PSYCHOL 6509OL - Learning and Behaviour

Online - Online Teaching 2 - 2020

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.

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Course Details

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
Assessment	Online Assessments and Written Assignments

Course Staff

Course Coordinator: Dr Lynn Ward

Additional academic staff:
Dr Tiffany Lavis

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

1. 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	1,2,3

Learning Resources

Required Resources

This 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 Resources

Textbooks 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 Learning

This 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 Modes

This 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.

Workload

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 Summary

Weekly Module topics cover:

1. An introduction to learning and learning theories:

Adapting to the environment
Habituation
What is learning?
The adaptable brain
Interdisciplinary work

2. Classical conditioning: principles, constraints and applications:

Pavlov’s dogs
Principles of classical conditioning
Stimulus generalisation and discrimination
Higher-order conditioning
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
Avoidance learning

4. Applications of classical and operant conditioning:

Therapies
Health Contexts
Animal training
Business and marketing

5. Social cognitive learning: principles and applications:

Tolman
Language
Bandura
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
Constructivism

Specific Course Requirements

Nil

Small Group Discovery Experience

Not 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 Summary

Assessment task	Assessment Type	Assessment Weighting	Hurdle Requirement	Course learning outcomes assessed
Check your understanding quizzes/activities	Formative	0	No	1,2,3
Assessment 1 (3 parts - 10% each) Short answer, free text and multiple choice	Summative	30	No	1,2,3
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 Research proposal	summative	40	No	1,2,3,4,5

Assessment Detail

Assessment # 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.

Submission

E-Submission, feedback and grades via myuni.

Course Grading

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 .

Student Feedback

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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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