P540 Learning and Cognition in Education

Fall 2008: Syllabus P540 Learning and Cognition in Education

Online Course, Section 8832 (Bloomington); 4445 (IUPUI)

http://curtbonk.com/P540_syllabus_fall_2008.htm

Instructor: Dr. Curt Bonk, Indiana University

Instructor:

Curtis J. Bonk, Ph.D., CPA

Office: 201 N. Rose Avenue, 2238 W. W. Wright Education Bldg., Indiana University

Bloomington, Indiana 47405-1006

Phone: 856-8353 (W); E-mail: CJBonk@indiana.edu

Office Hours: as arranged; email me for my mobile number if needed

Homepage: http://curtbonk.com/

Instructional Assistant (IA):

Chun-Yi Lin, Instructional Systems Technology, Doctoral Student, cl17@indiana.edu

Course Description:

In this course, we will explore several different theoretical perspectives on learning, cognition, and cognitive development. As we will see, no single theory can account for all aspects of human learning and cognition. By looking at a variety of theories, we can identify a range of principles, perspectives, and tools that may be useful in understanding learning and teaching in a variety of contexts. Keep in mind that this course is essentially a survey of learning and cognition theories. While this means that there is a lot of ground to cover in a relatively short period of time, there are opportunities for you to delve deeper into personal areas of interest.

Primary Course Goals

1. To become conversant with basic assumptions, concepts, and principles of each theory.

2. To grasp possible implications of each theory for different instructional settings.

3. To compare and contrast a range of theories in a variety of settings and age groups.

4. To create, revise, and begin to use your own personal theory of learning.

5. To reflect on how learning theories impact on every aspect of your life.

Learning Approach

I believe that learning is a social, active, and reflective process. As such, the learning activities will include reading, writing, reflecting, and participating in group assignments. While some of our assignments are designed as individual reflection activities, many other are group activities. In addition, we want you to be engaged in hands-on and authentic learning tasks. Thus, the tasks selected here will allow for your active experimentation with learning theories in everyday life.

Available Bonk Videostreams and Podcasts:

1. My videostreamed lectures & informal podcasts: http://curtbonk.com/streamed.html#p

2. Select YouTube and Google Videos by week: http://curtbonk.com/youtube_videos.htm

3. Moderator Sign-up Sheet: http://www.trainingshare.com/p540.php

4. Wikibook on “The Practice of Learning Theories”: http://en.wikibooks.org/wiki/The_Practice_of_Learning_Theories

Course Books and Resources:

The 3 optional books for this course. The Driscoll book is recommended. Most readings will come from there. Teachers might prefer Phillips and Soltis.

Recommended for teachers and teacher educators:

Phillips, D. C., & Soltis, J. F. (2004). Perspectives on learning, 4th Edition. New York: Teachers College Press.

New Amazon: $16; used $13; ($12 new at Half.com)

Recommended for IST or Ed Psych majors who must take qualifying exams in this area and anyone seeking deeper knowledge of the theories of learning and cognition:

Driscoll, M. (2008). Psychology of Learning for Instruction, 4th Edition. New York: Allyn & Bacon. (or 3^rd edition from 2005)

New 4^th Edition Amazon: $86; used $82

3^rd Edition: $82 new; $66 used; ($45 at Half.com)

Optional Text: This book is highly recommended but not required (see course requirements before purchasing this book; you can buy this cheaply on Amazon or Half.com as a used book!).

Goldsmith, M., Kaye, B., & Shelton, K. (2000). Learning journeys: Top management experts share hard-earned lessons on becoming mentors and leaders. Palo Alto, CA: Davies-Black Publishing.

New Amazon: $18; used $5; ($1 at Half.com)

You can purchase these books online at Amazon.com or Half.com.

Existing P540 Resources:

Dr. Joyce Alexander who has kindly placed her P540 lecture notes and resources on the Web. Modules: http://www.indiana.edu/~p540alex/Summer2003/units.html

Resources: http://www.indiana.edu/~p540alex/Summer2003/resources.html.

