Course Outline

Part I
Programme Title : MEd Specialization Educational & Developmental Psychology
Course Title : Cognitive Learning Theories
Department : Psychological Studies
Credit Points :3
Contact Hours : 39
Pre-requisite(s) :
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Part II
1. Synopsis
A thorough understanding of the learning process is essential for effective teaching. The
nature of learning, its components, and how to most efficiently enhance learning has been
examined from a number of theoretical, empirical, and applied perspectives. In contemporary
classrooms, theories of learning based on cognitive psychology predominate. This course will
provide an overview of contemporary cognitive learning theories in order to provide educators
with the evidence-base to stimulate, enhance, and maintain effective learning in students.

2. Course Intended Learning Outcomes (CILOs)

Upon successful completion of this course, students should be able to:

CILO1. Describe the nature of contemporary cognitive psychology and how it has influenced
the interpretation of the learning process
CILO2. Explain and compare major features of learning theories/principles and their
underlying processes, extensions, and limitation
CILO3.Discuss factors affecting learning processes and learning outcomes
CILO4. Examine and critically evaluate the various theories presented in this course in terms
of their application to educational settings

3. Content
Course content CILOs
Introduction to different perspectives on learning, including behavioral CILO1-4
and cognitive theories of learning
Social cognitive theory CILO1-4
Information processing model CILO1-4
Cognitive factors in motivation, including goal orientation and CILO1-4

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attribution
Cognitive development, including Piagets and Vygotskys theories CILO1-4
Constructivist approaches to instruction
Complex learning and cognition, including metacognitive skills, CILO1-4
problem solving and critical thinking

4. Assessment
Assessment Tasks Weighting (%) CILOs
a. Group assignment: Students will work in groups 30% CILO1 -4
to complete a short assignment that is designed to
assess student competence in applying
theories/principles of learning to explain a
hypothetical case.
b. Individual assignment: Students will write 70% CILO1-4
individually one scenario in educational setting
and critically analyze that scenario based on the
different theories covered in the course. The
focus of analysis is on the psychological
mechanism of learning processes and how it
affects learning outcomes. The implications on
the instructional strategies to facilitate and
maintain effective learning should be discussed.

5. Required Text

Ormrod, J. E. (2012). Human learning (6th ed.). NJ: Pearson.

Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.). Boston: Pearson.

6. Recommended Readings
Anderson, J. R., Greeno, J. G., Reder, L. M. & Simon, H. A. (2000). Perspectives on learning,
thinking, and activity. Educational Researcher, 29, 11-13.
Corno, L. & Mandinach, E. B. (2004). What we have learning about student engagement in
the past 20 years. In D. M. McInerney & S. Van Etten (eds), Research on Sociocultural
Influences on Motivation and Learning: Vol. 4. Big Theories Revisited. Greenwich, CT:
Information Age Publishing.
Green, J. & Luke, A. (2006) Rethinking learning: What counts as learning and what learning
counts. Review of Research in Education, 30, (whole issue).
Kirschner, P. A., Sweller, J. & Clark, R. E. (2006). Why minimal guidance during instruction
does not work: An analysis of the failure of constructivist, discovery, problem-based,
experiential, and inquiry-based teaching. Educational Psychologist, 41, 75-86.

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Mayer, R. E., (1996). Learners as information processors: Legacies and limitations of
educational psychologys second metaphor. Educational Psychologist, 31, 151-161.
McInerney, D. M. & McInerney, V. (2010). Educational Psychology: Constructing Learning
(5th ed). Frenchs Forest, NSW: Pearson Australia.
Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational
Psychologist, 42, 173-190.
Nasir, N. S. & Hand, V. M. (2006). Exploring Sociocultural perspectives on race, culture and
learning. Review of Educational Research, 76, 449-475
Pintrich, P. R. & Zusho, A. (2002). The development of academic self-regulation: The role of
cognitive and motivational factors. In. A. Wigfield & J. Eccles (eds) Development of
Achievement Motivation. San Diego: Academic Press.
Puntambekar, S. & Hubscher, R. (2005). Tools for scaffolding students in a complex learning
environment: What have we gained and what have we missed? Educational
Psychologist, 40, 1-12.
Schunk, D. H. & Pajares, F. (2004). Self-efficacy in education revisited: Empirical and applied
evidence. In D. M. McInerney & S. van Etten (eds) Research on Sociocultural Influences
on Motivation and Learning: Vol. 4. Big Theories Revisited. Greenwich, CT: Information
Age Publishing.
Schunk, D. H. (2008). Learning Theories. An Educational Perspective. Columbus, OH:
Pearson.
Vsquez, O. A. (2006) Cross-national explorations of Sociocultural research on learning.
Review of Research in Education, 30, 33-64.
Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An
analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers.
Review of Educational Psychology, 72, 131-175.
Wood, E. et al (2003). Can gender stereotypes facilitate memory when elaborative strategies
are used? Educational Psychology, 23, 169-180.
Zimmerman, B. J. (2004). Sociocultural influence and students development of academic
self-regulation: A social-cognitive approach. In D. M. McInerney & S. van Etten (eds)
Research on Sociocultural Influences on Motivation and Learning: Vol. 4. Big Theories
Revisited. Greenwich, CT: Information Age Publishing.

