Advanced Psychology of Learning
- Education
- 800 level
- 2 credit units
- 97 pages
- 11 units
This course, Advanced Psychology of Learning, is designed for postgraduate students in Education. It refreshes and deepens understanding of the psychology of learning, enabling confident discussion of human learning, especially in classroom environments. The course highlights the importance of research in resolving psychological issues through various theories. It explores methods of investigation, branches of psychology, ensuring permanency in learning, and applying theories to facilitate teaching and learning.
About this course
- Difficulty
- Intermediate
- Study hours
- 156 hours
- Maths
- None
- Content
- Theoretical, practical, case study
- Practical work
- Yes
- Assignments
- Tutor marked assessments
- Seminar paper
- Final examination
What you'll read
The real module and unit structure of EDU822, taken from the course material NOUN publishes.
One paragraph, so you can see how it reads
EDU822 · UNIT 1: THE CONCEPT OF PSYCHOLOGY
Test method is one of the methods used to elicit responses from the subjects. It is used to collect information about respondent’ s abilities, interests, attitudes and accomplishments. We can use test to seek information from a large number of people within a short time. Test method is more objective and therefore provides accurate data than questionnaire or interview.
What you should be able to do
- Explain the core principles of major learning theories.
- Apply psychological theories to improve teaching methods.
- Analyze factors influencing student motivation and retention.
- Design effective learning environments.
- Evaluate the impact of prior learning on new experiences.
What it prepares you for
- Teacher
- Educational Psychologist
- Curriculum Developer
- Training Specialist
- Instructional Designer
- Education
- Corporate Training
- Human Resources
- Instructional Design
- E-Learning
Where it gets hard
The units students slow down on, and what makes each one heavy.
- Module 2:
Unit 2: B. F. Skinner' s Instrumental Conditioning
The abstract nature of operant conditioning requires strong analytical skills to differentiate between reinforcement schedules.
- Module 2:
Unit 3 Edward Bandura's Social Learning Theory
Understanding the nuances of social interactions and their impact on learning requires critical observation and interpretation skills.
- Module 3:
Unit 1: Permanency in Learning
Applying the theories of retention and understanding the factors that influence forgetting require a deep understanding of cognitive processes.
A suggested way through it
13 weeks, about 45 hours in total. Yours will differ.
- Week 1Module 1:
Unit 1: The Concept of Psychology · 2 hours
Read the definition of psychology and its relevance to understanding human behavior.. Identify and describe different methods of investigation used in psychology.. Reflect on how these methods can be applied to solve educational problems..
Unit 2: Branches of Psychology · 2 hours
Identify and discuss the various branches of psychology.. Explain the relevance of each branch to understanding human behavior in different settings.. Reflect on how these branches can be applied in educational settings..
- Week 2Module 1:
Unit 3: Educational Psychology · 3 hours
Define educational psychology and its role in optimizing learning.. Identify and discuss the implications of educational psychology in classroom situations.. Explain the meaning of the psychology of learning and its components..
- Week 3Module 2:
Unit 1: The Theories of Learning: Ivan Pavlov · 3 hours
Define learning theories and their importance in understanding learning processes.. Explain the Classical Conditioning Theory of Ivan Pavlov.. Discuss the classroom implications of Classical Conditioning Theory, focusing on stimulus and response..
- Week 4Module 2:
Unit 2: B. F. Skinner' s Instrumental Conditioning · 3 hours
Describe Instrumental/Operant Conditioning Theory by B.F. Skinner.. Explain the implications of instrumental/operant conditioning theory in classroom situations.. Differentiate between positive and negative reinforcement..
- Week 5Module 2:
Unit 3 Edward Bandura's Social Learning Theory · 3 hours
Explain Albert Bandura's Social Learning Theory.. Discuss the implications of social learning theory in classroom situations.. Understand the role of observation and modeling in learning..
- Week 6Module 2:
Unit 4: The Theory of Connectionism · 3 hours
Describe the Theory of Connectionism by Edward Thorndike.. Evaluate the relevance of connectionism theory to the teaching and learning process.. Understand the laws of readiness, exercise, and effect..
- Week 7Module 2:
Unit 5: Gestalt/Cognitive Fields of Learning · 3 hours
Describe Cognitive Field/Gestalt Theory of learning.. Enumerate the importance of cognitive theory on learners.. Differentiate between Behaviorist and Gestalt theories of learning..
- Week 8Module 2:
Unit 6: Edward Tolman and Benjamin Bloom' s Theories of Learning' · 3 hours
Define Cognitive or Sign Learning of Edward C. Tolman.. Explain Bloom's Types of Learning, including cognitive, affective, and psychomotor domains.. Understand the educational implications of Tolman's and Bloom's theories..
- Week 9Module 3:
Unit 1: Permanency in Learning · 3 hours
Define Memory in psychology.. Explain the theories of forgetting, including decay and interference.. Discuss the classroom implications of theories of remembering and forgetting..
Unit 2: The Theories of Retention in Learning · 3 hours
Discuss the theories of retention in learning. Explain the theories of forgetting, including decay and interference.. Discuss the classroom implications of theories of remembering and forgetting..
- Week 10Module 3:
Unit 3: Transfer of Learning · 3 hours
Explain transfer of learning and its importance in education.. Discuss the three theories of transfer of learning: mental faculties, identical elements, and generalization.. Enumerate classroom implications of transfer of learning..
- Week 11Module 3:
Unit 4: Motivation in Learning and its Implication in Classroom Situations · 3 hours
Define motivation and its role in learning.. Explain the two types of motivation: intrinsic and extrinsic.. Discuss Maslow's hierarchy of needs and its application in education..
- Week 12Final Revision
Review of Modules 1-3 · 4 hours
Review all modules and units.. Focus on key concepts and theories.. Prepare for tutor-marked assignments and seminar presentations..
- Week 13Final Revision
Final Revision and Exam Preparation · 4 hours
Complete all self-assessment exercises.. Prepare for the final examination.. Review tutor feedback on assignments..
Preparing for the exam
- Create concept maps linking Units 1-3 to visualize the relationships between core psychology concepts.
- Apply the theories from Units 4-6 to analyze real-world classroom scenarios.
- Practice applying motivation strategies from Units 7-9 to improve student engagement.
- Review and summarize key points from Units 10-12 weekly to reinforce retention.
- Focus on understanding the practical implications of each theory for effective teaching.
Questions students ask about this course
What is EDU822 about?
This course, Advanced Psychology of Learning, is designed for postgraduate students in Education. It refreshes and deepens understanding of the psychology of learning, enabling confident discussion of human learning, especially in classroom environments. The course highlights the importance of research in resolving psychological issues through various theories. It explores methods of investigation, branches of psychology, ensuring permanency in learning, and applying theories to facilitate teaching and learning.
How many units does EDU822 have?
EDU822, Advanced Psychology of Learning, has 11 units across 3 modules, over 97 pages of course material. You can read it one unit at a time.
How many credit units is EDU822?
EDU822 carries 2 credit units, at 800 level in Education.
Is EDU822 hard?
EDU822 is rated intermediate level, with no mathematical content. It is mostly theoretical, practical and case study work, and it has a practical component.
How long does EDU822 take to study?
About 156 hours of study, spread across its 11 units.
How is EDU822 assessed?
EDU822 is assessed by assignments, tutor marked assessments, seminar paper and final examination.
What can I do with EDU822?
Teacher, Educational Psychologist, Curriculum Developer, Training Specialist and Instructional Designer.