When in doubt about any theory or theorist in this class, Greg Kearsley’s “Theory Into Practice” (TIP) Database is usually useful, http://tip.psychology.org/ (contains 50 major theories of learning and instruction).

Proposed Course Activities and Schedule

Unit

Learner-oriented Activity

Week 1

Introduction

(Sept 1st)

Read:

Phillips & Soltis: Chapter 1: Introduction (or)

Driscoll Ch 1 Intro to Theories of Learning and Instruction

Cunningham Article: May You Teach in Interesting Times (Oncourse)

Review: Dr. Alexander: Approaches to the Study of Learning: ttp://www.indiana.edu/~p540alex/Summer2003/unit1.html

Week 2

Behaviorism

(Sept 8th)

Read:

Phillips & Soltis: Ch 2 Classical Theories and Ch 3: Behaviorism (or)

Driscoll Ch 2: Radical Behaviorism

Gredler Chapter on Skinner (Posted to Oncourse)

Week 3

Social Learning Theory

(Sept 15^th)

Read:

Driscoll: Ch 9: Self-efficacy beliefs, pages 316-323 (if you have the 3^rd edition); pages 310-316 (if you have the 2^nd edition)

Review:

Explore some of the Web links related to Albert Bandura:

1. http://fates.cns.muskingum.edu/~psych/psycweb/history/bandura.htm

2. http://www.emory.edu/EDUCATION/mfp/Bandura/Index.html

3. http://psychclassics.yorku.ca/Bandura/bobo.htm (Bobo doll experiment)

Week 4

Cognitive Information Processing

(Sept 22nd)

Read:

Driscoll Ch 3: Cognitive Information Processing

Review: How People Learn (2 parts):

Brain, Mind, Experience, & School: http://books.nap.edu/html/howpeople1/ (also quick skim at) http://www.nap.edu/catalog.php?record_id=6160)
Bridging Research & Practice: http://books.nap.edu/html/howpeople2/ (quick skim at: http://www.nap.edu/catalog.php?record_id=9457)

Week 5

Motivation and Self-Regulated Learning

(Sept 29^th)

Read:

Driscoll: Chapter 9 Motivation and Self-Regulated Learning

Paul Chance vs. Alfie Kohn debate (posted to Oncourse)

Review: Motivation: http://teaching.berkeley.edu/bgd/motivate.html

Due Sept 29th: Reflection Paper #1

Week 6

Meaningful Learning & Schema Theory

(Oct 6th)

Read:

Phillips & Soltis: Chapter 8 The Cognitive Science Approach (or)

Driscoll: Chapter 4 Meaningful Learning and Schema Theory

Week 7

Cognitivism and Piaget

(Oct 13th)

Read:

Phillips & Soltis: Ch 5 Piaget Structures & Psych Constructivism (or)

Driscoll: Chapter 6 Cognitive and Knowledge Development (Piaget)

Review: http://www.indiana.edu/~intell/ (Dr. Plucker’s IQ site)

Week 8

Contructivism and Situated Learning

(Oct 20th)

Read:

Phillips & Soltis: Ch 6 Social Aspects of Learning (or)

Driscoll: Chapter 5 Situation Cognition

Review: http://psych.hanover.edu/vygotsky/bacalar.html

Due October 20th: Reflection Paper #2

Week 9

Contructivism

(Oct 27th)

Read:

Phillips & Soltis: Ch 7 Cog Structures & Disciplinary Structures (or)

Driscoll: Chapter 11 Constructivism

Week 10

Instructivism

(Nov 3rd)

Read:

Chapter 10 Gagne’s Theory of Instruction

Week 11

Instructional Design

(Nov 10th)

Read:

Articles assigned from David Merrill on ID (see Oncourse)

Review (see page 2 of list): A Task-Centered Instructional Strategy, David Merrill, Florida State Univ., April 6, 2007 (1 hour 12 minutes) http://mediasite.oddl.fsu.edu/mediasite/Catalog/Front.aspx?cid=faec6088-49ee-4d37-967d-6d09bb49ca25

Week 12 Technology and Learning

(Nov 17th)

Read:

Bonk’s and Bonk and Lee’s papers on YouTube, Wikibooks, Blogs, Sociocultural Theory, Learning Communities, etc.

