The following course in Educational Psychology is provided in its entirety by Atlantic International University's "Open Access Initiative" which strives to make knowledge and education readily available to those seeking advancement regardless of their socio-economic situation, location or other previously limiting factors. The University's Open Courses are free and do not require any purchase or registration, they are open to the public.

The course in Educational Psychology contains the following:

• Lessons in video format with explaination of theoratical content.
• Complementary activities that will make research more about the topic , as well as put into practice what you studied in the lesson. These activities are not part of their final evaluation.
• Texts supporting explained in the video.

The Administrative Staff may be part of a degree program paying up to three college credits. The lessons of the course can be taken on line Through distance learning. The content and access are open to the public according to the "Open Access" and " Open Access " Atlantic International University initiative. Participants who wish to receive credit and / or term certificate , must register as students.

Lesson 1: Educational Psychology

Educational psychology is the branch of psychology that deals with the scientific study of human learning. The study of learning processes, both cognitive and behavioral, allows researchers to understand individual differences in intelligence, cognitive development, motivation, self-regulation, self-concept, affect, and personality, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in many educational settings across the lifespan.

Lesson 2: So what exactly is psychology?

Psychology is both an applied and academic field that studies the human mind and behavior. Research in psychology seeks to understand and explain how we think, act and feel. As most people already realize, a large part of psychology is devoted to the diagnosis and treatment of mental health issues, but that's just the tip of the iceberg when it comes to applications for psychology. In addition to
mental health, psychology can be applied to a variety of issues that impact health and daily life including performance enhancement, self-help, ergonomics, motivation, productivity, and much more.

Lesson 3: PERSPECTIVES AND COGNITIVE

Nathaniel Gage is important in educational psychology because he did research to improve teaching and understand the processes involved in teaching.[6] In 1963 he was the editor of the Handbook of Research on Teaching, which became an influential book in educational psychology. The handbook helped set up research on teaching and made research on teaching important to educational psychology.[6] He also was influential in the founding of the Stanford Center for Research and Development in teaching, which not only contributed important research on teaching but also influenced the teaching of important educational psychologists.

Lesson 4: Conditioning and learning

To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educational psychology develops and applies theories of human development. Often represented as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge.
For example, educational psychologists have conducted research on the instructional applicability of Jean Piaget's theory of development, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains.

Lesson 5: WAYS HUMANS LEARN

Active learning is a term that refers to several models of instruction that focus the responsibility of learning on learners. This buzzword of the 1980s was popularized in the 1990s report to the Association for the Study of Higher Education (ASHE) (Bonwell & Eison 1991). In this report they discuss a variety of methodologies for promoting "active learning". They cite literature which indicates that to learn, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems.

Lesson 6: Bloom's taxonomy

Bloom's taxonomy is a way of distinguishing the fundamental questions within the education system. It is named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals.[1]
Bloom's taxonomy refers to a classification of the different objectives that educators set for students (learning objectives). It divides educational objectives into three "domains": cognitive, affective, and psychomotor (sometimes loosely described as "knowing/head", "feeling/heart" and "doing/hands" respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.[2] A goal of Bloom's taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.

Lesson 7: Constructionist learning

Constructionist learning is inspired by the constructivist theory that individual learners construct mental models to understand the world around them. However, constructionism holds that learning can happen most effectively when people are also active in making tangible objects in the real world. In this sense, constructionism is connected with experiential learning, and builds on Jean Piaget's epistemological theory of constructivism.

Lesson 8: Discovery learning

Jerome Bruner is often credited with originating discovery learning in the 1960s, but his ideas are very similar to those of earlier writers (e.g. John Dewey). Bruner argues that "Practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving" (Bruner, 1961, p. 26). This philosophy later became the discovery learning movement of the 1960s. The mantra of this philosophical movement suggests that we should 'learn by doing'. In 1991, The Grauer School, a private secondary school in Encinitas, California, was founded with the motto, "Learn by Discovery", and integrated a series of world-wide expeditions into their program for high school graduation. (See Expeditionary Learning.)

Lesson 9: How people learn- learning styles-mastery learning- intelligent quotient

Dr. John D. Bransford holds the Shauna C. LarsonUniversity Professor of Education and Psychology at the University of Washington in Seattle. Dr. Bransford is also Co-Principal Investigator and Director of The Learning in Informal and Formal Environments (LIFE) Center, an National Science Foundation (NSF) Science of Learning Center.
The University of Washington, Stanford University, and SRI International received funding from the NSF for a five-year research center on the science of learning. The LIFE Center seeks to understand and advance human learning through a simultaneous focus on implicit, informal, and formal learning, thus cultivating generalizable interdisciplinary theories that can guide the design of effective new technologies and learning environments.

Lesson 10: Metacognition

Metacognition is defined as "cognition about cognition", or "knowing about knowing". It comes from the root word "meta", meaning beyond.[1] It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving.[1] There are generally two components of metacognition: knowledge about cognition, and regulation of cognition.[2]
Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition.[3] Differences in metacognitive processing across cultures have not been widely studied, but could provide better outcomes in cross-cultural learning between teachers and students

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