Learning, Knowledge, and Human Development
Explore theories of learning and development in relation to educational technology, from behaviorism to social cognitivism.
Explore theories of learning and development in relation to educational technology, from behaviorism to social cognitivism.
This course provides a comprehensive exploration of learning theories and their application to educational technology. Led by Dr. William Cope and Dr. Mary Kalantzis from the University of Illinois Urbana-Champaign, it offers both theoretical and practical components. The theoretical part covers major paradigm shifts in the psychology of learning, from behaviorism to brain developmentalism to social cognitivism. The practical component applies these concepts to analyze technology-mediated learning environments. The course features insights from various experts, exploring topics such as socio-emotional conditions of learning, educational counseling, productive struggle in learning, and quantitative psychology in education. It's designed for those interested in the future of education, including aspiring educators, practicing teachers, and community leaders.
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What you'll learn
Understand the historical development and key concepts of educational psychology
Explore major learning theories including behaviorism, brain developmentalism, and social cognitivism
Analyze technology-mediated learning environments using psychological concepts
Examine socio-emotional conditions of learning, including research on bullying
Understand the application of psychology to educational counseling
Explore the concept of productive struggle in learning
Skills you'll gain
This course includes:
1 Hours PreRecorded video
1 quiz
Access on Mobile, Tablet, Desktop
FullTime access
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There are 4 modules in this course
This course offers a comprehensive exploration of learning theories and their application to educational technology. It covers major paradigms in educational psychology, including behaviorism, brain developmentalism, and social cognitivism. The curriculum features insights from various experts, exploring topics such as socio-emotional conditions of learning, educational counseling, productive struggle, and quantitative psychology in education. Students will learn to analyze technology-mediated learning environments using theoretical concepts, gaining a deeper understanding of how psychology informs educational practices. The course combines theoretical foundations with practical applications, preparing participants to engage critically with current and future trends in education and learning technologies.
COURSE ORIENTATION + Foundations of Educational Psychology
Module 1 · 3 Hours to complete
Brain Developmentalism and Social Cognitivism
Module 2 · 1 Hours to complete
Social and Emotional Conditions of Learning and Student Development
Module 3 · 2 Hours to complete
Productive Struggle in Learning and Quantitative Psychology
Module 4 · 1 Hours to complete
Fee Structure
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Instructors
Professor in Educational Policy Studies at the University of Illinois Urbana-Champaign
Dr. Bill Cope is a Professor in the Department of Educational Policy Studies at the University of Illinois Urbana-Champaign. He serves as the Principal Investigator on several significant projects funded by the Institute of Educational Sciences within the U.S. Department of Education and the Bill and Melinda Gates Foundation, focusing on the research and development of educational technologies. From 2010 to 2013, he held the position of Chair of the Journals Publication Committee for the American Educational Research Association. His recent publications include The Future of the Academic Journal (co-edited with Angus Phillips, Chandos, Oxford, 2009/2nd edition 2014) and Towards a Semantic Web: Connecting Knowledge in Academic Research (co-authored with Mary Kalantzis and Michael Magee, Woodhead, Cambridge, 2010). Dr. Cope holds one patent and has two pending patents in e-learning and web publishing. Alongside Mary Kalantzis, he co-authored New Learning: Elements of a Science of Education (Cambridge University Press, 2008/2nd edition 2012) and Literacies (Cambridge University Press, 2012), and co-edited Ubiquitous Learning (University of Illinois Press, 2009). For more information about his work, visit his research website at newlearningonline.com.
Professor in Education Policy at the University of Illinois Urbana-Champaign
Dr. Mary Kalantzis is a Professor in the Department of Education Policy, Organization, and Leadership at the University of Illinois Urbana-Champaign. She served as Dean of the College of Education from 2006 to 2016 and previously held the position of Dean of the Faculty of Education, Language and Community Services at RMIT University in Melbourne, Australia. Dr. Kalantzis has also been President of the Australian Council of Deans of Education and has contributed to various educational organizations, including serving as a Commissioner for the Australian Human Rights and Equal Opportunity Commission. Alongside Bill Cope, she has co-authored or co-edited several influential books, including New Learning: Elements of a Science of Education (Cambridge University Press, 2008; 2nd edition, 2012), Literacies (Cambridge University Press, 2012; 2nd edition, 2016), and A Pedagogy of Multiliteracies (Palgrave, 2016). Her work focuses on advancing educational practices through innovative approaches to literacy and learning in diverse contexts. For more information about her research and contributions, visit her profile at newlearningonline.com.
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4.6 course rating
234 ratings
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