Teaching plan for the course unit

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General information

 

Course unit name: Approaches and Current Trends in Educational Psychology

Course unit code: 569214

Academic year: 2023-2024

Coordinator: Ana Engel Rocamora

Department: Department of Cognition, Development and Educational Psychology

Credits: 6

Single program: S

 

 

Estimated learning time

Total number of hours 150

 

Face-to-face and/or online activities

60
 

-  Lecture with practical component

Face-to-face

  

60

Supervised project

40

Independent learning

50

 

 

Learning objectives

 

Referring to knowledge

  • Review and further understanding of current theoretical approaches to learning that are of particular relevance in educational psychology.
  • Review and analyse design proposals for learning environments and innovative educational practices based on current theories of learning.
  • Explore the implications of current theories of learning and design proposals for learning environments from the perspective of teaching and educational support.
  • Respect human diversity (differences in gender, culture, abilities and resources), recognise social and economic injustice and adopt an attitude of personal and professional commitment to a continuous process of social change.

 

 

Teaching blocks

 

1. Principles of learning and the design of innovative learning environments

2. Social practices, identity and learning: communities of practice and communities of learning

3. Activity, activity systems and learning

4. Learning in socially and culturally relevant situations: Constructionist learning

5. Learning in socially and culturally relevant situations: Research methodologies

6. Activity contexts and learning pathways: connected learning

7. Meaningful school learning and personalisation strategies

 

 

Official assessment of learning outcomes

 

Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award.

Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio.pdf).

Attendance and participation in class sessions is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment. 

Continuous assessment centres on two types of activity:

  • Activities monitoring comprehension of course content. These are completed in class in small groups. To submit them for evaluation, students must attend the corresponding class session. Roughly, one activity is completed in relation to each topic. In these activities, the following characteristics are evaluated: the extent to which they comply with the instructions given; quality of discussion; the appropriate use of the content, and the organization of the set tasks. Each activity is assessed on a scale from 0 to 10. The scores for these activities represent 60% of the final grade.
  • Synthesis of the content worked on in the subject to show comprehension. This is completed individually and handed in at the end of the course. In this activity, the following characteristics are evaluated: the extent to which the final study complies with the instructions given; the organization and detail, quality of discussion, and the appropriate use of the model content. The activity is assessed on a scale from 0 to 10 and represents 40% of the final grade.


Attendance at all on-campus classes is compulsory if students wish to opt for this mode of assessment. Students must attend at least 75% of the sessions in order to opt for continuous assessment. Likewise, failure to comply with course requisites (readings, task preparation, participation) means students cannot adhere to this mode of assessment.

 

Repeat assessment

Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks.

Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee.

The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

     

    Examination-based assessment

    In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it no later than twenty calendar days from the start of the course.

    Single assessment comprises a written exam in which students have to answer questions on the course content and solve practical problems. To pass the course, students must obtain a minimum score of 5 points. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

     

    Repeat assessment

    Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks.

    Repeat assessment comprises a written exam covering all course content, both theoretical and practical.  Students sit the exam on the date and time set by the MIPE Academic Committee.

    The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

     

     

    Reading and study resources

    Check availability in Cercabib

    Book

    Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (2000).  How people learn: brain, mind, experience, and school. National Academy Press.

    Coll, C. (Ed.) (2010). Desarrollo, aprendizaje y enseñanza en la educación superior. Ed. Graó.

    Coll, C., Palacios, J., y Marchesi, A, (2001). Desarrollo psicológico y educación. Vol. 2. Psicología de la educación escolar. Alianza.

    Dewey, J. (2004). Experiencia y educación. Ed. Biblioteca Nueva.

    Díaz Barriga, F. (2006). Enseñanza situada: Vínculo entre la escuela y la vida. McGraw Hill.

    Dumont, H., Istance, D., & Benvides, F. (2010). The nature of learning. Using research to inspire practice. OECD Publishing.

    Mayer, R. E. (Ed.) (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.

    Olson, D. R., & Torrance, N. (Eds.) (1996). Education and human development (388-414). Ed. Blackwell.

    Robbins, Ph., & Aydede, M. (Eds.) (2009). The Cambridge handbook of situated cognition. Cambridge University Press.

    Salomon, G. (Ed.) (1993). Cogniciones distribuidas. Consideraciones psicológicas y educativas. Ed. Amorrortu.

    Sawyer, R. K. (Ed.) (2014). The Cambridge handbook of the learning sciences. Second Edition. Cambridge UniversityPress.

    The National Academies of Sciences, Engineering, Medicine (2018). How People Learn II. Learners, Contexts, and Cultures. Committee on How People Learn II: The Science and Practice of Learning. National Academy Press.

    Web page

    The International Society of theLearningSciences

    http://www.isls.org/index.html

    LIFE, Learning in Informal and Formal Environments

    http://www.life-slc.org/index.html

    National Center on Universal Design for Learning

    http://www.udlcenter.org