
Topic 11 Cooperative Learning and and Cognition and Class Review Learning outcomes: L01, L03, L05, L06 |
Week 13 (26 May - 01 Jun) |
General contact hours |
Writing of Task 3 This week is dedicated to you working on Assessment Task 3. Drop-in consultations will be provided if you need it. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.