7. Related Journals
American Educational Research Journal
Australian Journal of Education
Australian Journal of Psychology
British Journal of Educational Psychology
Contemporary Educational Psychology
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Educational and Psychological Measurement
Educational Psychology Review
Educational Psychology: An International Journal of Experimental Educational Psychology
International Journal of Psychology
Journal of Cross-cultural Psychology
Journal of Educational Psychology
Psychologia: An International Journal of Psychology in the Orient
Teachers College Record

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 Master of Education
PSY6015 Cognitive Learning Theories

Lecturer: Dr. Winnie Chan Office: D2-2/F-12

Email: winniechan@ied.edu.hk Tel: 2948 8403

Lectures: Thursdays 6:30pm 9:20pm (Venue: (TCXB1) 105)

Lecture notes will be posted on Moodle. Please download a copy and bring it to class. All
lectures are compulsory. The minimum attendance rate is 80%.

Teaching Schedule:
Lecture Date Topic (Tentative schedule) Slavin Ormrod
1 12 Sept Introduction to different Ch.6 Ch.3-5
perspectives on learning
19 Sept (Mid-Autumn Festival) No Class
2 26 Sept Social cognitive theory Ch.6 Ch.6
3 3 Oct Information processing model Ch.5 Ch.8-11
4 10 Oct
Group Assignment Preparation (Submission Deadline: 17 Oct)
5 17 Oct Cognitive factors in motivation Ch.10 Ch.17
6 24 Oct
7 31 Oct Cognitive development Ch.2 Ch.12-13
8 7 Nov Constructivist approaches to Ch.8 --
instruction
Individual Assignment Preparation (Submission Deadline: 18 Dec)
9 14 Nov Complex learning and -- Ch.14-15
10 21 Nov cognition
Consultation

Important:
Any announcements regarding the course will be posted on Moodle. Please check regularly
for any updates.

Assessment:
Group Assignment (30%): Students will work in groups to complete a short assignment that is
designed to assess student competence in applying theories / principles of learning to explain a

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hypothetical case. The case will be provided by the lecturer. Students are required to submit a
hardcopy of their assignment on 17 Oct during the lecture.

Individual Assignment (70%): Students will write individually one scenario in educational
setting and critically analyze that scenario based on the different theories covered in the
course. The focus of analysis is on the psychological mechanism of learning processes and
how it affects learning outcomes. The implications on the instructional strategies to facilitate
and maintain effective learning should be discussed.

The word limit for the individual assignment is 3000, excluding references. Deadline for
submission is 18 Dec 2013 (11pm). Students are required to submit both hardcopy and
softcopy of their work. Hardcopy of the assignment should be submitted to the Department
assignment box at the Tai Po campus (located outside the General Office at D1-2/F-06).
Softcopy should be submitted to the Moodle via Turnitin. Submission date and time on the
Turnitin record will be taken as the final submission record.

All submitted work should be written in APA format. Word count should be put on the cover
sheet of the assignment (see attached).

Plagiarism:
Submitted assignments will be checked for plagiarism. Penalties will be applied to any work
that contains plagiarized materials. Please be sure to avoid plagiarism by referencing the work
of others which you have used.

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 The Hong Kong Institute of Education
Master of Education
PSY6015 Cognitive Learning Theories

Individual Assignment (Word Count: )

Student Name: (Student Number: )

Course Lecturer: Dr. Winnie Chan

Assessment Criteria
Excellent Good Satisfactory Marginal Fail
Identification of learning issues A B C D F
The scenario is well presented and is
relevant to learning and teaching.
Analysis of scenario A B C D F
The analysis is sound and well
supported by theories / concepts in this
course.
Practical implications A B C D F
Appropriate practical implications and
reflection of personal philosophy of
learning and teaching.
Presentation and references A B C D F
Overall presentation is clear, well-
organized, and adhered to APA format;
references are complete.

Overall Grade:________________
Comments: