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Unit outline_

EDPC5021: Foundations of Learning Sciences

Semester 1, 2020 [Normal evening] - Camperdown/Darlington, Sydney

In this unit we build on work in the learning sciences (psychology, education, cognitive and neurosciences) as we look at psychological models of learning, cognition and motivation, especially as they relate to multimedia and computer-supported learning. Contemporary educational technology use will be analysed from a number of perspectives, including classical information theory, psychological media and communication theories, activity theory, socio-cultural learning theory, constructivist and models of distributed cognition.

Unit details and rules

Academic unit Education
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Michael J Jacobson, michael.jacobson@sydney.edu.au
Lecturer(s) Michael J Jacobson, michael.jacobson@sydney.edu.au
Type Description Weight Due Length
Assignment Learning Issue Literature Review Paper
Written literature review paper
50% Formal exam period
Due date: 08 Jun 2020 at 23:00
3500
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment Contrast and Compare Paper
Written Essay
30% Week 05
Due date: 23 Mar 2020 at 22:00
1500 words
Outcomes assessed: LO1 LO5
Creative assessment / demonstration Presentations on Learning Issue Analysis Papers
Slides and presentation
10% Week 11
Due date: 13 Feb 2020 at 17:00
500 words
Outcomes assessed: LO1 LO4 LO3 LO2
Small continuous assessment Weekly tasks: from week 2 to 13
n/a
10% Weekly 500 words
Outcomes assessed: LO1 LO5 LO4 LO3 LO2

Assessment summary

The assignments are assessments that require complex reasoning and communication skills combined with deep content knowledge about the field of the learning sciences.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

A penalty of -5 points from the marking of an assessment assignment will apply for every 2 days the assignment is late.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Overview of the MLS&T program and EDPC5021 Introduction to Zoom and Canvas Seminar (2 hr) LO2
Week 02 Overview of the Learning Sciences Context and Culture Learning Sciences Debate 1: Direct Instruction (DI) vs. Minimally Guided Instruction (MGI) Seminar (2 hr) LO1 LO5
Week 03 Types of Learning and the Developing Brain Debate 1: MGI Response Seminar (2 hr) LO1 LO5
Week 04 Processes that Support Learning Debate 1: Empirical Research Challenging DI Seminar (2 hr) LO1 LO2 LO3 LO5
Week 05 Learning Sciences Debate 2: The Cognitive-Situative Debate Setup Knowledge and Reasoning Seminar (2 hr) LO1 LO2 LO3 LO5
Week 06 Learning Sciences Debate 2: The Cognitive-Situative Debate Truce and Reframing Seminar (2 hr) LO1 LO2 LO3 LO5
Week 07 Complex Systems in the Learning Sciences: theoretical and Methodological Implications Motivation to Learn Seminar (2 hr) LO1 LO2 LO3 LO5
Week 08 Mid-semester Break Seminar (2 hr)  
Week 09 Education and the Neuroscience Seminar (2 hr) LO1 LO2 LO3 LO5
Week 10 Moonshot for 21st century learning Introduction to digital learning technologies Seminar (2 hr) LO2 LO4
Week 11 Educational moonshot 2 Seminar (2 hr) LO2 LO4
Week 12 No class, work on presentations! Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 13 Presentations (8 minutes each) Seminar (2 hr) LO1 LO2 LO3 LO4 LO5

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. demonstrate a foundational understanding of the main contemporary theories in the learning sciences
  • LO2. understand modern technologies for learning and instruction such computer supported collaborative learning (CSCL), virtual and augmented reality, and intelligent systems
  • LO3. understand basic research methods used in learning sciences research to study learning experiences across schools, homes, workplaces and communities
  • LO4. understand the relationship between the design of instructional approaches and learning environments and current theoretical perspectives in the learning sciences
  • LO5. understand how to critically read theoretical and empirical research papers in the learning sciences.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

No changes

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.