Human Development and Learning unit (EDU108)

Cradle Coast, Launceston, Online

Introduction

This unit explores the application of cognitive science to teaching and learning in contemporary school settings. It examines how research on memory, attention, and cognitive load informs effective classroom practice. Learners engage with strategies such as retrieval practice, spaced repetition, and dual coding to enhance knowledge retention and transfer. The unit highlights the role of prior knowledge in shaping new learning and the importance of scaffolding to support diverse student needs.

Teachers will investigate how metacognition empowers students to monitor and regulate their own learning. A focus on working memory limitations guides discussion of instructional design, clarity, and reducing extraneous load. Learners also consider how motivation, feedback, and formative assessment interact with cognitive processes in school contexts. The unit integrates digital and multimodal tools while critically evaluating their impact on cognition. Case studies from primary and secondary classrooms illustrate practical applications of theory. By the end, participants will connect cognitive science research with evidence-based pedagogy to improve outcomes for all learners.

Summary

Unit name	Human Development and Learning
Unit code	EDU108
Credit points	12.5
College/School	Arts and Society Faculty of Education
Discipline	Education
Coordinator	Mr David Shorter
Available as an elective?	Yes
Delivered By	University of Tasmania
Level	Introductory

Availability

Location	Study period	Attendance options		Available to
Cradle Coast	Semester 2
Launceston	Semester 2
Online	Semester 2

Note

Please check that your computer meets the minimum System Requirements if you are attending via Distance/Off-Campus.

Units are offered in attending mode unless otherwise indicated (that is attendance is required at the campus identified). A unit identified as offered by distance, that is there is no requirement for attendance, is identified with a nominal enrolment campus. A unit offered to both attending students and by distance from the same campus is identified as having both modes of study.

Key Dates

Study Period	Start date	Census date	WW date	End date
Semester 2	5/7/2026	27/7/2026	30/8/2026	24/10/2026

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2026 are indicative and subject to change. Finalised census dates for 2026 will be available from the 1st October 2025. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

• Analyse the physical, intellectual development, social, emotional, moral, and spiritual development of students and explain how this may affect learning.
• Synthesise research into how students learn and explain the implications for teaching.
• Communicate in writing for an academic audience.

Fee Information

Field of Education	Commencing Student Contribution 1,3	Grandfathered Student Contribution 1,3	Approved Pathway Course Student Contribution 2,3	Domestic Full Fee 4
070103	$592.00	$592.00	not applicable	$2,562.00

• Available as a Commonwealth Supported Place
• HECS-HELP is available on this unit, depending on your eligibility³
• FEE-HELP is available on this unit, depending on your eligibility⁴

¹ Please refer to more information on student contribution amounts.
² Please refer to more information on eligibility and Approved Pathway courses.
³ Please refer to more information on eligibility for HECS-HELP.
⁴ Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UniConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Teaching

Assessment	Reflective analysis of theories and teaching practice (CC1.1) (20%)|Teaching Strategy Portfolio¿(CC1.3) (35%)|Micro-Teaching Demonstration (CC1.2) (45%)
Timetable	View the lecture timetable | View the full unit timetable

Textbooks

Required

Recommended

Australian Education Research Organisation. (2023), How Students Learn Best: An Overview of the Learning Process and the Most Effective Teaching Practices,  Chinnapan, M., & Chandler, P. (2010). Managing Cognitive Load in the mathematics classroom. Australian Mathematics Teacher, 66(1), 5-11.  Clark, R. E., Kirschner, P. A., & Sweller, J. (2012). Putting students on the path to learning: The case for fully guided instruction. American educator, 36(1), 6-11.   Geary, D. C. (2008). An evolutionarily informed education science. Educational psychologist, 43(4), 179-195.  Kirschner, P., Sweller, J., & Clark, R. E. (2006). Why unguided learning does not work: An analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning. Educational psychologist, 41(2), 75-86.  Long, B. (2023). In a nutshell. It all makes sense- the importance of brain education. Australian Primary Mathematics Classroom, 28(1), 39-40.  National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, & B. Findell (Eds.). Washington, DC: National Academy Press.  Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press.

The University reserves the right to amend or remove courses and unit availabilities, as appropriate.