An Introduction to the Science of Learning in Practice

Build your knowledge and skill in the science of learning, how to lead it in professional learning communities, and how to apply and evaluate it in real-world, educational practice. You will engage with the latest findings, develop an understanding of key principles of learning and how they can be effectively translated into learning contexts.

Module 1 - Multidisciplinary Lens on Learning: From the Synapse to Society

This Shorter Form Credential (SFC) is designed for educators who are interested in learning more about the current research around neuroscience, psychology and education, and how it can be used to inform learning and teaching. 

Discover today's research around neuroscience, psychology and education, and how it can inform the design and delivery of effective teaching and learning. You will be introduced to the multidisciplinary field of the science of learning, including considerations for how key ideas can be applied in practice. This includes an overview of basic brain anatomy and physiology, and what the evidence suggests about the developmental and environmental influences on the brain, the body, and learning. Reflect on your understanding of the integrated role of cognitive, affective, social and biological processes in teaching and learning and use this understanding to inform your professional identity and practice.

This SFC has been developed in response to a need identifed by educational practitioners for a course that can link research in neuroscience, psychology and education to the theory and practice of teaching and learning in a range of contexts. This need has emerged as educators look to design evidence-informed, innovative, engaging, meaningful, and relevant learning experiences to meet the new and evolving challenges of the 21st century educational landscape. With a focus on the translation of research into practice, students will develop skills to support the critical review of science of learning literature, assisting them in navigating the densely populated and sometimes misrepresented and misunderstood relevance and application of brain science to educational practice.

This SFC will also support educators to address the Australian Professional Standards for Teachers (AITSL, 2011) by continuing to build their knowledge, application and leadership of current research relating to how students learn, effective learning design, effective learning and teaching strategies, the promotion of positive learning environments, and meaningful formative and summative assessment.

View the electronic course profile here.

Why study?

This SFC is intended for those working in education and training contexts. These contexts could include schools, early learning centres, post-schooling education and training, professional and workplace training, vocational education and training. It may be beneficial for educators who are wanting to pursue leaderships roles within or beyond their organisation.


Course details

Teachers who enrol in a group of five or more; or UQ Alumni are eligible for a 10% scholarship discount. 

    Online / External / Self-paced
   3 months 
   Earn 0.5 units of credit towards professional development 

Prerequisities: Undergraduate qualification

If you are a UQ Alumni or are enrolling with a groups of five or more teachers
Apply here 
All other applicants
Apply here 

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Module 2 - Diving Deep into Science of Learning

In this Shorter Form Credential (SFC), you will be introduced to the science of learning and hear from educators about how they have drawn on research to inform teaching, learning and leading in their practice. You will have the opportunity to develop skills in identifying priorities, sourcing quality literature, and transforming the evidence into meaningful and relevant applications in your own context. 

One of the challenges to translating research into applied contexts is being able to access and critically discern the quality and relevance of research findings. Often research is conducted under highly-controlled conditions and with populations that may differ in many respects from those to which the findings may be applied. Furthermore, there is wide ranging quality of research and evidence – or claims of research – particularly in relation to the application of neuroscientific principles to educational practice. The capacity to source and critically evaluate the quality and relevance of research in a timely manner and translate that effectively into authentic contexts is a valuable skill to develop to bridge the gap between research and practice – to discern between ‘real’ and ‘fake’ research news!

This SFC will provide students the opportunity to develop skills in discerning the quality of literature in an area of particular interest, support them to find key information in those sources, and develop the skills to translate that into meaningful application in practice.

Why study?

This SFC is valuable for educators who want to develop a deeper understanding and expertise in a particular topic of interest to their educational context. It could be beneficial for developing a solid evidence-base for education inquiries or for understanding and planning for educational/ institutional priorities. It will be invaluable for those students who wish to pursue post-graduate research studies. 

What will I study?

The SFC will commence with an introduction to the science of learning, providing important foundational knowledge. This will also provide an opportunity for retrieval and revision for those students who have completed Module 1: A multi-disciplinary lens on learning. This course will address a range of AITSL Professional Standards for Teachers depending on which area of focus the student attends to, but more broadly will address Standards 1,3 and 6. Students undertaking this SFC will be able to study from a selection of current educational priority areas, including, but not limited to The Science of…: Effective Learning Strategies; Wellbeing; Social Connection and Synchrony in the classroom; Feedback for Learning; Metacognition; Regulation of Learning; Blended Learning; Learning Design. 

View the electronic course profile here.

This course has potential to be stacked to provide UQ credit.


Course details

Teachers who enrol in a group of five or more; or UQ Alumni are eligible for a 10% scholarship discount. 
    Online / External / Self-paced
   3 months 
   Earn 0.5 units of credit towards professional development 

Prerequisities: Undergraduate qualification

If you are a UQ Alumni or are enrolling with a groups of five or more teachers
Apply here
 
All other applicants
Apply here 

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Module 3 - Leading the Science of Learning in Practice

This Module 'Leading the Science of Learning in Practice' will provide students with an understanding of some key principles of the science of learning, and how they can effectively lead others to engage with and apply these principles in their practice. It will provide students with an overview of some important developments in the science of learning, particularly as they relate to organisational change or strategic planning, whilst also considering some of the challenges around both the effective communication and translation of research into practice and the promotion of professional learning and growth within an organisation.

Students will explore current models of leadership in schools, with a particular emphasis on Instructional Leadership, examining how Instructional Leadership fits with principles from the Science of Learning. The module will be structured around three key concepts relating to effective leadership in the science of learning:

  1. Problem framing
  2. Examining the evidence base
  3. Taking action.

A range of evidence from both research and practice will be examined, developing skills in critical evaluation as well as translation. Case Studies of schools and organisations will be explored as illustrations of the implementation of the Science of Learning into practice. The module content is relevant to AITSL Professional Standards for Teachers No. 3, 4, 6, and 7.

View the electronic course profile here.

This module has the potential to be stacked for UQ credit.


Course details

Teachers who enrol in a group of five or more; or UQ Alumni are eligible for a 10% scholarship discount. 
    Online / External / Self-paced
   3 months 
   Earn 0.5 units of credit towards professional development 

Prerequisities: Undergraduate qualification

If you are a UQ Alumni or are enrolling with a groups of five or more teachers
Apply here
 
All other applicants
Apply here 

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Get in touch.

If you have any questions about this course please get in touch with Dr Stephanie Macmahon