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Details for EDU116 Introduction to Learning Theory

This subject introduces students to cognitive evidence-based learning theories, highlighting their importance in effective teaching and learning design and delivery. Students will explore how these theories can be applied across diverse educational contexts and with varied learner groups. As a foundational unit, it equips students with the knowledge and skills to apply cognitive, evidence-based principles to the design of effective teaching and learning experiences.

 

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: EDU116
  • Credit points: 10

Subject Coordinator

Garrick Everett

Prerequisite

This unit has no prerequisites.

Unit Content

Outcomes

  1. Demonstrate an understanding of cognitive evidence-based theory and the importance of using this as the foundation for teaching.  
  2. Analyse and discuss how cognitive evidence-based theory informs learning and teaching.   
  3. Investigate and discuss how different cultural, linguistic, psychosocial, physical, and emotional factors and previous learning experiences impact student learning. 
  4. Demonstrate a foundational understanding of assessment for learning.
  5. Analyse, discuss and articulate the cognitive theory evidence base of learning experiences.  

Subject Content

  1. The Science of Learning 
  2. Enabling factors for learning 
  3. The Brain and Learning 
    • Brain development, growth and learning 
    • The executive functions of the brain 
  4. Memory, models and types of knowledge 
    • Memory and learning 
    • Schemas and mental models 
    • Biologically primary and secondary knowledge and the implications for learning
  5. Cognitive load theory 
  6. Teaching something new 
    • The research evidence base 
  7. Moving towards mastery 
  8. Most effective pedagogical practices 
    • Teaching strategies 
  9. Case study synopsis 
  10. Assessment for learning 
  11. Planning for learning
    • Designing learning experiences 
    • Using planning tools  
  12. Online learning. Effective online teaching practice. Techniques and engagement.

This course may be offered in the following formats

  • Face-to-Face (extensive)
  • Face-to-Face (intensive)
  • Online e-learning (asynchronous)
  • Online e-learning (synchronous)

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

  1. Critical Reflection: Forum Post (20%)
  2. Minor Essay (30%)
  3. Presentation & Handout (20%)
  4. Multiple Choice Quiz (30%)

Prescribed Text

  • Centre for Education Statistics and Evaluation. (2017). Cognitive load theory: Research that teachers really need to understand. Accessed from https://education.nsw.gov.au/content/dam/main-education/about-us/educational-data/cese/2017-cognitive-load-theory.pdfHattie, J. (2013). Understanding learning: Lessons for learning, teaching and research. ACER Research Repository. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1207&context=research_conference 
  • Craik, F.I.M., & Lockhart, R.S. (1972). Levels of processing: a framework for memory research. Journal of verbal learning and verbal behavior, 11, 7671-684, 10.1016/S00022-5371(72)80001-X (Open Access). 
  • Lonsdale, E., Lind, R., Griffiths, K., & Marslen, T. (2024). A knowledge-rich approach to curriculum design: Commissioned report. Australian Education Research Organisation. https://www.edresearch.edu.au/research/ research-reports/knowledge-rich-approach-curriculum-design   
  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2),   
  • Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–19, 39. 
  • Slavin, R. E. (2008). What evidence-based practice means to educators. Educational leadership, 66(1), 55-60. https://rieoei.org/historico/documentos/rie54a01.pdf 
  • Smith, D. (2025). Everyday Christian Teaching. A guide to practicing faith in the classroom.  William B. Eedmans Publishing Company. 
  • Sweller, J. (2023). Cognitive load theory: what we learn and how we learn it in Learning design and technology. Springer. 
  • Van Merriënboer, J. J., G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177.