Page 352 - Handbook Postgraduate (Master) 2015 2016 English

PXGT 6301 PSYCHOLOGY OF LEARNING AND INSTRUCTION MODEL 3 CREDITS

Synopsis

In this course, we will discuss the definitions and history of psychology from the three main
perspectives: Behaviourism, cognitivism, and Constructivism. Behaviourism focuses on the phenomena of
observable stimuli and responses; cognitivism places emphasis on mental processes, whereas constructivism
proposes that reality is a human construct that is independent of observable phenomena. The focus is on how
and what theories lay the foundation for the application of technology in instruction.
This course surveys some of the important models of teaching such as the social family of models, the
information processing family models, the personal family of models, and the behavioural family of models.
Among the methods discussed are the lecture methods; small group method; discussion method; Socratic
Method; metacognitive modelling and others. These models and methods of teaching will be examined from the
theoretical viewpoint and research evidence supporting the effectiveness in the delivery information.

Assesment Method : Continuous Learning (Class forum; Assignments): 60%, Examination: 40%

Medium of Instruction : Malay and English Language

Main References
Glass, A. & Holyoak, K. (2000). Cognition: Auckland:McGraw-Hill Book Co.
Biggs, J. & Moore, P. (1998). The process of Learning. New Jersey:Prentice Hall
Anderson, J. R. (1997) Cognitive Psychology and its implications. New York:W.H. Freeman and Company
Philips,J.A. (1997). Pengajaran Kemahiran Berfikir:Teori dan Amalan. Kuala Lumpur: Utusan Publications Sdn
Bhd
Leahey, T. & Harris, R. (1997). Learning & Cognition. New Jersey: Prentice-Hall.
Klein, S. (1991). Learning:Principles and Applications. New York:McGraw-Hill International.

PXGT 6302 ADVANCED INSTRUCTIONAL DESIGN AND TECHNOLOGY 3 CREDITS

Synopsis

The course will expose students to the principles and concept of instructional design to develop sound
instructional solutions. Topics include computer-based instruction, project management, planning, assessment,
design principles and development tools. This project-oriented course presents various topics which provide
students with opportunities to integrate and apply instructional technology theories, principles, practices, and
skills in a variety of authentic client-designer settings. This course represents a "clinical" approach to project
development in which students will become part of design teams assigned to work with real clients in an effort to
produce real instructional solutions.

Assesment Method : Continuous Assessment (Assignments; Presentations; Discussions): 70%,
Examinaton: 30%

Medium of Instruction : Malay and English Language

Main References
Morrison, G.R., Ross, S.M. and Kemp, J.E. (2010). Designing effective instruction (6 ed.). USA: Wiley.
th
Smaldino, S. E., Lowther, D. L. & Russell, J. D., (2008). Instructional Technology and Media for Learning. (9
th
Edition). New Jersey: Pearson Prentice Hall.

305