EDED20501 - Neurobiological Fundamentals of Brain Based Education
Term 2 - 2017


All details in this unit profile for EDED20501 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In this unit you learn about the processes of how information flows through the brain and translates into memory. You will develop knowledge and understanding of neurobiological fundamentals that drive the development of neural networks in learning. You learn about the neurobiology of compromised environments associated with patterns of avoidance, compared to enriched ‘thriving learning’ environments with patterns of approach. In addition, you learn about the role of stress responses in learning and how sleep is critical to a healthy brain, learning and memory.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 20%
2. Written Assessment 80%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

On successful completion of this unit, you will be able to:
  1. Explain the neurobiological effects of fear-based and thriving learning environments
  2. Analyse the role of the expression of genes and interactions with the learning environment in memory formation
  3. Analyse the neurobiological fundamentals of learning from a neuroscience perspective
  4. Synthesise the significance of the processes of neural plasticity to maximise learning
  5. Communicate high level professional judgments and demonstrate personal accountability.

N/A

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Written Assessment

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills
4. Research
5. Self-management          
6. Ethical and Professional Responsibility          
7. Leadership          

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment      
2 - Written Assessment      

Prescribed Textbooks

Understanding development and learning: Implications for teaching
Author/s: Michael Nagel and Laura Scholes Year: 2016
Edition: Publisher: Oxford University Press
City: South Melbourne State: Vic
Country: Australia
The social neuroscience of education: Optimizing attachment and learning in the classroom
Author/s: Louis Cozolino Year: 2013
Edition: Publisher: W.W. Norton & Co.
City: New York State: NY
Country: United States
View textbooks at the CQUniversity Bookshop
Note:

This Nagel & Scholes (2016) text is also available as an e-book (ISBN 9780190306335) - please see the Oxford University Press Australia website.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorDaniel Teghe (d.teghe@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

Topic 1: Neurobiological fundamentals

Nagel and Scholes (2016): Chapter 3, 'Understanding brain development'

Cozolino (2013): Forward, Introduction and Chapter 1, 'Why the brain became a social organ'

Week 2 17-07-2017

Topic 1, continued.

Week 3 24-07-2017

Topic 2: Learning environments - thriving and compromised

Cozolino (2013): Chapter 2, 'How brains learn'

Nagel and Scholes (2016): pp.156 - 162 and pp. 185 - 189.

Week 4 31-07-2017

Topic 2, continued.

Week 5 07-08-2017

Topic 3: Nurturing, learning and stress

Nagel and Scholes (2016): Chapter 10, 'Nurturing learning'

Cozolino (2013): Chapter 5, 'What is the connection between learning and stress', and Chapter 4, 'Of human bonding'

Vacation Week 14-08-2017
Week 6 21-08-2017

Topic 3, continued.

Week 7 28-08-2017

Topic 4: Human development, attachment and bullying

Nagel and Scholes (2016): Chapter 2, 'The links between human development and learning'

Cozolino (2013): Chapter 6, 'How insecure attachments create "unteachable" students' and Chapter 7, 'How bullying impedes learning'

Written Assessment Due Friday (01 Sep 17) 11:45 PM AEST
Week 8 04-09-2017

Topic 4, continued.

Week 9 11-09-2017

Topic 5: Emotional attunement, and sociological factors of learning

Nagel and Scholes (2016): Chapter 9, 'Sociocultural factors of learning'

Cozolino (2013) Chapter 9, 'Emotional attunement stimulates learning'

Week 10 18-09-2017

Topic 5, continued.

Week 11 25-09-2017

Topic 6: Revision and focus on completing Assessment Task 2

Revision

Week 12 02-10-2017

Topic 6, continued.

Revision

Written Assessment Due Friday (06 Oct 17) 11:45 PM AEST
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Written Assessment
Task Description

Reflections (20%)

Reflect upon your learning from various resources that you have engaged with on neurobiological fundamentals of brain based learning. This should be from our Moodle website – especially Topics 1 to 3, our Unit textbooks (Cozolino, 2013; Nagel & Scholes, 2016), and other resources that you may have engaged with, as well as any relevant professional development.

