Spring 2022 - EDUC 220 OL01

Introduction to Educational Psychology (3)

Class Number: 3677

Delivery Method: Distance Education

Overview

  • Course Times + Location:

    Location: TBA

Description

CALENDAR DESCRIPTION:

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.

COURSE DETAILS:

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.

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.

Grading

  • Module Quizzes 50%
  • Module Responses 30%
  • Online Discussion and Participation 20%
  • Mandatory Introductory Activities 0%

NOTES:

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 quizzes follows the University's guidelines for conducting remote 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 no scheduled midterms and final exams. 




REQUIREMENTS:

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 will 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

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

E-VERSION IS $59.99: HTTPS://WWW.VITALSOURCE.COM/EN-CA/PRODUCTS/EDUCATIONAL-PSYCHOLOGY-SEVENTH-CANADIAN-EDITION-ANITA-WOOLFOLK-PHILIP-H-V9780135330456?TERM=9780135330456

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site 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

TEACHING AT SFU IN SPRING 2022

Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place.  Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes.  You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).

Enrolling in a course acknowledges that you are able to attend in whatever format is required.  You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.