EDF3402 · Learning and learner motivation in educational design

Overview

Learning designers need to understand how humans learn in order to design effective learning activities. However, there is no single theory or model which can be applied to all learners and learning contexts. In this unit, you will be introduced to significant and competing theories of learning, and you will be challenged to identify when and how they can be applied to inform learning designs. Learning designers also need to understand the factors that drive and sustain motivation in order to inspire and engage learners. In this unit, you will examine key theories of motivation and learn how to apply this knowledge to the design of learning materials, activities and programs. You will learn a wide range of strategies including how to create a supportive and inclusive learning environment, generate impactful feedback, as well as how to help learners develop self-regulation, resilience and productive habits. You will explore motivation in play and games, and how these may be embedded in learning designs. You will have the opportunity to apply what you learn to real-world educational design challenges and to reflect on your own motivation as a learner.

Offerings

The Handbook publishes no offerings for this unit.

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. Define and describe key theories of learning and motivation and how these can be applied to learning design
2. Demonstrate critical thinking skills by analysing case studies and research related to learning theory and motivation, and synthesising information to inform design decisions
3. Design a learning activity informed by theory and research

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.