Postgraduate Diploma in Education (Primary/Secondary)

EPC5014
FOUNDATIONS AND PROCESSES OF LEARNING

Course Handbook
Semester 1 2023-2024

Department of Psychology
 Foundations and Processes of Learning: Course Handbook for PGDE(P/S)

Welcome to the “Foundations and Processes of Learning” course.

The emphasis of this course is on the process of learning, how the characteristics of individual learners
interact with various other factors that affect that process, including the way teachers teach, and how that
interaction leads to different educational outcomes. Programme participants are required to engage in a
dialogue with the theories introduced in the course, both by reflecting on their own learning experience,
and by observing and analysing their students’ learning behaviour, their learning problems, and how their
teaching strategies succeed or fail in facilitating their students’ learning.

This course aims at enabling participants on the one hand to make sense of their own teaching with the help
of the theories introduced and take all relevant factors into account in making judicious instructional
decisions, and on the other hand to compare and contrast these various theories in the light of their own
teaching, on the basis of which they may begin to work towards developing their own personal theories of
learning and teaching.

Course Coordinators:

PGDE (Primary)
Dr. Chan Wing Yan, Arita
Contact details: D1-2/F-18
10 Lo Ping Rd
Tai Po, NT
Hong Kong
Telephone: 2948 8929
Email: awychan@eduhk.hk

PGDE (Secondary)
Dr. TO Hing Kwan, Alastair
Contact details: D1-1/F-03
10 Lo Ping Rd
Tai Po, NT
Hong Kong
Telephone: 2948 8021
Email: hkto@eduhk.hk

Course Outline
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 Foundations and Processes of Learning: Course Handbook for PGDE(P/S)

Part I

Programme Title : Postgraduate Diploma in Education (Primary)/(Secondary)

(One-year Full-time) and (Two-year Part-time)
Programme QF Level : 6
Course Title : Foundations and Processes of Learning
Course Code : EPC5014
Department : Psychology
Credit Points :3
Contact Hours : 39
Pre-requisite(s) : Nil
Medium of Instruction : CMI / EMI
Course Level :5

Part II

The University’s Graduate Attributes and seven Generic Intended Learning Outcomes (GILOs) represent
the attributes of ideal EdUHK graduates and their expected qualities respectively. Learning outcomes work
coherently at the University (GILOs), programme (Programme Intended Learning Outcomes) and course
(Course Intended Learning Outcomes) levels to achieve the goal of nurturing students with important
graduate attributes.

In gist, the Graduate Attributes for Undergraduate, Taught Postgraduate and Research Postgraduate students
consist of the following three domains (i.e. in short “PEER & I”):
 Professional Excellence;
 Ethical Responsibility; &
 Innovation.

The descriptors under these three domains are different for the three groups of students in order to reflect
the respective level of Graduate Attributes.

The seven GILOs are:

1. Problem Solving Skills
2. Critical Thinking Skills
3. Creative Thinking Skills
4a. Oral Communication Skills
4b. Written Communication Skills
5. Social Interaction Skills
6. Ethical Decision Making
7. Global Perspectives

1. Course Synopsis
The emphasis of this course is on the mechanism (both foundations and processes) of learning. It
examines the characteristics of individual learners interact with various other factors that affect that
process, including the way teachers teach, and how that interaction leads to different educational
outcomes. Participants are required to engage in a dialogue with the theories introduced in the course,
both by reflecting on their own learning experience, and by observing and analysing their students’
learning behaviour, learning problems, and how their teaching strategies succeed or fail in facilitating
their students’ learning.

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 Foundations and Processes of Learning: Course Handbook for PGDE(P/S)

2. Course Intended Learning Outcomes (CILOs)

Upon completion of this course, students will be able to:
CILO1 Understand and describe the major theories and concepts related to the nature
and processes of human learning;
CILO2 Analyse and explain how the cognitive, emotional and motivational
characteristics of individual learners affect the learning process;
CILO3 Apply the analysis of the impact of individual learners’ characteristics on the
learning process specially to an understanding of the students’ learning from a
developmental perspective;
CILO4 Evaluate the ways in which various contextual factors, especially the way
teachers teach, affect and/or interact with learner characteristics, leading to
effective or ineffective learning;
CILO5 Reflect and develop personal philosophy of learning and teaching.

