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This course sets out to provide an understanding of theories of learning and development and how these theories relate to educational technology. It has two components. The first is theoretical, in which we attempt to develop an overall frame of reference, locating approaches to the psychology of learning in terms of large paradigm shifts, from ‘behaviorism’ to ‘brain developmentalism’ to ‘social cognitivism’. The second component is practical, in which we will use these theoretical concepts to ‘parse’ a technology-mediated learning environment for its underlying presuppositions.
COURSE ORIENTATION + Foundations of Educational Psychology
Brain Developmentalism and Social Cognitivism
In this module, we explore the main theories and theorists in approaches to educational psychology that we call "brain developmentalism" and "social cognitivism."
Social and Emotional Conditions of Learning and Student Development
This module and the following one present four leading educational psychologists from the University of Illinois demonstrating the range of applications of educational psychology. In this module, Dorothy Espelage explores the socio-emotional conditions of learning, with a particular focus on her research into bullying. Then, Denice Hood discusses student development.
Productive Struggle in Learning and Quantitative Psychology
Two more, quite varied applications of educational psychology: George Reese discusses productive struggle, and Joe Robinson-Cimpian the application of quantitative educational psychology at a systems level.
Dr William Cope and Dr Mary Kalantzis