Neuroscience of Human Learning (EDUC90975)
Graduate courseworkPoints: 12.5Online
About this subject
Contact information
Term 2
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
Overview
| Availability | Term 2 - Online |
|---|---|
| Fees | Look up fees |
This subject examines the foundations of human learning through a neurological lens, ranging from the sensory detection, encoding, storage, retrieval, storage, and behavioural outputs, to social constructs of learned information. A neuroscience of learning lens will also be used as a framework for critiquing educational practices, policies and products. The subject will provide opportunities for students to analyse ways in which findings derived from neurological research can be used to inform their professional practice.
Intended learning outcomes
On completion of this subject, students should be able to:
- Demonstrate an advanced understanding of how learning is instantiated in the human brain
- Integrate a complex neurological understanding of learning into a variety of other specialisations and disciplines, in particular cognitive and behavioural psychology
- Independently investigate topics of interest by critically analysing and synthesise the most salient academic literature
- Analyse conflicting theories and pre-existing data, and synthesize findings in a clear, concise and audience-appropriate way
- Articulate a defensible position and reflect on its implications for professional pedagogical practice
- Critically and reflectively analyse their own teaching & learning philosophy, epistemology, and practice
- Transmit research findings in written and verbal forms to peers and colleagues
Generic skills
- On completion of this subject, participants will be able to: Understand complex neuroscientific concepts that underlie human learning
- Research and critically evaluate bodies of knowledge through academic literature
- Synthesise and critically evaluate various hypotheses, claims and products that are purportedly brain-based
- Independently communicate complex concepts, knowledge and skills around the neuroscience oflearning to a range of expert and non-expert audiences
- Reflectively evaluate and responsibly apply knowledge from neuroscience and other disciplines (in particular psychology and education) to their professional practice
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
None
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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Literature review of educational neuroscience
| Week 4 | 40% |
Concept and professional practice paper
| End of term | 60% |
Last updated: 4 March 2025
Dates & times
- Term 2 - Online
Principal coordinator Georgia Dawson Mode of delivery Online Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 28 April 2025 Pre teaching requirements During the pre-teaching period, students are required to complete the following pre-reading: Bruer, J. T. (1997). Education and the brain: A bridge too far. Educational researcher, 26(8), 4-16. Geake, J.G. (2009). The Brain at School. McGraw Hill. (Chapter 3. Learning & Memory) Students should also familiarise themselves with the online platform and may like to take the opportunity to read through preliminary information about the subject and the services and support that is available to them. Students are encouraged to use this time to also introduce themselves to peers and teaching staff and to learn about those they will be studying with throughout the term. Teaching period 5 May 2025 to 29 June 2025 Last self-enrol date 29 April 2025 Census date 23 May 2025 Last date to withdraw without fail 13 June 2025 Assessment period ends 6 July 2025 Term 2 contact information
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
Time commitment details
170 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: 4 March 2025
Further information
- Texts
Last updated: 4 March 2025