3. Content, CILOs and Teaching & Learning Activities

Course Content CILOs Suggested Teaching & Learning
Activities
Cognitive approach to learning CILO1-5 Lecture, case analysis, group discussion,
- Piaget application exercises
- Vygotsky
- Constructivism
- Information Processing Model
Behavioral approach to learning CILO1-5 Lecture, case analysis, group discussion,
- Classical conditioning application exercises
- Operant conditioning
- Social learning theory
Motivation and learning CILO1-5 Lecture, case analysis, group discussion,
- Attribution theory application exercises
- Goal orientation theory
- Humanistic theory
- Self-worth theory of
motivation
Individual differences CILO1-5 Lecture, case analysis, group discussion,
on-line learning activities

4. Assessment
Assessment Tasks Weighting (%) CILO
An individual written assignment of 1,800 words for 60% CILO1-5
EMI classes or 2,900 Chinese characters for CMI classes:
An analysis of not more than two teaching and learning
scenarios with the application of theories and concepts
covered in the course.
Continuous Assessments: CILO1-5
A maximum of 40 marks will be awarded on the
performance of class activities designed by the lecturer
consisting of the following components:
• Concept check exercises 15%
• In-class activities 15%
• E-learning activities 10%

5. Required Text(s)
Nil
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 Foundations and Processes of Learning: Course Handbook for PGDE(P/S)

6. Recommended Readings
Duchesne, S., & McMauch, A. (2016). Educational psychology for learning and teaching
(5th ed.). South Melbourne, Victoria: Cengage Learning.
Eggen, P. D. & Kauchak, D. P. (2015). Educational psychology: Windows on classrooms
(10th ed.). Upper Saddle River, NJ: Pearson/Merrill.
Friend, M., & Bursuck, W. D. (2012). Including students with special needs: A practical
guide for classroom teachers (6th ed.). Upper Saddle River, NJ: Pearson Education.
McInerney, D. M. & McInerney, V. (2014). Educational psychology: Constructing
learning (6th ed.). Sydney: Pearson.
Ormrod, J. E. (2016). Educational psychology: Developing learners (9th ed). Upper Saddle
River, NJ: Pearson/Merrill/Prentice.
Ormrod, J. E., & Brett. J. (2014). Essentials of educational psychology: Big Ideas to Guide
Effective Teaching (5th ed.). Upper Saddle River, NJ: Pearson.
Phillipson, S. N., & Lam, B. (2011). Learning and teaching in the Chinese classroom:
Responding to individual needs. Hong Kong: Hong Kong University Press.
Pintrich, P.R., & Schunk, D.H. (2014). Motivation in education: Theory, research, and
applications (4th ed.). Upper Saddle River, N.J.: Merrill.
Santrock, J. W. (2017). Educational psychology (6th ed.). Boston, MA: McGraw-Hill.
Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Upper
Saddle River, NJ: Pearson/Allyn and Bacon Publishers.
Snowman J., & McCown, R. (2015). Psychology applied to teaching (14th ed.). Stamford,
CT: Cengage Learning.
Zhang, L., Biggs, J., Watkins, D. (2010). Learning and development of Asian students.
Singapore: Pearson Education South Asia Ptd Ltd.
Sternberg, Robert J. 著; 張文哲譯 (2013) ：《教育心理學 : 教與學的理論與實踐
(第三版)》，台北，學富文化。
Woolfork, A. 著; 伍新春等譯 (2015) ：《教育心理學》，北京，機械工業出版社。
李峰及白雅娟 (2017) ：《教育心理學》，北京，北京師範大學出版社。
張春興 (2013) ： 《教育心理學 : 三化取向的理論與實踐 (重修二版)》 ， 台北 : 臺
灣東華書局。
張清濱 (2018) ：《教學理論與方法》，台北，心理出版社股份有限公司。
郭靜姿、賴翠媛、熊召弟、劉祥通及曾琦芬等 (2015) ： 《資優教育課程設計與教學
模式應用》，台北，華騰文化。
温世頌 (2018) ：《教育心理學 (修訂四版)》，台北，三民書局。
葉玉珠 (2010) ：《教育心理學》，台北市 : 心理出版社股份有限公司。
葉重新 (2012) ：《教育心理學》，台北市 : 心理出版社股份有限公司。

