EDUCATIONAL AND E-LEARNING PSYCHOLOGY
Educational objectives: The course of Educational and E-Learning Psychology aims to analyze the cognitive, metacognitive, emotional, motivational and relational processes involved in multimedia learning and their role in developing the knowledge, skills and attitudes of learners. Adopting the perspective of the Developmental and Educational Psychology, the features of learning and teaching through the Information and Communication Technologies (ICT) will be highlighted, as well as effective approaches and strategies in different educational contexts.
Expected learning outcomes:
Knowledge and understanding:
• of the psychological processes involved in multimedia learning.
• of the theoretical and methodological models of Educational Psychology explaining online and blended learning effectiveness.
• of the teacher's competencies in instruction with the Information and Communication Technologies (ICT).
Applying knowledge and understanding:
• on the design of educational and instructional interventions with the use of ICT;
• on the identification of educational models consistent with the characteristics and needs of the learning contexts.
• on the construction of the educational relationship in online environments.
Making judgements:
• in finding connections between psychological theories on distance learning and educational contexts;
• in evaluating technological innovations as a function of the advancement of research in Educational Psychology;
• in acquiring self-assessment competencies related to ICT skills.
Communication skills:
• in the specialized language of online environments;
• in modulating communication strategies in order to motivate and support learning and relationships;
• related to active listening and feedback.
Learning skills:
• related to basic and applied research in the field of Educational Psychology and ICT;
• related to Lifelong Learning on the psychosocial aspects involved in multimedia learning.
Educational objectives: The course of Educational and E-Learning Psychology aims to analyze the cognitive, metacognitive, emotional, motivational and relational processes involved in multimedia learning and their role in developing the knowledge, skills and attitudes of learners. Adopting the perspective of the Developmental and Educational Psychology, the features of learning and teaching through the Information and Communication Technologies (ICT) will be highlighted, as well as effective approaches and strategies in different educational contexts.
Expected learning outcomes:
Knowledge and understanding:
• of the psychological processes involved in multimedia learning.
• of the theoretical and methodological models of Educational Psychology explaining online and blended learning effectiveness.
• of the teacher's competencies in instruction with the Information and Communication Technologies (ICT).
Applying knowledge and understanding:
• on the design of educational and instructional interventions with the use of ICT;
• on the identification of educational models consistent with the characteristics and needs of the learning contexts.
• on the construction of the educational relationship in online environments.
Making judgements:
• in finding connections between psychological theories on distance learning and educational contexts;
• in evaluating technological innovations as a function of the advancement of research in Educational Psychology;
• in acquiring self-assessment competencies related to ICT skills.
Communication skills:
• in the specialized language of online environments;
• in modulating communication strategies in order to motivate and support learning and relationships;
• related to active listening and feedback.
Learning skills:
• related to basic and applied research in the field of Educational Psychology and ICT;
• related to Lifelong Learning on the psychosocial aspects involved in multimedia learning.
teacher profile teaching materials
The presentation of the aforementioned contents will be divided into four sections:
1. educational psychology and research methods;
2. cognitive development according to cognitive and sociocultural constructivism;
3. main theories and learning processes (cognitive, metacognitive, motivational, volitional and emotional) involved in traditional, multimedia and blended learning;
4. serious games and their application in the educational and training contexts.
2. Ramlatchan, Miguel, "Chapter 3: Multimedia Learning Theory and Instructional Message Design" (2019). Instructional Message Design, Volume 1. 10. https://digitalcommons.odu.edu/instructional_message_design/10
3. Çeken , B., Taşkın, N. Multimedia learning principles in different learning environments: a systematic review. Smart Learn. Environ. 9, 19 (2022). https://doi.org/10.1186/s40561-022-00200-2
4. Hrastinski , S. What Do We Mean by Blended Learning?. TechTrends 63, 564–569 (2019). https://doi.org/10.1007/s11528-019-00375-5
5. Additional readings about serious games will be provided on the Formonline .
Programme
The lessons will deal with the main characteristics and the different processes involved in the traditional, multimedia and blended learning through the lens of developmental and educational psychology.The presentation of the aforementioned contents will be divided into four sections:
1. educational psychology and research methods;
2. cognitive development according to cognitive and sociocultural constructivism;
3. main theories and learning processes (cognitive, metacognitive, motivational, volitional and emotional) involved in traditional, multimedia and blended learning;
4. serious games and their application in the educational and training contexts.
Core Documentation
1. Woolfolk, A. (2020). Psicologia dell'educazione. Teoria, metodi, strumenti. Milano-Torino: Pearson (Only chapters: 1, 2, 4, 6, 8, 9, 10 e 11).2. Ramlatchan, Miguel, "Chapter 3: Multimedia Learning Theory and Instructional Message Design" (2019). Instructional Message Design, Volume 1. 10. https://digitalcommons.odu.edu/instructional_message_design/10
3. Çeken , B., Taşkın, N. Multimedia learning principles in different learning environments: a systematic review. Smart Learn. Environ. 9, 19 (2022). https://doi.org/10.1186/s40561-022-00200-2
4. Hrastinski , S. What Do We Mean by Blended Learning?. TechTrends 63, 564–569 (2019). https://doi.org/10.1007/s11528-019-00375-5
5. Additional readings about serious games will be provided on the Formonline .
Type of delivery of the course
Part of the course will be held through frontal lessons and another through Formonline platform. In addition to the traditional lectures conducted with visual aids (slides), the course will also include practical exercises and working in group that will allow the students’ active involvement and the co-construction of learning contents.Attendance
Attendance is optional but highly recommended.Type of evaluation
The exam is oral and finalized to ascertain the knowledge about the course contents. The exam is passed with a score of at least 18, whereas the highest score is 30/30. Lode may be added if the student demonstrates to master all the course topics in an excellent way.