Due Nov 17^th: Drafts of Final Papers for peer review (optional final “super exam” is open)

Week 13

Personal Learning Theory

(Nov 24th)

Read:

Phillips & Soltis: Ch 9 Arguments and Issues (or)

Driscoll: Ch 12 Toward a Personal Theory of Learning and Instruction

Due Nov 24^th: Peer Critiques of Drafts of Final Papers

Week 14

Personal Exploration Week

(Dec 1st)

Read: Anything; The World is Open!

Due Dec 1st: Reflection Paper #3 (Technology and Learning Reflection paper)

Week 15

Final Papers

(Dec 8th)

Update Wikibook and Turn in Final Papers (Awards Ceremony?)

Due Dec 8th: Final Wikibook or Super Summary Papers (or final 80 question super exam option)

Course Policies:

Lateness, Incompletes, Plagiarism, Paper Submission Policies. I am flexible. You can turn in any paper late (you have 1 free cushion day (24 hours) on any paper). However, on the 2^nd day late you will lose 5% and you lose 5 percent for every day beyond that. A grade of "I" will be given for medical emergencies, extreme situations, and unforeseen emergencies only. All other policies and regulations (e.g., regarding "academic honesty and plagiarism") as stated in the Graduate Bulletin apply in this course (this is a required note in any IU syllabus). Unless I am traveling, I respond to email within 48 hours; more likely, within an hour or 2 or quicker.

Submitting Assignments

You will submit most of the unit activities by posting them on the course Web conference we set up in Oncourse. Your papers, exams, and some activities will be submitted directly to us. For these, you will have at least five options (in order of my preference—I prefer you do #1 and #2):

A. E-mail. Sending your paper as an email attachment (cjbonk@indiana.edu) is probably the easiest method.

B. Oncourse Attachment: One way to send us your work is to place it in the drop box within Oncourse. Oncourse can be found at https://oncourse.iu.edu/portal.

C. Fax. If you prefer, you can fax the assignment to me at my home office at 812-339-1254. Be sure to include your name on it.

D. Campus mail: You can put in my IST department mailbox in Bloomington or under my door (Room 2238). This option since it saves on his printer.

E. Snail mail (House or Office): You can drop off any papers at my house. 3432 Ashwood Drive, Bloomington, IN 47401; office address is on page 1. Just be sure you send it early enough.

Course Points. There are 240 points in this course, as follows:

30 points = Participation on Online Class Discussion

30 points = Cool Resource Finder and Moderator

30 points = Reflection Paper #1 (choice of 6 options)

30 points = Reflection Paper #2 (choice of 6 options)

30 points = Reflection Paper #3 (choice of 3 options)
60 points = Super Summary or Wikibook Chapter Extensions or Creations

30 points = Peer Feedback on Drafts of Final Papers

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Note: There are 2 options to the final paper or chapter (both worth 90 points)

(1) Comprehensive Final Exam;

(2) Creation of a YouTube video of one’s personal learning theory.

Course Grading: I reserve the right for a quiz or test at some point during the semester which will increase the point total here. We will use 90-80-70-60 scale for the course.

240 pts or more = A+; 224 pts = A; 216 = A-; 208 = B+; 200 = B; 192 = B-;

184 = C+; 176 = C; 168 = C-

Course Requirements and Assessments

I. Class Discussion, Cool Resources, and Discussion Moderating

We will typically cover a chapter or unit each week. My online presentations and podcasts can be found online. See: http://curtbonk.com/streamed.html#p. Each week, you are asked to read the chapter assigned, watch 2 online videos, and watch or listen to any lecture materials I have posted (see http://curtbonk.com/youtube_videos.htm). If there are multiple parts to a video, you are encouraged to watch all parts. You must also participate in the online discussion by posting at least one time per week.

A. Participation in Online Discussion (30 Points):

In this Web course, your completion of weekly activities and regular participation in course discussions will be essential to your success. There are 30 points allocated to participating in weekly online discussions. 27-30 for high participators; 24-26 for medium participators; 21-23 for low participators; and 0-20 for others.