7. Related Web Resources

http://www.edpsycinteractive.org/edpsyindx.html
http://www.edb.gov.hk/index.aspx?nodeID=2&langno=2

8. Related Journals
Asia Pacific Education Researcher
British Journal of Educational Psychology

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 Foundations and Processes of Learning: Course Handbook for PGDE(P/S)

Contemporary Educational Psychology

Educational Psychology
Journal of Educational Psychology
Journal of Education Studies
Teaching and Teacher Education

9. Academic Honesty
The University adopts a zero tolerance policy to plagiarism. For the University’s policy on
plagiarism, please refer to the Policy on Academic Honesty, Responsibility and Integrity with Specific
Reference to the Avoidance of Plagiarism by Students
(https://www.eduhk.hk/re/modules/downloads/visit.php?cid=9&lid=89). Students should familiarize
themselves with the Policy.

IMPORTANT NOTES:
Lecture notes & Course announcements
Please download the weekly lecture notes from Moodle and bring a copy along with you to the lectures.
The lecture notes will serve as frameworks for the contents of the lecture during each week.
Any announcements regarding activities and tasks during lectures will be made on Moodle. So please log
in to see what’s new! If you need to contact your lecturer, use email or Moodle.

Punctuality and attendance

Please make an effort to be punctual for your classes. Attendance in class is absolutely important and if
for any valid reason you need to take a leave of absence, please seek agreement with your course lecturer.
The minimum attendance rate is 70%. Not meeting this attendance requirement may result in a
failure grade, regardless of performance in the assessment tasks.

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 Foundations and Processes of Learning: Course Handbook for PGDE(P/S)

Course assessment

Individual Assignment (60%):

You are required to search for and write not more than two scenarios of teaching and learning relevant to
the concepts and theories covered in this course. The scenarios(s) must be related to the learning
experiences of primary/secondary student(s). They may be some experience(s) that you have encountered
during your personal experience as a student, as a teacher during your own teaching or private tuition or
an extract/ extracts from video recordings of classroom teachings. Two scenarios must be closely related.

The description of the episode(s) (not more than 400 words for EMI classes or not more than 600
Chinese characters for CMI classes) together with some background information relevant to the
analysis should be included as part of the main text. For the analysis, you must discuss and analyze the
actual teaching and learning episode(s), using the conceptual knowledge that has been covered in this
course.

The word limit is 1800 words for EMI classes and 2900 Chinese characters for CMI classes.

Deadline for submission:

PGDE(Full-time): 5 Dec 2023 (Tuesday, 11:30 pm) for students in Block Practice*
PGDE(Part-time): 2 weeks after the last lecture (to be announced by the lecturer)

* End date of Block Practice: 25 Nov 2023

Number of words/characters:
The word count does not include references and appendices. You must provide the word count at the end of your
assignment.

Guideline for assignment writing:

Marking criteria:
In this assignment, we will look for evidence of your ability to:
a. identify and understand critical information in the scenario(s);
b. support your analysis with both relevant information from the scenario(s) and relevant theories and
concepts covered in the course;
c. analyze the scenario(s) appropriately
d. give logical and critical discussions of theories and concepts used ;
e. make meaningful conclusion on or draw educational implications from the analysis;
f. present coherently and systematically

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 Foundations and Processes of Learning: Course Handbook for PGDE(P/S)

g. correct citation by using APA format

Please note that the assignment does NOT require you to include any treatment plan or remedial plan.
Assessment criteria of the Education University of Hong Kong are attached as Appendix B for your reference.
You are advised to share with your lecturer, as early as possible, any ideas you may have for your assignment, no
matter how preliminary they are.

Suggested components in assignment writing:

a. a clear statement of the questions or the problems to be explored in relation to the episode;
b. a concise description of the relevant observations, including the context, the happenings and the people
involved (as described in the case/episode of teaching and learning);
c. an appropriate application of relevant theories to analyze the case;
d. a succinct discussion of your analyzed situation(s);
e. a concluding section summarizing the implications of the analysis; and
f. a list of all the references cited in the main text, in the format approved by the University. (Please refer
to the Student Handbook for examples)

Note: All relevant information should be presented in the main text of the assignment.
Do NOT use footnotes. They will NOT be considered in grading.