Select one area of special interest to you from Topics 1 to 3, name the area, and in about 1,500 words discuss key ideas that you found of interest about that area and give some personal reflections on the implications for your practice. For example, you may be interested in compromised and optimal learning environments or the expression of genes or the stress response or neural plasticity or how the brain develops or the social brain or another area, and discussing how your reflections upon your learning in that area will inform your practice.

Write your response with the possibility of it being used with a professional audience such as work colleagues largely unfamiliar with the area who are keen to learn about it from you so that may further inform their own practices. Ensure that in your response the in-text citations and References use the APA (2010) style and provide clear evidence of using (citing – direct or indirect) relevant resources such as those in our Moodle website and textbooks and other resources that you have drawn upon to inform your response.

Assessment Due Date Week 7 Friday (01-Sep-2017) 11:45 PM AEST
Return Date to Students Week 10 Friday (22-Sep-2017)
Weighting 20%
Assessment Criteria

Summary of marking guide:

Criterion Outcomes Marks of up to
Explain 1 5
Analyse 2 & 3 5
Synthesise 4 5
Communicate 5 5
Total 20

CQUniversity (2016) descriptors

High Distinction 85 to 100%

Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well read or scholarly.

Distinction 75 to 84%

Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas.

Credit 65 to 74%

Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight.

Pass 50 to 64%

Demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit.

The Task Specific Marking Guide is available in our Unit Moodle website.

Referencing Style American Psychological Association (APA)
Submission Online

Submit online, through this unit's Moodle site - please use the relevant link in the Assessment block.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Explain the neurobiological effects of fear-based and thriving learning environments

2. Analyse the role of the expression of genes and interactions with the learning environment in memory formation

3. Analyse the neurobiological fundamentals of learning from a neuroscience perspective

4. Synthesise the significance of the processes of neural plasticity to maximise learning

5. Communicate high level professional judgments and demonstrate personal accountability.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research



2 Written Assessment

Assessment Title Written Assessment
Task Description

Extended response - briefing to colleagues (80%)

Your supervisor (such as a school principal) has asked you to provide a paper for staff on the ‘Applying understandings of neurobiological fundamentals in our context to enhance our culture of learning.’

In doing this you should consider Topics 1 to 6 on our Moodle website, our Unit textbooks (Cozolino, 2013; Nagel & Scholes, 2016), and other resources that you may have engaged with, as well as any relevant professional development. In your paper you might include ideas in various areas such as brain development, compromised versus thriving learning environments, the expression of genes, the processes of neural plasticity in learning, neural priorities, the role of the stress response and other areas that you consider important. How you choose to do this and what emphases you provide is your choice and will evidence key ideas that you have learned and consider important. You should include as an Appendix your response to the first assessment task where you have looked at an area in some depth and reflected upon the implications of your practice (ensure that you do not reproduce your response to the first task, nor parts of it in the text of your response for this second task).

The paper should be about 3,500 words (excluding References and an Appendix). Ensure that in your response the in-text citations and References use the APA (2010) style provide clear evidence of using (citing – direct or indirect) relevant resources such as those in our Moodle website and textbooks (Cozolino, 2013; Nagel & Scholes, 2016) and other resources that you have drawn upon to inform your response.

Assessment Due Date Week 12 Friday (06-Oct-2017) 11:45 PM AEST
Return Date to Students Exam Week Friday (20-Oct-2017)
Weighting 80%
Assessment Criteria

Summary of marking guide:

Criterion Outcomes Marks of up to
Explain 1 15
Analyse 2 & 3 15
Synthesise 4 20
Communicate 5 30
Total 80

CQUniversity (2016) descriptors

High Distinction 85 to 100%

Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well read or scholarly.

Distinction 75 to 84%

Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas.

Credit 65 to 74%

Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight.

Pass 50 to 64%

Demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit.

The Task Specific Marking Guide is available on our Unit Moodle website.

Referencing Style American Psychological Association (APA)
Submission Online

Submit online at this unit's Moodle site - please follow the relevant link in the Assessment block.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Explain the neurobiological effects of fear-based and thriving learning environments

2. Analyse the role of the expression of genes and interactions with the learning environment in memory formation

3. Analyse the neurobiological fundamentals of learning from a neuroscience perspective

4. Synthesise the significance of the processes of neural plasticity to maximise learning

5. Communicate high level professional judgments and demonstrate personal accountability.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research




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