B. Cool Resource Provider and Interactive Discussion Moderator (30 Points).

Each week, we will have 2 people in charge of the discussion (one for K-12 Education/Learning and one for Adult Education/Learning). These two individuals will work together as “Cool Resource Providers” for the week. However, they will each lead their respective discussion forums as moderators or facilitators. You will be in charge of one week during the semester. There is an online sign-up sheet (see http://www.trainingshare.com/p540.php).

In the Cool Resource Provider role, you and your partner will find 10-20 Web resources for that particular week of the course and perhaps a few beyond the course and post them in Oncourse (perhaps attach a page of links—please post by noon on Saturday prior to the week of that topic). There will be a “Cool Resources” discussion topic and thread for each week for you to post these to. Such resources might include online psychology tests, simulations, animations, models, videos, or audio clips, etc. as well as paper-based information. At least one of your cool resources must be a YouTube video or some other shared online video resource. Attaching a corresponding handout is helpful but not required.

The week you are the cool resource provider you will also be the moderator of the discussion of the content for that week. There will be two such simultaneous conferences—one for those interested in K-12 education and one for adult education. You and your partner will each be in charge of one of them (see sign-up sheet). As moderator, you will also provide 3-6 starter questions and pose 2-3 controversial issues. In addition, you will introduce and briefly summarize key points of the chapter at the start of the week (by noon on Saturday prior to the discussion). My instructional assistant, Chun-Yi Lin, will also help with the K-12 threads and I will help with the adult learning threads though we will be involved in both. This is a mastery assignment—you get full credit if done well.

II. Reflective Writing Activity #1 Due September 29^th and #2 October 20^th (Pick 2 tasks from 6 options below)

You have 2 reflective writing papers to complete. There are six options. The first one is due September 29^th and the second one is due October 20^th. Except for last two options, these will be 2-3 page single-spaced papers. Try to skip a space between paragraphs, however. Use 12 point times roman font and one inch margins or something similar that looks nice and does not make me go blind. Please include your name and option description. I have no preferences though I think you can learn a lot from the first and last options. Each paper is worth 30 points.

Option A. Learning Journeys (30 Points)

I recommended the book, “Learning journeys: Top management experts share hard-earned lessons on becoming mentors and leaders,” for a reason. The book is filled with 37 stories and lessons in life from some of the world’s best known management mentors and leaders. A used copy of this book can be bought online at Amazon.com or Half.com for under $10 and sometimes as low as $1. (If you do not want to select this particular book because you are a K-12 educator, feel free to find a similar book in your field if you can find one, or perhaps buy an autobiography that is filled with rich learning experiences. I must approve any alternative book selection, however. Please read 4-5 stories from the “Learning Journeys” book (or 4-5 chapters for an alternative book) and link aspects of them to different learning theories in a 2-3 page single-spaced paper (one of these pages might be a chart of course terms alluded to in the chapters you read and a description of how these relate to class). In your paper, please describe the learning principles, ideas, and guidelines embedded in the stories that you chose. How does the story validate or refute the theory? How might it be applied in still other ways? What is missing from the story that you might like to know more about? How might you start or end the story if you were attempting to directly link to a particular learning theory? You might send your learning journey review to the expert who wrote it for potential feedback. If you do, a copy of your email would be worth 2 extra points and any feedback would be worth one more. These will be graded for: (1) appropriate relevant linkages to class concepts; (2) completeness of your review; and (3) coherence and organization (10 points each).

Option B. Learning and Cognition Trends Paper (30 Points)

From your perspective, what trends in learning and cognition theory seem to be particularly important today? Perhaps it is forming learning apprenticeships. Maybe you are interested in active learning or constructivistic teachers and schools. Or, perhaps, creating a better overall learning environment intrigues you most. Well, in this option, you are to explore the literature on a topic of interest. You are to find, filter, and explore articles, conferences, books, professional organizations, research reports, magazines, etc. on this topic. Then tell us what the state of knowledge is in this area and why it is important to you. Where are the open research issues, the apparently important applications, and the upcoming opportunities? How might this particular class soon be impacted by this area? Your 2-3 page single-spaced paper (with appropriate appendices) will be evaluated for (1) exploration and creativity; (2) completeness, coherence, effort, and amount of digging; and (3) relevancy and timeliness for this class.