Presentation of assignments:
1. Please attach the assignment cover sheet provided for this course to your assignment (see Appendix A).
2. Must observe conventions of referencing and include appropriate reference list.
3. Please put the number of words of the assignment (excluding title page, references and appendix/appendices).

Rules about assignment due dates:

Students shall follow the deadline for submission of assignments. Grade will be deducted for every late submitted
assignment without a valid reason. Students who wish to submit an assignment later than the due date should obtain
permission in advance from the course lecturer(s). Relevant information about late submission can be found in the
Student Handbook and the website of Department of Psychology
(https://www.eduhk.hk/ps/en/information.php?s=guideline&id=1687).

Assignment submission (subjected to lecturer’s advice):

1. Submit your hard copy of your assignment to the course lecturer’s mailbox located at the PS Department
(near D1-2/F-06). OR
2. Upload the soft copy of your assignment to Moodle via Turnitin on or before the deadline.

Academic honesty and plagiarism:

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 Foundations and Processes of Learning: Course Handbook for PGDE(P/S)

Acts of academic dishonesty such as plagiarism, impersonation, cheating in examinations and collusion are strictly
prohibited by the University. For a comprehensive overview, read the University’s policy on academic dishonesty,
the guidance note is attached as Appendix C for your reference. Further details can be found in the Student
Handbook and the website of Department of Psychology: https://sway.com/FQfMpTmCAL5bdb4X

Plagiarism is the use of the work of other persons, copying (in whole or in part) the work or data of other persons,
or presenting substantial extracts from written, printed, electronic or other media without due acknowledgment.
Please note that copying your own assignment(s), in whole or in part, is regarded as self-plagiarism, the
consequences of which would be the same as plagiarizing other people’s work.

Your assignments will be submitted to Turnitin for checking against assignments you have submitted to the
Education University of Hong Kong or other institutions to detect plagiarism. Therefore, always reference the
authors and websites that you have extracted your writings from.

Continuous Assessments (40%):

A maximum of 40 marks will be awarded on the performance of class activities designed by the lecturer
consisting of the following components:
• Concept check exercises (15%)
• In-class activities (15%)
• E-learning activities (10%)

