Handbook home
Learning Processes and Problems (EDUC90226)
Graduate courseworkPoints: 6.25On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
July
Cheree Murrihy
Overview
Availability | July |
---|---|
Fees | Look up fees |
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.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Admission into one of the following: 312AA Master of Educational Psychology, G02AA Master of Educational Psychology/Doctor of Philosophy, MC-PSYCHED Master of Psychology (Educational and Developmental), DR-PHILEDP Master of Psychology (Educational and Developmental)/Doctor of Philosophy
Corequisites
None
Non-allowed subjects
None
Inherent requirements (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
Last updated: 10 February 2024
Assessment
Description | Timing | Percentage |
---|---|---|
Written Assignment 1: Evaluation
| Mid semester | 40% |
Written Assignment 2: Report
| End of the teaching period | 60% |
Hurdle requirement: A minimum of 80% attendance at all tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- July
Principal coordinator Cheree Murrihy Mode of delivery On Campus (Parkville) Contact hours 12 hours plus 48 hours of non-contact commitment time Total time commitment 85 hours Teaching period 22 July 2024 to 1 September 2024 Last self-enrol date 30 July 2024 Census date 9 August 2024 Last date to withdraw without fail 23 August 2024 Assessment period ends 15 September 2024 July contact information
Cheree Murrihy
Time commitment details
85 hours
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 10 February 2024
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.) - Related Handbook entries
This subject contributes to the following:
- Links to additional information
Faculty of Education: www.education.unimelb.edu.au
Last updated: 10 February 2024