EDED20502 - The Neuroscience of Memory and Learning
Term 2 - 2017


All details in this unit profile for EDED20502 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

The neuroscience of memory has shifted the traditional educational paradigm into a new neural paradigm – understanding the brain as a network of neural activation patterns. As an educator, you will learn about the operational systems of the brain and processes of memory networks. You develop new insights into the challenges of learning from a neuroscience perspective. To support the development of a well-integrated, socially responsible, thriving person you will develop your knowledge and understanding of the neural basis of fear, support, overprotection, repetition, asking questions, social interaction and neural proliferations. You learn about the consolidation and priority of neural networks to enhance memory and expertise.

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. Analyse the effect of the stress response on learning and the hierarchy of neural networks
  2. Synthesise key theoretical and empirical developments in the neuroscience of memory and learning
  3. Specify the role of sleep processes in learning and memory formation
  4. Explain the processes of the proliferation and consolidation of neural networks to enhance memory and increase expertise
  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

Learning and memory: From brain to behavior
Author/s: Mark A. Gluck, Eduardo Mercado and Catherine E. Myers Year: 2016
Edition: 3 Publisher: Worth Publishers/Macmillan Learning
City: New York State: NY
Country: United States
Mind, brain, and education science: A comprehensive guide to the new brain-based teaching
Author/s: Tracey Tokuhama-Espinosa Year: 2011
Edition: Publisher: W.W.Norton & Co.
City: New York State: NY
Country: United States
View textbooks at the CQUniversity Bookshop
Note:

The Gluck et al (2016) text is also available in e-book and pdf formats from various online vendors - please visit the Macmillan Learning website for further information.

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:

Gluck, Mercado and Myers (2016): Chapter 1,'The psychology of learning and memory' and Chapter 2, 'The neuroscience of learning and memory'

Tokuhama-Espinoza (2011): Forward, Introduction, Chapter 1, ' A celebration' and Chapter 2, 'Evidence-based solutions for the classroom: MBE defined'

Week 2 17-07-2017

Topic 1, continued.

Week 3 24-07-2017

Topic 2: Learning science and neuromyths

Gluck, Mercado and Myers (2016): revisit Chapter 2, 'The neuroscience of learning and memory', read Chapter 3, 'Habituation,sensizitation, and familiarization' and Chapter 4, 'Classical conditioning'

Tokuhama-Espinoza (2011): Chapter 3, 'A new look at old problems in education: A brief history of the science of learning'

Week 4 31-07-2017

Topic 2, continued.

Week 5 07-08-2017

Topic 3: Learning, motivation and the science and art of teaching

Tokuhama-Espinoza (2011): Chapter 5, 'The scientifically substantiated art of teaching: Part 1' and Chapter 6, The scientifically substantiated art of teaching: Part 2'

Gluck, Mercado and Myers (2016): Chapter 5, 'Operant conditioning'

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

Topic 3, continued.

Written Assessment Due Friday (25 Aug 17) 11:45 PM AEST
Week 7 28-08-2017

Topic 4:

Gluck, Mercado and Myers (2016): Chapter 7, Episodic and semantic memory: Memory for facts and events', Chapter 8, 'Skills memory: Learning by doing' and Chapter 9, 'Working memory and cognitive control'

Tokuhama-Espinoza (2011): Chapter 7, 'The laboratory in the classroom'

Week 8 04-09-2017

Topic 4, continued.

Week 9 11-09-2017

Topic 5: Influences on memory and learning - emotional, social, across the lifespan, and evidence based solutions for the classroom

Gluck, Mercado and Myers (2016): Chapter 10, 'Emotional influences on learning and memory', Chapter 11, 'Social learning and memory' and Chapter 12, 'Development and ageing'

Tokuhama-Espinoza (2011): Chapter 8, 'Evidence based solutions for the classroom' and Chapter 9, 'Conclusions - development of the teacher practitioner'

Week 10 18-09-2017

Topic 5, continued.

Week 11 25-09-2017

Topic 6: Revision and preparation of Assessment task 2

Revision

Week 12 02-10-2017

Topic 6, continued.

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 on memory and learning (20%)

Reflect upon your learning from various resources that you have engaged with on the neuroscience of learning and memory. This may include our Unit Moodle website, our textbooks (Gluck, Mercado & Miles, 2016; Tokuhama-Espinosa, 2011), and other resources that you may have engaged with as well as any relevant professional development. Select one or two significant areas of special interest to you, name these and in about 1,500 words overview key ideas that you found of interest from those resources and some personal reflections on the implications for your practice. For example, you may be very interested in an area such as types of memory or neuromyths or stress responses or consolidation of neural networks or sleep processes in learning and memory formation and wish to elaborate upon that.

Write your response with the possibility of it being used with a professional audience such as teaching colleagues largely unfamiliar with the area who are keen to learn about it from you so that they may further inform their own practices. Ensure that in your response, the in-text citations and References provide clear evidence of understanding and using (citing – direct or indirect) relevant aspects of the unit textbooks (Gluck, Mercado & Miles, 2016; Tokuhama-Espinosa, 2011) and relevant Moodle and other resources that informed your response.

Assessment Due Date Week 6 Friday (25-Aug-2017) 11:45 PM AEST
Return Date to Students Week 9 Friday (15-Sep-2017)
Weighting 20%
Assessment Criteria

Summary of marking guide:

Criterion Outcomes Marks of up to
Analyse 1 15
Synthesise 2 20
Specify & Explain 3 & 4 15
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, 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. Analyse the effect of the stress response on learning and the hierarchy of neural networks

2. Synthesise key theoretical and empirical developments in the neuroscience of memory and learning

3. Specify the role of sleep processes in learning and memory formation

4. Explain the processes of the proliferation and consolidation of neural networks to enhance memory and increase expertise

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 of about 3,500 words on the topic: ‘Applying ideas about quality learning environments to enhance learning and memory’. In doing this you have been asked to include discussion on the stress response on learning, contemporary developments in learning and memory, the role of sleep in learning and memory formation, the processes of the neural proliferation and consolidation to enhance memory and increase expertise, as well as other areas you consider significant. You should include as an Appendix your response to the first assessment task where you have looked at one or two areas 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).

Ensure that in your response, at a minimum, you provide in-text citations and References that give clear evidence of using (citing – direct or indirect) any relevant aspects of the unit textbooks (Gluck, Mercado & Miles, 2016; Tokuhama-Espinosa, 2011), our Moodle resources and any others that you may have used to inform your paper.

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
Analyse 1 15
Synthesise 2 20
Specify & Explain 3 & 4 15
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.

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

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. Analyse the effect of the stress response on learning and the hierarchy of neural networks

2. Synthesise key theoretical and empirical developments in the neuroscience of memory and learning

3. Specify the role of sleep processes in learning and memory formation

4. Explain the processes of the proliferation and consolidation of neural networks to enhance memory and increase expertise

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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