8

Name of student
Episode Title
Word count
Criteria Exceptional (A)
• Systematic and clear description
interpretation
presentation
of the situation
Scenario(s)
and
• Clearly recognizes and interprets
A.
the core issue(s) of the situation.
• Meaningful use of relevant
of literature
readings / literatures to support
B. Review
the arguments
• Thoughtful analysis on the
readings
• Concepts chosen are highly
relevant to explain the episode(s)
• Abundant and highly relevant
information from the episode(s) is
C. Episode analysis
used to support the analysis.
• Shows an in-depth application of
theories and concepts in the
analysis of the episode(s).
• Concepts and theories are
critically evaluated.
• Highly meaningful conclusions /
educational implications are
conveyed / suggested for future
practice.
• Content is presented in a highly
referencing skills
logical and systematic manner.
D. Organization,
writing and
• Highly accurate and fluent
writing.
• Sources are flawlessly cited and
referenced according to APA
format.
Additional Comments:
The Education University of Hong Kong
Department of Psychology
EPC5014 Foundations and Processes of Learning
INDIVIDUAL ASSIGNMENT GRADING RUBRICS
Proficient (B)
• Clear description of the
situation
• Recognizes and interprets the
core issue(s) of the situation.
• Usage of relevant readings /
literatures to support the
arguments
• Some analysis on the readings
• Concepts chosen are relevant to
explain the episode(s)
• Sufficient and relevant
information from the episode(s)
is used to support the analysis.
• Shows appropriate application
of theories and concepts in the
analysis of the episode(s).
• Concepts and theories are
generally evaluated.
• Meaningful conclusions /
educational implications are
conveyed / suggested for future
practice.
• Content is presented logically
and systematically
• Generally fluent / good writing.
• Sources are cited and
referenced with minor flaws
according to APA format.
Student ID:
Group:
Programme:
Satisfactory (C)
• Some descriptions of the
situation
• Adequately recognizes and
interprets the core issue(s) of
the situation.
• Some degree of support from
relevant readings/ literatures
• Simple meaning of analysis on
the readings
• Concepts chosen are somewhat
relevant to explain the
episode(s)
• Brief and somewhat relevant
information from the episode(s)
are used to support the analysis.
• Shows some application of
theories and concepts in the
analysis of the episode(s).
• Concepts and theories are
superficially evaluated.
• Some conclusions / educational
implications are conveyed /
suggested for future practice.
• Content is presented in a
generally logical and systematic
manner.
• Comprehensible writing.
• Sources are cited and
referenced with some flaws
according to APA format.
(Lecturer:
FT / PT -- PGDE(P) / PGDE (S)
Developing (D)
• Description is inadequate,
restraining the recognition of the
situation
• Simple identification done on the
core issues(s) of the situation.
• Listed some relevant readings/
literatures
• Attempts are made to analyze the
readings
• Concepts chosen are marginally
relevant to explain the episode(s)
• Very limited and somewhat
irrelevant information from the
episode(s) is used to support the
analysis.
• Shows little application of
theories and concepts in the
analysis of the episode(s)
• Concepts and theories are hardly
evaluated.
• Little conclusions / educational
implications are conveyed /
suggested for future practice.
• Content is presented in a
somewhat inconsistent and messy
manner.
• Frequent errors in writing that
hinder comprehension.
• Sources are cited and referenced
with substantial flaws according
to APA format.
Appendix A
Recommended Grade:
)
Date:
Inadequate (F)
• Description of the situation is unclear
and/or missing
• Missing and/or inaccurate recognition
and interpretation on the core issue(s)
of the situation
• Poor or absence of readings/ literatures
usage.
• Poor or absence of analysis on the
readings
• Concepts chosen are irrelevant and/or
missing to explain the episode(s)
• Lack of / irrelevant Information used
from the episode(s) to support the
analysis.
• Shows inappropriate / lack of
application of theories and concepts in
the analysis of the episode(s).
• Concepts and theories are
inappropriately / not evaluated.
• Missing and/or inappropriate
conclusion / educational implications
are conveyed / suggested for future
practice.
• Content is presented in an
irrational/illogical and/or confusing
manner.
• Major and very frequent errors in
writing that prohibit comprehension.
• Sources are cited and referenced with
major inappropriate flaws and/or
missing according to APA format.
 The Professional Teacher: Module Handbook for FT PGDE(S) 1

Appendix B
Assessment criteria
Generic Grade Descriptors for Written Work

Grade A:
An excellent piece of writing demonstrating complete understanding of underlying theoretical and conceptual issues
developed from independent reading around the topic; the relevant literature is consistently analysed critically and
the issues synthesised, evaluated and interpreted to develop arguments; citation and referencing are complete and
accurate. Each argument is developed fully and supported by relevant discussion in a balanced, coherent and well
organised presentation showing good use of language.

Grade B:
A good piece of writing demonstrating good understanding of underlying theoretical and conceptual issues developed
from reading outside the essential texts; the relevant literature is in most instances analysed critically and most of the
issues are synthesised, evaluated and interpreted to develop arguments; citation and referencing are largely complete
and accurate. Each argument is developed and supported by relevant discussion in a well organised presentation
showing good use of language.

Grade C:
A satisfactory piece of writing demonstrating basic understanding of underlying theoretical and conceptual issues
developed from reading the essential texts; the relevant literature is in some instances analysed critically, evaluated
and interpreted to develop arguments; citation and referencing are satisfactory despite a few errors and omissions.
Most arguments are supported by discussion in an organised presentation, showing satisfactory use of language
despite occasional mistakes in written expression.

Grade D:
There is evidence of some understanding of underlying issues and of familiarity with some of the essential texts;
there is evidence of occasionally having analysed issues from the literature and interpreted them to develop
arguments; citation and referencing are barely acceptable with several errors and omissions. Some arguments are
supported by discussion; there may be problems in organisation and the language used is barely acceptable with
numerous mistakes in written expression.

