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Learning Processes and Problems (EDUC90226)

Graduate courseworkPoints: 6.25On Campus (Parkville)

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Year of offer2019
Subject levelGraduate coursework
Subject codeEDUC90226
FeesSubject EFTSL, Level, Discipline & Census Date

This subject aims to develop student understanding of learning processes and problems by applying contemporary theories of learning to understand: the processes by which people learn, identifying barriers in the learning process, methods for diagnosing learning disorders, issues with diagnosis and designing effective and evidence based interventions for those having difficulty learning.

Intended learning outcomes

On subject completion students should be able to:

  • critically analyse and evaluate selected contemporary theories of learning and development in terms of their relevance to the work of educational psychologists;
  • evaluate assumptions, practices and procedures used in contemporary educational psychological work in terms of current theories of cognitive processing, cognitive development and learning;
  • develop and implement relevant knowledge assessment procedures, intervention and instructional procedures that are supported by current research in learning;
  • diagnose, recommend appropriate instructional and management procedures and report the nature of specific academic learning disabilities;
  • evaluate the effectiveness of assessment and education programmes intended for use with learners who have a range of academic learning disabilities from a contemporary research base.

Generic skills

On completion of this subject students should be able to 

  • critically analyse selected contemporary theories of learning and approaches to the assessment of reading disabilities;
  • develop a problem solving approach to the diagnosis of learning contexts and of specific learning disabilities;
  • develop skills in communicating effective learning criteria and the nature of particular cases of reading disabilities to teachers, parents and students;
  • use the model of learning developed in lectures to implement effective intervention and instructional procedures and the model of literacy knowledge to plan a schedule for implementing a literacy support program;
  • work in a team with other educational psychologists to analyse instructional and management procedures, assessment and education programmes;
  • display positive attitudes to the implementation of effective instruction and to the diagnosis and remediation of reading disabilities.


Eligibility and requirements


This subject may be taken by 312AA Master of Educational Psychology and G02AA Master of Educational Psychology/Doctor of Philosophy students only.



Non-allowed subjects


Core participation requirements

The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.

Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home



  • Written Assignment 1: Evaluation (1000 words) Due: Mid Subject (40%)
  • Written Assignment 2: Report (1500 words) Due: due end of subject (60%)

Hurdle requirement:

This subject has a minimum hurdle requirement of 80% attendance at all scheduled tutorials, seminars and workshops.

Dates & times

  • July
    Principal coordinatorCheree Murrihy
    Mode of deliveryOn Campus — Parkville
    Contact hours12 hours
    Total time commitment85 hours
    Pre teaching start date 8 July 2019
    Pre teaching requirementsDuring the pre-teaching period, students should access the LMS.
    Teaching period29 July 2019 to 2 September 2019
    Last self-enrol date12 July 2019
    Census date 2 August 2019
    Last date to withdraw without fail23 August 2019
    Assessment period ends16 September 2019

    July contact information

Time commitment details

85 hours

Further information

  • Texts

    Prescribed texts

    Flanagan, Ortiz & Alfonzo (2013). Essentials of Cross-Battery assessment (3rd edition ). New Jersey: Wiley.
    (This text-book was used for Psychological Tests 90225.)

  • Available to Study Abroad and/or Study Exchange Students

    This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.

Last updated: 8 August 2019