COURSE GUIDE TO. Universidad Católica de Valencia San Vicente Mártir. Year PCA-27-F-01 Ed. 00

Transcription

1 1 Course guide to Psychology, and Information and Communication COURSE GUIDE TO Psychology, and Information and Communication Degree in Psychology School of Psychology, Teaching and Education Sciences Universidad Católica de Valencia San Vicente Mártir Year Universidad Católica de Valencia San Vicente Mártir

2 2 Course guide: Psychology, and Information and Communication COURSE GUIDE TO Psychology, and Information and Communication ECTS Subject: Psychology, and Information and Communication 6 Field: Optativity 6 Module: Neuropsychobiology, Methodology and Social Psychology 24 ACADEMIC YEAR: 1st Educational Model: Basic Semester: 1st Department: Neuropsychobiology, Methodology and Social Teacher: PhD Carmen Moret Tatay Psychology mariacarmen.moret@ucv.es MODULE ORGANIZATION Psychology, and Information and Communication ECTS: 6 Duration and temporal location within the curriculum: The course Psychology, and Information and Communication is developed during first semester. The aim of this course is to involve students in basic skill on statistics and a theoretical framework to deal with the ICT and its effects for 3 rd and 4 th year students. Subjects and Courses Subject ECTS Courses ECTS Course/ semester Universidad Católica de Valencia San Vicente Mártir

3 3 Course guide to Psychology, and Information and Communication Methods, desing and research technics 6 Optativity Psychology, and Information and Communication 6 Psychology, and Information and Communication 3 and 4/1 Prerequisites: GENERAL GOALS This course aims to shed light on the fundamental concepts, the different theoretical and methodological frameworks and the main techniques for ICT in Psychology. Moreover, in it is designed as a behavioral learning, promoting attitudes and aptitudes necessary for the future professional in this field. The general objectives are described as follows: 1. To analyze the trends of today's society and their implications in the different fields of human activities, especially for Psychology. 2. To analyze the different theoretical models and methodological strategies in the field of ICT. 3. To acquire skills for the proper application of ICT in the field of Information Society Psychology CROSS SECTIONAL COMPETENCES Mesurement Instrumental Capacity of organization and planning (CT2) 3. Oral and written communication skills (CT3) 6. Problem-solving ability (CT7) 7. To be able to make decisions (CT8) 8. Ability to work in teams and collaborate effectively with others (CT9) 9. Skills in interpersonal relationships (CT12) 10.Recognition of diversity and multiculturalism (CT13) 11. Ability to develop and maintain up-to-date competencies, skills and knowledge according to the standards of the profession (CT16)

4 12. Capacity for self-criticism: to be able to evaluate one's performance critically (CT25) 13. Professional relationships: being able to establish and maintain relationships with other relevant professionals and institutions (CT34) 14. Know how to obtain information effectively from books and specialized magazines, and other documentation (CT36) SPECIFIC COMPETENCES 1 Conceptuales CE4 To be able to describe and measure variables (personality, intelligence and other skills, attitudes, etc.) and cognitive, emotional, psychobiological and behavioral processes CE5 To be able to identify differences, problems and needs CE6 To be able to diagnose according to the criteria of the profession CE8 To be able to identify group and intergroup problems and needs CE15 - To be able to define the objectives and to elaborate the plan of the intervention in function of the purpose of the same (prevention, treatment, rehabilitation, insertion, accompaniment...) CE16 To know how to choose the appropriate psychological intervention techniques to reach the objectives CE25 To know how to provide feedback to the recipients in an appropriate and precise way CE24 To know how to analyze and interpret the results of the evaluation CE26 To be able to prepare oral and written reports CE27 - To know and conform to the deontological obligations of Psychology Universidad Católica de Valencia San Vicente Mártir

