Fall 2022 - EDUC 220 OL01
Introduction to Educational Psychology (3)
Class Number: 6443
Delivery Method: Distance Education
A survey of educational research and theories concerning motivation, learning, development, and individual differences in classroom settings. May be applied towards the certificate in liberal arts. Breadth-Social Sciences.
Do you want to know the characteristics of a self-regulated student? Do you want to learn the good charactersitics of teaching and learning? Or do you want to know how educational researchers conduct research and what they are doing?
Educational psychology is the study of teaching and learning. Throughout the semester, you will be introduced to many perspectives in teaching and learning, such as research methodology, development of learning, motivation for learning, EDI (equity, diversity and inclusion), and assessments.
You will also learn to speak the language of educational psychologists. Throughout the course, you will engage in several online activities that help you understand the complexities of teaching and learning in classroom settings and to make an informed judgement about your learning situations or teaching practices.
Note - This course is an asynchronous online one, meaning we don't have any scheduled class time. To a certain extent, you can work at your own pace. However, there are deadlines for submitted work and online discussion to enable you to both pace your work and develop a sense of community with the other students in the class. I may offer some optional office hours or recorded tutorials via online conference platforms to support your learning.
COURSE-LEVEL EDUCATIONAL GOALS:
Upon completion of this course, students will be familiar with a breadth of concepts that are foundational to educational psychology. Students will be versed in seminal learning theories (cognitive, behavioural, constructivist) as well as concepts like motivation and moral development. Students will be able to ground their educational arguments and points of view in theoretical frameworks.
By the end of the course, you will:
- Develop metacognitive awareness of the learning strategies that foster academic success.
- Compare and contrast dominant developmental educational theories.
- Articulate how educational theories impact learning and teaching research methodology and the interpretation of results.
- Engage in an open dialogue about the educational theories/research and the current classroom practices.
- Connect several learning and teaching perspectives to the current classroom practice.
- Question the current assumptions of educational research, policy and practice.
- Module Assessments (Midterm Exams/Final) 50%
- Module Written Responses 30%
- Online Discussion and Participation 20%
- Mandatory Introductory Activities 0%
This course requires consistent effort and high levels of self-regulation and self-dicipline in order to get a satisfactory grade. The setup of the assessments in EDUC 220 follows the University's guidelines for conducting remote/or in person exams.
More information of this course will be provided on the first day of class. The grading ratio and assessment methods might be subject to change and will be announced on Canvas on the first day of class. There will be scheduled midterm & final exam.
Completion of all assignments and exams is the requirement for passing this course. Missing any of the elements may result in a failing grade.All exams and assignments are subject to a penalty for academic dishonesty. Students have a responsibility to ensure they are familiar with the generally accepted standards and requirements of academic honesty. Written work for this course might be submitted via Turnitin, a third-party service licensed for use by SFU. Turnitin is used for originality checking to help detect plagiarism. Students will be required to create an account with Turnitin, and to submit their work via that account, on the terms stipulated in the agreement between the student and Turnitin. This agreement includes the retention of your submitted work as part of the Turnitin database. Any student with a concern about using the Turnitin service may opt to use an anonymous identity in their interactions with Turnitin. Students who do not intend to use Turnitin in the standard manner must notify the instructor at least two weeks in advance of any submission deadline. In particular, it is the responsibility of any student using the anonymous option (i.e. false name and temporary e-mail address created for the purpose) to inform the instructor such that the instructor can match up the anonymous identity with the student.
MATERIALS + SUPPLIES:
WOOLFOLK, A. E., WINNE, P. H., & PERRY, N. E. (2020). EDUCATIONAL PSYCHOLOGY. SEVENTH CANADIAN EDITION. TORONTO, ON: PEARSON CANADA.
PRINT ISBN: 9780134832210, 0134832213
ETEXT ISBN: 9780135330456, 0135330459
REQUIRED READING NOTES:
Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html