This course aims to develop in-depth, specialized and advanced knowledge and comprehensive understanding of the major concepts in the discipline and between related fields. The students will critically evaluate and reflect on the cognitive and social cultural foundations concepts and their implications to educational practices in the UAE and international contexts. The students will also critically reflect on the complexity and challenges of designing innovative approaches in relation to learning theories and technology. Students will also have opportunities to discuss in-depth current development in theories of foundations of learning in relation to own professional practice for the improvement of teaching and learning
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Anderson, T. (2016). Theories for learning with emerging technologies. Emergence and innovation in digital learning: Foundations and applications, 35-50. Athabasca University Press
Wang, Z., Chen, L., & Anderson, T. (2014). A framework for interaction and cognitive engagement in connectivist learning contexts. The International Review of Research in Open and Distributed Learning, 15(2). 10.19173/irrodl.v15i2.1709
Anderson, B. A. (2016). The attention habit: how reward learning shapes attentional selection. Annals of the New York Academy of Sciences, 1369(1), 24-39. 10.1111/nyas.12957
Schwartzstein, J. (2014). Selective attention and learning. Journal of the European Economic Association, 12(6), 1423-1452. https://doi.org/10.1111/jeea.12104
Harvey, A. G., Lee, J., Williams, J., Hollon, S. D., Walker, M. P., Thompson, M. A., & Smith, R. (2014). Improving outcome of psychosocial treatments by enhancing memory and learning. Perspectives on Psychological Science, 9(2), 161-179. 10.1177/1745691614521781
Salaberry, M. R. (2018). Declarative versus procedural knowledge. The TESOL Encyclopaedia of English Language Teaching, 1-7. https://doi.org/10.1002/9781118784235.eelt0051
Luft, J., Hill, K., Nixon, R., Campbell, B., & Dubois, S. (2015). The knowledge needed to teach science: Approaches, implications, and potential research. In annual meeting of ASTE
Mesoudi, A., Chang, L., Dall, S. R., & Thornton, A. (2016). The evolution of individual and cultural variation in social learning. Trends in ecology & evolution, 31(3), 215-225. https://doi.org/10.1016/j.tree.2015.12.012
Heyes, C. (2017). When does social learning become cultural learning? Developmental Science, 20(2). 10.1111/desc.12350
Barkema, H. G., Chen, X. P., George, G., Luo, Y., & Tsui, A. S. (2015). West meets East: New concepts and theories. Academy of Management Journal, 58(2), 460. 10.5465/amj.2015.4021
Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical teacher, 38(10), 1064-1069. 10.3109/0142159X.2016.1173661
Goldstein, E. B. (2015). Cognitive psychology: Connecting mind, research and everyday experience. Cengage.
Baddeley, A. D. (2017). The concept of working memory: A view of its current state and probable future development. In Exploring Working Memory (pp. 99-106). Routledge.
Contemporary Theories of Learning by 
Cognitive Psychology by 
Cognitive psychology / by 
Distributed Learning by 
Psychology for the Classroom: Constructivism and Social Learning by 
Social Processes in Children's Learning by 
Culture in School Learning by 
Handbook of Research on Educational Communications and Technology by 
Assessment and Teaching of 21st Century Skills by 
The Cambridge Handbook of the Learning Sciences by Assessment and Teaching of 21st Century Skills by 
