Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

EDUC321 Educational Psychology

To examine, integrate, and apply theories of human development, learning, and assessment to the educational process.

Should well-being be taught in schools? Is self-control more important than self-esteem? Can digital technology transform learning? Is positive thinking overrated? Is there too much emphasis on measurement in assessment?

This paper is an introduction to the theoretical and research bases of educational psychology as it applies to classroom teaching.  You will explore issues and concepts such as well-being, self-efficacy, constructivism, digital technology, motivation, talent development, and assessment.

Paper title Educational Psychology
Paper code EDUC321
Subject Education
EFTS 0.1500
Points 18 points
Teaching period Second Semester
Domestic Tuition Fees (NZD) $886.35
International Tuition Fees (NZD) $3,766.35

^ Top of page

Prerequisite
EDUC 102 and one 200-level EDUC or PSYC paper
Schedule C
Arts and Music
Notes
May not be credited together with EDUC 331 passed in 2005-2012.
Eligibility
A background in education, psychology, or sociology prepares you well for this paper. Please feel free to contact the instructor if you have any questions about your eligibility.
Contact

jane.carroll@otago.ac.nz

Teaching staff

Dr Jane Carroll

Paper Structure
Topics may include, but will not be limited to:
  • Well-being
  • Development of the Self
  • Self-control
  • Learning Theories
  • Motivation
  • Talent development
  • Digital Technology
  • Assessment
Textbooks
A selection of recommended readings will be included in the course outline.
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical thinking, Information literacy, Research, Self-motivation.
View more information about Otago's graduate attributes.
Learning Outcomes
Ideally, you will:
  • Relate developmental theories to educational issues
  • Understand and relate psychological processes and socio-cultural factors to learning
  • Understand how theories of intelligence apply to learners with special needs
  • Apply principles of assessment to the development, use, and interpretation of formative and summative assessments
  • Demonstrate how to communicate assessment information with parents, colleagues, administrators

^ Top of page

Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
A1 Wednesday 15:00-15:50 28-34, 36-41

Tutorial

Stream Days Times Weeks
Attend
A1 Monday 14:00-15:50 28-34, 36-41