Simon Fraser University
Engaging the World

Course Outlines

Spring 2025 - EDUC 320 D100

Instructional Psychology (3)

Class Number: 5100

Delivery Method: Blended

Overview

  • Course Times + Location:

    Jan 6 – Apr 9, 2025: Mon, 2:30–5:20 p.m.
    Burnaby

  • Prerequisites:

    EDUC 220.

Description

CALENDAR DESCRIPTION:

Examines theories of instruction and research about learning, motivation, individual differences, and social environments as foundations for designing instruction. Topics include: models of cognition; models of motivation and beliefs; metacognition, self-regulated learning, and learning skills; problem solving and transfer; cognitive processing models of instruction in mathematics, science, social studies, reading and composition.

COURSE DETAILS:

The learning and teaching space has transcended geographical boundaries in the modern world. With knowledge from instructional psychology and its relevant research grounded in educational psychology literature, we need to understand the most effective and culturally appropriate methods for designing instruction for our students.

In this course, students will acquire the most up-to-date knowledge of psychological models, instructional design, and pedagogical skills that are essential for designing, planning, delivering, and evaluating teaching and learning. The course also places a strong emphasis on strategies that promote desired learning outcomes.

This course extends classical experimental research on cognition, motivation, and psychology, and integrates instructional psychology into the context of learning and teaching spaces.

COURSE-LEVEL EDUCATIONAL GOALS:

In this course, students will:

  • Examine dominant psychological models of learning design in various instructional contexts.
  • Engage in instructional design conversations from theoretical, research and practical perspectives.
  • Critically discuss the merits and caveats of learning design models
  • Transform theoretical learning into practical instructional practices.

Grading

  • Group Project 45%
  • Midterm & Final Exams & Quizzes 40%
  • Class activities & Reflection 15%

NOTES:

As an instructor, I am fully aware of the rise of AI intelligence and its implication for your learning and my teaching. I am not fully against the use of AI for learning if the context of its use facilitates your intellectual growth. However, I am opposed to students using it as an unethical learning tool (i.e. students submitting an assignment that is solely AI-generated without giving full and careful consideration, or without deeper & proper communication or disclosure with the instructor). In the case that a student is suspected of violating academic integrity principles using an AI tool, I will still proceed with the formal procedure as set out by SFU's Academic Integrity Office.

Materials

MATERIALS + SUPPLIES:

Materials will be made available on Canvas.

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.

Registrar Notes:

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

RELIGIOUS ACCOMMODATION

Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.