Grade F:
Does not demonstrate adequate understanding of the topics and underlying theories being discussed. There is no
evidence of familiarity with the essential texts and no evidence of critical analysis; citation and referencing are mostly
inaccurate and partial. Arguments are undeveloped and unsupported. The material is poorly organised. There are
major and frequent mistakes in written expression.
Remark: Grades C- and D indicate that the assignment only demonstrates attainment of the minimum pre-requisites for course
progression.

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 The Professional Teacher: Module Handbook for FT PGDE(S) 2

Appendix C
The Education University of Hong Kong
Guidance Notes on Academic Honesty

I. What is academic honesty?

Congratulations on becoming a student of the Education University of Hong Kong. We expect our students to carry
out all academic activities honestly and with good faith. This means that you:
- take full responsibility for all your submitted work
- must ensure that all submitted work is your own
- must make a full and proper acknowledgment of the sources of your work and of their intellectual property.
You should always approach your work in a spirit of integrity and honesty, avoiding any actions which might call
into question your present or future academic reputation, or that of the University and your fellow students. The
following document will tell you why these matters are so important. It will help you to benefit from your studies
both from the perspective of your personal academic development and your future career. Please read it carefully. In
case of doubts and queries, contact academic staff for guidance and assistance.

II. The significance of academic honesty

The objective of university education is not only to further knowledge and academic excellence, but also to nurture
human beings with high moral standards, who will be responsible citizens. One of the ways through which you can
acquire these highly-valued qualities is by making sure that you keep to the following guidelines:

A. You practice academic honesty by

- Submitting original work in all areas of your study including Field Experience
- Presenting genuine (i.e. not falsified or fabricated) information and data
- Properly acknowledging all uses of works of other persons, which may include their words, ideas, artistic
products, inventions, lesson plans and research findings, etc
- Correctly applying the citation system accepted by the University (refer to Student Handbook) in referencing
the works used

B. You breach academic honesty by

- Plagiarism: this is not just confined to copying another’s words, sentences and/or paragraphs, but also means
borrowing other’s idea or argument without proper acknowledgment. Plagiarism is a serious offence in the
intellectual world as it stifles creativity and originality, whilst denying you the opportunity of learning from your
work. You should avoid it at all costs.
- Cheating: this mainly concerns cheating at examinations and tests/quizzes. It could be copying from notes (with the
exception of open-book examination), giving or receiving assistance, altering an examination answer for re-
grading, and/or getting the examination paper in advance.
- Multiple Submissions: you are not allowed to submit one paper for two or more courses. You are also prohibited
from re-submitting any already assessed paper for another course, or using any part of the same without a proper
system of acknowledgement. - Impersonation / Surrogate: You must not engage anyone to take an examination
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 The Professional Teacher: Module Handbook for FT PGDE(S) 3

or to complete a paper on your behalf. Neither should you sit an examination for others or submit a paper in
another’s name.
- Fabrication / Falsification: You must not fabricate data for research or provide falsified information or facts.

C. You safeguard yourself against possible breaches of academic honesty by:

- Taking the actions recommended in IIA
- Consulting your lecturer/instructor/supervisor when you are in doubt about any of the items in IIB
- Seeking the approval of your lecturer/instructor/supervisor when you wish to use your previous work as a
foundation or a part of your present work

III. Breaches of academic honesty may result in:

Ignorance of the meaning or scope of academic misconduct is not an excuse under any circumstances. Any
alleged cases of academic dishonesty will be reported to the Head of Department for thorough investigation and
substantiated cases will be referred to the Student Disciplinary Committee for further consideration. Any proven
acts of academic dishonesty may result in discontinuation of your study in the University.

IV. Suggestions
In order to avoid falling into the trap of academic misconduct, you should:
- Plan your work in advance and know what you have to do when.
- Keep a reasonable balance between study and life.
- Give yourself enough time for research or field work.
- Strive for originality, creativity and independence.
- Know what plagiarism and copyright violation mean and what you have to do to avoid them. This will help you
avoid such misconduct.
- Deal with personal and health problems, so as to prevent unfavorable factors from affecting academic progress.
- Seek assistance in case of uncertainties or difficulties.

V. Further advice
You have been studying hard to become a student of higher education. Following these guidelines will help you
to thrive academically and get the most from your time at EdUHK.