5 5 Course guide to Psychology, and Information and Communication LEARNING OUTCOMES COMPETENCES R-1. Show a clear mental representation of the contents of the subject 1, 3, 5, 9, 12, 15, 16 R-2. Working in groups in order to carry out a practical application of knowledge as the development and 1, 2, 3, 4, 5, 6, 7, 8, 10, 14, implementation of a test to measure a psychological construct 15, 17, 18, 19 R-3. Collect and organize information from various sources (magazines, books, videos, Internet...) in order to elaborate tests or some other purposes R-4. Explain verbally (with audio-visual aids) and / or writing the results of teamwork in a clear and precise 1, 2, 4, 5, 6, 13 1, 3, 4, 12, 15, 20 ON-CAMPUS EDUCATIONAL ACTIVITIES ACTIVITY Relationship With ECTS Learning Outcomes Teaching-Learning for the subject (express Methodology (Indicate, with their code, ECTS the learning outcomes that distribution) are attained with this activity) ON-CAMPUS CLASS Teacher presentation of contents, analysis of competences, explanation and in-class display of R1, R2 0,51 skills, abilities and knowledge. PRACTICAL CLASSES Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc. Meaningful construction of knowledge through interaction and student activity. R4 0,6 Universidad Católica de Valencia San Vicente Mártir

6 6 Course guide: Psychology, and Information and Communication SEMINAR Supervised monographic sessions with shared participation R3 0,06 ORAL Application of multidisciplinary PRESENTATION OF knowledge R4 0,07 GROUP WORK TUTORING Personalized and small group attention. Period of instruction and/or orientation carried out by a tutor for the purpose of reviewing and discussing the materials and topics presented in lectures, seminars, readings, writing papers, etc. R2, R3 0,06 ASSESSMENT Group of oral and/or written tests used during initial, formative or additive assessment. R1, R2, R4 0,1 Total (2,4*) INDEPENDENT WORK ACTIVITIES Teaching-Learning Methodology Learning Outcomes Relationship Course (Indicate, with their code, the learning outcomes that are attained with this activity) ECTS ECTS (expresar la (express ECTS distribución en distribution) ECTS ) GROUP WORK Prepare in groups reading, testing, problem solving, seminars, papers, reports, etc. to post or deliver the lectures, practical classes and / or small group tutoring. Work done on the platform of the university Work done on the university's platform( ) R2, R4 1,3 Universidad Católica de Valencia San Vicente Mártir

7 7 Course guide to Psychology, and Information and Communication INDEPENDENT WORK Student study: Individual preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. R1, R3, R4 2,3 Work done on the university's platform( ) Total (3,6*) SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM Assessment Tool LEARNING OUTCOMES ASSESSED Allocated* Percentage Individual evaluation test of theoretical knowledge and practical skills 1, 3, 5 60% Making suggestions for 10% practical activities in the classroom (also those in 1, 2, 3, 4, 5 the computer room Group work for the 1, 5 30% construction of a test Universidad Católica de Valencia San Vicente Mártir

8 8 Course guide: Psychology, and Information and Communication The teacher could make a voluntary assessment test of some of the contents of the subject whose note is to average the test mandatory for calculating final score. Obtain a minimum score on the written test and group work so they can accumulate (50% of the total mark to which you can choose with each set of evaluation) MENTION OF DISTINCTION: The mention of Distinction will be awarded to students who have achieved a score equal to or greater than 9.0. The number of Distinctions granted will not exceed 5% of students enrolled in a subject in the corresponding academic year unless enrollment is under 20, in which case only one Distinction may be granted. (Royal Decree 1125/2003). DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS: There will be a special group for students who are not enrolling for the first time if they exceed the occupancy limit of the classroom and a teacher is assigned to that group. The professor in charge of this group will conduct 4 follow-up sessions and tutoring for 2 hours each. Assessment of skills and abilities will be done through the scheduled practice sessions In each session the subject will be developed so as to reinforce the work on the skills that each student needs to pass the course. Assessment of content and skills will be made during the examination set in the official calendar for this course. * EDUCATIONAL ACTIVITIES FOR SYNCHRONOUS COMMUNICATION Online (ECT'S TOTAL 2.28) Synchronous virtual session 1.52 Synchronous virtual practice session 0.6 Seminar and virtual video conference synchronous 0.06 Synchronous or virtual assessment 0.1 * TRAINING ACTIVITIES WITH ASYNCHRONOUS COMMUNICATION FOR Online (ECT'S TOTAL 3.72) Asynchronous individual work activities 2.3 Individual tutoring 0.06 Workgroups 1.3 Forum Index 0.03 Ongoing assessment activities 0.03

