How learners think and develop, and what instruction can do about it
This collection covers the ground of a first university course in educational psychology: how people take in and retain knowledge, how cognition and social development unfold, why some learners persist while others stop, and how instruction, classrooms, and assessment can be arranged to help. We take the material a standard course covers and rebuild it as short, self-contained articles, keeping the scope and the rigour while leaving out the padding that only exists to fill a semester. Read it in order, or start at the question you are stuck on; either way you finish able to explain a learning problem in terms of evidence rather than instinct.
Certificates, credits, and a record of your progress.
Reach 60% of its base credits to earn a Certificate of Completion.
View example certificateCredits accumulate in your learning tracks, building a subject-specific record.
See your credits, reading progress, quiz performance, and available exam results.
View a sample reportOne session. One clear takeaway.Each short session develops one distinct idea with a clear takeaway. Together, the sessions show how those ideas connect into a structured understanding of the topic.
What the field actually claims, how to tell good evidence from folklore, and who is sitting in the room.
What the field actually claims, how to tell good evidence from folklore, and who is sitting in the room.
Cognitive, physical, social, and moral development, and what each stage permits in a lesson.
Cognitive, physical, social, and moral development, and what each stage permits in a lesson.
Intelligence, aptitude differences, disability law, giftedness, and language in the classroom.
Intelligence, aptitude differences, disability law, giftedness, and language in the classroom.
The two dominant accounts of learning, and what each one tells you to do on Monday.
The two dominant accounts of learning, and what each one tells you to do on Monday.
Metacognition, strategy, problem solving, argument, transfer, and constructivist teaching.
Metacognition, strategy, problem solving, argument, transfer, and constructivist teaching.
Needs, goals, beliefs, emotion, and the machinery of self-directed effort.
Needs, goals, beliefs, emotion, and the machinery of self-directed effort.
Routines, prevention, discipline, planning, and choosing how to teach.
Routines, prevention, discipline, planning, and choosing how to teach.
Testing, judging evidence of learning, reporting it, and reading what large-scale scores mean.
Testing, judging evidence of learning, reporting it, and reading what large-scale scores mean.
“A rigorous and unusually readable compression of a standard educational psychology course.”
The collection keeps the full scope of an introductory course, from development and learning theory through motivation, management and assessment, without the semester-shaped padding. Articles stand alone, so a reader can begin at the problem they actually have. The treatment of research evidence and test interpretation is especially careful.
Nano College writes university-level courses in short, self-contained pieces designed to be finished — not shelved. Every collection is original: written to cover the ground a full course covers, with the same rigour, in a format that fits the way people actually learn today.