Key facts
UNE unit code: EDLT516
*You are viewing the 2026 version of this unit which may be subject to change in future.
- Trimester 1 - Online
- Yes
- No
- No
- 6
Unit information
How can we assist learners to master domain knowledge in a specific discipline? Is there an optimal instructional design principle for use? How do we accommodate the individual learning needs of students from the perspective of instructional design? How can we take advantage of ICT to develop effective instructional designs and online materials for learning?
In this unit, you are introduced to the study of cognitive processes – namely, the impact of cognitive load imposition on thoughts and human behaviours, and the importance of instructional designing principles and the distinctive characteristics of human cognitive architecture for effective learning. Cognitive load theory, recently referenced in NSW Education: Centre for Education Statistics & Evaluation (2017) for in-service teachers to consider, is explored in detail.
Content covered will equip you with the knowledge and in-depth understanding of designing effective instructional materials, which may be applied to different academic (e.g., educational institutions) and non-academic contexts (e.g., IT industries).
Offerings
For further information about UNE's teaching periods, please go to Principal Dates.
| Teaching period | Mode/location |
|---|---|
| Trimester 1 | Online |
*Offering is subject to availability
Intensive schools
There are no intensive schools required for this unit.
Enrolment rules
Notes
Please refer to the student handbook for current details on this unit.
Unit coordinator(s)
Learning outcomes
Upon completion of this unit, students will be able to:
- demonstrate in-depth understanding of key theoretical tenets of different theories of instructional designs and cognitive processes;
- apply understandings of instructional designs and cognitive theories to various educational and non-educational settings;
- demonstrate advanced critical thinking and problem-solving skills, including the ability to critique and analyse existing research inquiries;
- conduct an independent research inquiry into a specialised topic within the study of cognition (e.g., cognitive load imposition);
- demonstrate an in-depth understanding of problem-based and research-based learning with a view to propose new theoretical tenets and/or theories of cognition; and
- demonstrate a capacity to responsibly self – and peer – assess in team activities.
Assessment information
Assessments are subject to change up to 8 weeks prior to the start of the teaching period in which you are undertaking the unit.
| Title | Must Complete | Weight | Offerings | Assessment Notes |
|---|---|---|---|---|
| Assignment 1: Individual Assignment | Yes | 35% | All offerings | Critique of literature and Personal Justification. No. Words: 2200 (equivalent)
|
| Assignment 2: Group Project - Assurance Task | Yes | 50% | All offerings | Group written report, structured presentation, and individual oral verification. It is mandatory to pass this assessment in order to pass the unit. No. Words: 3300 (equivalent) |
| Assignment 3 | Yes | 15% | All offerings | Online Quiz No. Words: 500 (equivalent) |
Learning resources
Textbooks are subject to change up to 8 weeks prior to the start of the teaching period in which you are undertaking the unit.
Note: Students are expected to purchase prescribed material. Please note that textbook requirements may vary from one teaching period to the next.
Teaching, Learning and Psychology
ISBN: 9780190305529
Phan, H. P., & Ngu, B. H., Docklands Melbourne: Oxford University Press 1st ed. 2019
Text refers to: All offerings
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