Option C. Job Application Paper (30 Points)

Here, you are to write a 2-3 page single-spaced paper where you evaluate one or more theories or approaches from the perspective of an educational setting, issue, or problem of importance to you (preferably your current or past job). Since I am your audience, don't take up much space restating the theory. In addition, be sure your paper is about something, instead of a series of unrelated reflections or observations about the theory. Like all good papers, it should have a descriptive title, some kind of thesis statement, and a conclusion. Of course, we also expect it to be well organized and coherent. Since this is not a library research paper, you do not necessarily need to use any resources other than the text and class discussion. These papers will be graded for: (1) demonstration of understanding of the theory; (2) relevant application or critique of the theory in some educational setting or context; and (3) coherence and organization of the paper.

Sample papers: Sample titles include “Behaviorism and coaching,” “Making sense of Bruner’s theory of cognitive development in college instruction,” “Examining Gagne’s instructional design theory through the lens of W200,” “A year in a life of a constructivistic math instructor,” and “My grandmother was a situated cognitivist.” Links to sample papers previous P540 students in other classes are below.

Option D. Personal Learning Theory—Joint Learning Theory (30 Points)

One of the most important goals of this course is for you to form a personal sense of how these learning and instructional theories can be used in your future "educational" practices. As in other P540 sections, in the first week of the course you will post 1-3 paragraph summary of your personal theory of learning in Oncourse. After reading the postings of your peers, you might find one or more people who you have something in common with and create a joint personal theory of learning. Just how does your personal learning theory merge with or relate to someone else’s? If you decide on a collaborative paper, you must turn in a 4-5 page single-spaced paper. If you write an individual paper, it should be 2-3 pages single spaced. Your personal theory of learning should include examples or ideas from your present job and anticipated work environments. It will be graded for: (1) insightful and creative ideas; (2) coherence and organization; and (3) completeness.

To complete this task, you might ask yourself a series of questions about each of the theories. However, since the goal of this task (and this course, by the way) is to construct your own unique understanding of the theories, we cannot dictate all the questions you might ask. But we can suggest some possibilities, such as:

What aspects of learning and cognition are addressed by this theory?
What are the main processes or mechanisms that are proposed to account for learning, according to this theory?
What is the single most important "big idea" from this theory?
With what other theories or viewpoints is this theory most compatible?
Does this theory or perspective resonate with your own experiences and beliefs?
Does this theory seem to be a good match for the kinds of learners you're interested in?
What about for the learning tasks you intend to use?

Option E. Case Situations or Problems (30 Points)

Here, you will write 3 case situations or vignettes related to your current or most recent job setting (each will be about one page long single spaced). In these cases, you will point out the situation or problem in 1-2 paragraphs as well as the key questions or issues. Next you will detail the concepts that relate to this class. Finally, you will provide a resolution based on your readings in this class. If anyone shares their cases with co-workers or peers and gets feedback on them, you will get 2 bonus points provided you attach this to your work. Your paper will be graded for (1) sound solution and overall demonstration of understanding of learning and cognition theories; (2) case richness and detail; and (3) coherence and organization of the paper.

Option F. Library Day (30 Points)

Here is your chance to explore your own interests. From your perspective, what trends in learning and cognition theory seem to be particularly important today? Perhaps it is forming learning apprenticeships. Maybe you are interested in active learning or constructivistic teachers and schools. Well, in this option, you are to explore the literature on a topic of interest and then use it in practice. You are to find, filter, and explore articles, conference proceedings, book chapters, professional organization reports, research reports, magazines, etc. on this topic. I want you to spend a day in a physical library or searching the Web online or both and find 15-20 articles related to your area(s) of interest, chapters, or reports and briefly summarize them in a short super summary form which I will provide for you (1 page). In the super summary form, you will note the following: (1) the article citation; (2) topic area, concepts, ideas, etc.; (3) short summary of article; and (4) your article rating. Your library day summaries will be evaluated for: (1) coherence; (2) completeness, effort, and amount of digging; and (3) relevancy and timeliness for this class.