9 Course guide: Psychology, and Information and Communication DESCRIPTION OF CONTENT COMPETENCIES Unit I. Introduction to the Psychology, and Information and Communication 1, 2, 3, 5, 9, 15, 16, 12, 18, 19 Unit 1. ICT and the 21st century Unit 2. Resouces for Psychology Unit 3. Applied fields Unit II. Impact of the ICT Unit 1. Individual level 1, 2, 3, 4, 5, 6, 7, 8, 10, 12, 13, 14, 15, 16, 17, 20 Unit 2. Social level Unit III.Workshop 1, 2, 3, 4, 5, 6, 7, 8, 10, 12, 13, 14, 15, 16, 17, 20

10 LEARNING ORGANIZATION CONTENT Sessions 1 Didactic Unit I 4 2 Didactic Unit II: Unit Didactic Unit II: Unit Didactic Unit II: Unit Didactic Unit III: Unit Didactic Unit III: Unit 2 1 REFRENCES Basic references: provided by the Teacher in class (in press). Other supplementary matherials suggested as follows Boot, W. R., Sharit, J., Czaja, S. J., Charness, N., & Rogers, W. A. (2016, July). Exploring the Relationship Between Computer Proficiency and Computer Use Over Time in the PRISM Trial. In International Conference on Human Aspects of IT for the Aged Population (pp ). Springer International Publishing. Castells, M. (2000). The Rise of the Network Society, The Information Age: Economy, Society and Culture. Vol. I. MA, Cambridge, UK:Blackwell. Charness, N. H., Boot, W. R., Evans, J., Best, R., Taha, J., Sharit, J., & Czaja, S. J. (2017).

11 Constraints on telehealth adoption and use by older adults. Innovation in Aging, 1(suppl_1), Drigas, A., Koukianakis, L., & Papagerasimou, Y. (2011). Towards an ICT-based psychology: E- psychology. Computers in Human Behavior, 27(4), DiMaggio, P., Hargittai, E., Neuman, W. R. and Robinson, J. P. (2001). Social Implications of the Internet. Annual Review of Sociology. Vol. 27: González-Torres, A., García-Peñalvo, F. J., & Therón, R. (2013). Human computer interaction in evolutionary visual software analytics. Computers in Human Behavior, 29(2), Johnson, G. (2006). Internet Use and Cognitive Development: a theoretical framework. E- Learning and Digital Media, 3(4), Johnson, G.M. (2011). Internet Activities and developmental Predictors: Gender Differences Among Digital Natives. Journal of interactive Online Learning, Vol. 10, no. 2, Moekotte, P. B. F., Brand-Gruwel, S., Ritzen, H. T. M., & Simons, P. R. J. (2015). Early school leavers attitudes towards online self-presentation and explicit participation. Computers in Human Behavior, 49, National Center for Educational Statistics (2003). Computer and Internet Use by Children and Adolescents in 2001:statistical analysis report. Jessup: US Department of Education. Oliveira, C. R., Lopes Filho, B. J. P., Sugarman, M. A., Esteves, C. S., Lima, M. M. B., Moret-Tatay, C.,... & Argimon, I. I. L. (2016). Development and feasibility of a virtual reality task for the cognitive assessment of older adults: the ECO-VR. The Spanish journal of psychology, 19. Patwardhan, P., Yang J. (2003). Internet dependency relations and online consumer behavior: a media system dependency theory perspective on why people shop, chat, and read news online. Journal of Interactive Advertising. Vol. 3, no.2, Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine- Morrow, E. A. (2016). Do brain-training programs work?. Psychological Science in the Public Interest, 17(3), Sprenger, M. (2010). Brain-based teaching in the digital age. Alexandria, Virginia: ASCD. Tardieu, H., Gyselinck, V. (2003). Working memory Constraints in the Integration and Comprehension of Information in a Multimedia Context. In Cognition in a digital world. (Ed. van Oostendorp) New Jersey: Lawrence Erlbaum Associates, Inc., Publishers

12