EDU210 - The Brain and Learning
Unit details
| Year | 2026 unit information |
|---|---|
| Enrolment modes: | Trimester 2: Burwood (Melbourne), Online, Waurn Ponds (Geelong), Community Based Delivery (CBD) * Trimester 3: Online |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Unit Chair: | Trimester 2: To be advised Trimester 3: To be advised |
| Cohort rule: | Nil |
| Prerequisite: | Nil |
| Incompatible with: | EDU201 |
| Educator-facilitated (scheduled) learning activities - on-campus unit enrolment: | 1 x 1-hour on-campus lecture per week 1 x 2-hour on-campus seminar per week |
| Educator-facilitated (scheduled) learning activities - online unit enrolment: | 1 x 1-hour online seminar per week 1 x 1-hour online class per week |
| Typical study commitment: | Students will on average spend 150 hours over the trimester undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
Note:*Community Based Delivery (CBD): only for students of the National Indigenous Knowledges, Education, Research and Innovation NIKERI Institute (located at the Waurn Ponds campus) | |
Content
This unit provides foundational knowledge of how the brain learns and practical strategies to enhance teaching and learning. Drawing from contemporary research in cognitive neuroscience, the unit investigates efficient and effective processes of knowledge acquisition, with a focus on the function and role of memory, cognitive overload, and the progression of a learner from novice to mastery. By engaging with research on how students learn, participants will deepen their understanding of the science of learning and develop the skills to apply this information when working with students.
Throughout the unit, you will explore how key concepts of the science of learning can help educators in understanding what it means to be a novice learner compared to an expert, and the implications for teaching strategies. Key areas of focus include, explicit teaching, modelling, and scaffolding techniques that align with how the brain learns and effective support for diverse learners. The unit also addresses common neuromyths, equipping you with the skills to critically evaluate and avoid their perpetuation. You will apply your knowledge of the science of learning to planning and sequencing learning opportunities that build complexity over time, incorporating strategies such as retrieval practice and content spacing to enhance long-term retention.
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Learning outcomes
| ULO | These are the Unit Learning Outcomes (ULOs) for this unit. At the completion of this unit, successful students can: | Alignment to Deakin Graduate Learning Outcomes (GLOs) |
|---|---|---|
| ULO1 | Understand what it means to be a ‘novice’ learner in comparison to an ‘expert’ and how that can impact teaching practice. | GLO1: Discipline-specific knowledge and capabilities GLO7: Teamwork |
| ULO2 | Understand the most efficient and effective process of knowledge acquisition in the brain, including the function of memory and the concept of cognitive overload. | GLO1: Discipline-specific knowledge and capabilities |
| ULO3 | Understand the process that occurs in a novice brain during progression towards mastery and how teaching practices can be adjusted in response. | GLO7: Teamwork |
| ULO4 | Knowledge and understanding of common neuromyths and the impact of their perpetuation. | GLO1: Discipline-specific knowledge and capabilities |
| ULO5 | Plan and sequence content and tasks so that they become increasingly challenging and incorporate spacing and retrieval practice | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking |
| ULO6 | Understand and apply practices of explicit teaching, modelling and scaffolding that support how a student’s brain learns. | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking |
| ULO7 | Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking |
Assessment
| Assessment Description | Student Output | Grading and Weighting (% total mark for unit) | Indicative Due Week |
|---|---|---|---|
| Assessment 1: Portfolio and Group Presentation | 2000 words | 50% | Week 6 |
| Assessment 2: Report | 2000 words or equivalent | 50% | Week 11 |
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Learning resource
There is no prescribed text. Unit materials are provided via the unit site. This includes unit topic readings and references to further information.
Unit Fee Information
Fees and charges vary depending on the type of fee place you hold, your course, your commencement year, the units you choose to study and their study discipline, and your study load.
Tuition fees increase at the beginning of each calendar year and all fees quoted are in Australian dollars ($AUD). Tuition fees do not include textbooks, computer equipment or software, other equipment or costs such as mandatory checks, travel and stationery.
For further information regarding tuition fees, other fees and charges, invoice due dates, withdrawal dates, payment methods visit our Current Students website.