III. Technology and Learning Reflective Writing Task #3 (Dec 1^st)

Option A. YouTube Observations and Reflections (30 Points)

I will post a summary sheet of YouTube and other shared online videos to watch each week (see http://curtbonk.com/youtube_videos.htm). You must watch at least 2 of these each week (Note: multiple part videos count as just 1 video in total). We will hold discussions, debates and reflections on these videos in Oncourse. I want everyone to connect terms they see in the online videos to the readings. The first assignment is to take one or more of those videos and write a 2-3 page single spaced paper about the learning experience from such viewing. What terms make more sense now? How are one or more learning theories or concepts better understood from watching these videos? What is still unclear or missing? How might you use YouTube in your present or future teaching and learning situations? Before writing your paper, be sure to read the 2008 AERA conference paper by Bonk on this topic (see Oncourse). Students can suggest additional YouTube videos to me for a bonus point. For another bonus point you might rate the YouTube videos that I made available this semester.

Option B. Wikibook Learning Theory Chapter Critique(s) and Reflections (30 Points)

In this option, you are to reflect on a chapter of a Wikibook on learning theories. You will write a 2-3 page single spaced review critique (e.g., what did you learn, what are the strengths, and what are the insights of this chapter as well as what seems inaccurate, incomplete, or might help this chapter?). How does the Wikibook chapter relate to the text and lecture in this class? How is it different? Four learning theory-related Wikibooks are listed below. You just need to pick one of these books and only critique one chapter. As an alternative, you could select multiple chapters to critique or look for similar chapters in each book to critique. It is up to you! Finally, how might you use wikis or wikibooks in your present or future teaching?

1. Dr. Dale Fowler at Indiana Wesleyan, Learning theories: http://en.wikibooks.org/wiki/Learning_Theories

2. Dr. Dale Fowler at Indiana Wesleyan, Learning theorists: http://en.wikibooks.org/wiki/Learning_Theorists

3. Michael Orey’s class at the University of Georgia (see the Emerging Perspectives on Learning, Teaching and Technology (EPLTT); http://projects.coe.uga.edu/epltt

4. Curt Bonk, Indiana University, and Mimi Lee, the University of Houston: The Practice of Learning Theories: http://en.wikibooks.org/wiki/The_Practice_of_Learning_Theories

Option C. Online, Blended, and Technology-Enhanced Learning Reflections (30 Points)

In this option, I want you to link your online learning experiences to one or more learning theories from the book. How do learning theories explain fully online and blended learning or even simple technology integration in a face-to-face class? Which learning theory is best suited for use in online learning environments or technology-enhanced learning environments? Why? What remains unexplained? What new theory of learning might we now need? What might you suggest or invent? How might you use online learning or any technology in your present or future teaching situations? You are to write a 2-3 page single spaced paper about your online learning experiences and how they relate to learning theories. These observations could be from other online courses you have taken or from those you have taught or observed.

Technology and Learning Paper Grading (30 Total Points or 10 pts each dimension):

1. Critical thinking displayed: sound analysis and evaluation, logical, backs up claims

2. Coherent and Complete: logical flow to the critique or review, unity, well organized, sequence

3. Learning displayed: breadth/depth of thought, knowledge growth, understands theories.

IV. Final Assignment Options (Due: December 8^th)

Option A. Super Summary (60 Points).

Near the end of the semester, you are to write a 2,500-3,000 word (I will accept up to 3,500 words not counting appendices and references) super summary of what was important in this course, at least in terms of the class discussions. Here you must specifically refer to the comments of at least four discussion leaders/moderators from four different weeks in the semester. In your paper, you should point out what you learned from the course, how learning theories be used in your own job setting or educational practices, what concepts are important from this class, what would you do differently, and how will you can now use course material when you leave this class? In addition, what aspects of learning and cognition are addressed by this theory? What is the single most important "big idea" from this theory? Does this theory or perspective resonate with your own experiences and beliefs? Does this theory seem to be a good match for the kinds of learners you're interested in? How might your learning theory be used in your current job or in an educational setting, issue, or problem of importance to you (preferably your current or past job). At the end, you might also include a glossary of terms learned with personal definitions or examples or something else which creatively demonstrates your learning in this course. A first draft is due November 17^th. These will be peer reviewed by November 24^th. The final paper is due December 8th.

Option B. Wikibook Chapter or Extension (60 Points): The Practice of Learning Theories.

Bonk, C. J., & Lee, M.-Y., with Kim N. (2007, fall). The Practice of Learning Theories (The POLT). Wikibooks. Available: http://en.wikibooks.org/wiki/The_Practice_of_Learning_Theories

I am a firm believer in learning by doing. This task is one of doing! Here, you are to write a chapter for a book—a wikibook—which is available for free to the whole community. You pick the topic, the title, and the content to include. Anyone in the world with an Internet connection can modify it or extend it. The focus is taking the theory that you have learned in this class and putting it into practice.

Last year, Dr. Mimi Lee’s class at the University of Houston and my P540 class in Bloomington built a wikibook on “The Practice of Learning Theories” (The POLT). The focus of The POLT is on implementation, pragmatic use, or realization of a learning theory in the field. In this option, you can significantly modify an existing chapter or write a new one. Just create your own username and password and you are ready to make changes to the POLT. In fact, you do not even need to do that in order to edit the content of a Wikibook but I prefer that you do that since it helps with my grading. A first draft is due November 17^th. You can write these documents in Word as well as place them in the Wikibook. Your work will be peer reviewed by November 24^th. Students will post final products to the POLT wikibook by Monday December 8th. In this assignment, you will get something to add to your resumes. However, names are not included in the final product.

Grading Criteria (60 Points; 10 points each):

1. Insightful/Originality: novel, creative, takes risks, relationships drawn, unique.

2. Completeness/Relevance: thorough, detailed, appropriate, effort, depth, related to class.

3. Coherent Reflection: self-awareness, learning displayed, logical, informative reflection.

4. Critical thinking displayed: sound analysis and evaluation, logical, backs up claims

5. Logical Flow and Well Written: easily read, transitions, conclusions, unity, well organized

6. Learning displayed: breadth/depth of thought, knowledge growth, understands theories.

Peer Review and Feedback on Drafts of Final Papers (30 points)

Students will post their drafts to the POLT wikibook website by November 17th. Each student will be assigned a critical friend. If the review is of a wikibook chapter, the critical friend will make changes or suggestions right in the POLT wikibook by Monday November 24th. I will provide a critical thinking scaffold for those peer reviews and critiques. If the review is of a super summary, the critical friend will track suggested changes in Word. This is worth 30 points. In either option, a two-page summary of suggested changes will be turned into me. These will be graded for completeness, coherence, and timeliness.

Option C. Final Super Exam (90 questions for 90 points)

Those not wanting to write another paper or do a peer review at the end of the semester can take a 90 item comprehensive final exam in Oncourse worth 90 points. This exam is on the entire contents of the class. Most questions will come from the Driscoll book or my online lecture materials. You would have three weeks to take this exam. The final exam is not an easy option but may be a time saver for some of you. Please let me know if you plan to pursue this option by November 10th. The exam is to be completed by December 8^th.

Option D. Create a YouTube Video of Your Personal Learning Theory (90 Points)

Instead of a final paper, chapter, or test, you can post a 5-10 minute reflection of your personal learning philosophy or approach. In it, you might explain how you are going to use the content of this course. You might address issues such as the how learners are viewed from this approach, key principles, concepts, or ideas, what it attempts to explain, the ages or types of learners it is best suited for, and what led you to these beliefs. Please let me know by November 10^th if you plan to select this option. Your video will be graded for: (1) insightfulness; (2) creativity and originality; (3) effort; (4) design and visual effects; (5) coherence and logical sequence; (6) completeness; (7) relevance; (8) content; and (9) overall quality.