Syllabus P540 Learning and Cognition in Education

Mondays: 4:00-6:45, Fall 2004

IUB: Section 4666; IUPUI: Section 27137

Locations : IUB, Room 2140 School of Ed; IUPUI, Union Room 129; and in Columbus, Jennings County Public Library (812-396-2091)

Course Web Site: http://ssf.indiana.edu/cjbonk/

Instructors: Dr.’s Curt Bonk and Seung-hee Lee

 

Instructor:

Curtis J. Bonk, Professor (and part-time elf)

Dept. of Counseling and Educational Psychology

Room 4022 Wright Education Bldg

Bloomington, IN 47405-1006

 

(812) 856-8353 (IU); 335-1746 (Home); 322-curt

IU Fax: (812) 856-8333; Home Fax: 339-1254

E-mail: cjbonk@indiana.edu

Homepage: http://php.indiana.edu/~cjbonk

 

Instructional Assistant:

Dr. Seung-hee (Vicky) Lee, IUPUI

Kelley Direct Online Programs

777 Indiana Avenue, Suite 200

Indianapolis, IN 46202

(317) 278-9084 (IUPUI)

(Note: she also works in Bloomington on Fridays)

seuselee@indiana.edu; vickylee@bcline.com

 

Course Description

In this course we will look at 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, cognitive, and related theories. While this means that we have a lot of ground to cover in a relatively short period of time, we have embedded many options to enable you to delve deeper into personal areas of interest.

 

Keep in mind that this is a course taught using videoconferencing to Bloomington, Indianapolis, and Columbus (last spring, we taught it over the Web).  We want this course to be interactive and meaningful to each of you.  While sometimes a videoconferencing class may seem to favor one site or the other, that will not be our intent.  Dr. Bonk will typically be in Bloomington and Dr. Lee in Indianapolis, though they may reverse this some weeks.  Dr. Bonk may also be presenting from other countries during the fall semester.

 

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

We believe that learning is a social and reflective process.  As such, the learning activities will include reading, writing, and participating in group assignments and discussions via the Internet.  While some of our assignments are designed as individual 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.  Please let us know if there are tasks which you want to try out as well as ones that are not working so well.

 

About the Instructors

Dr. Curtis J. Bonk is a former CPA and corporate controller who grew bored with that and decided to receive his graduate training at the University of Wisconsin. Curt is now a Professor of Educational Psychology as well as Instructional Systems Technology at Indiana University. He also is a Senior Research Fellow with the Advanced Distributed Learning Lab in DC.  He has received numerous teaching and mentoring awards from IU as well as the CyberStar Award from the Indiana Information Technology Association, the Most Outstanding Achievement Award from the U.S. Distance Learning Association, the Most Innovative Teaching in a Distance Education Program Award from the State of Indiana. During the past two years, Bonk has presented at universities in New Zealand, Australia, Korea, Finland, and the United Arab Emirates. He has more than 100 publications on topics such as online learning pedagogy, computer conferencing, motivation, and future e-learning trends.  He is currently working on the Handbook of Blended Learning; his last edited book, "Electronic Collaborators" (1998), was cited as a "Breakthrough Book." He is also President of CourseShare, LLC and SurveyShare, Inc.

 

Dr. Seung Hee Lee is currently a postdoctoral research fellow at Indiana University.  She earned her doctorate from Hanyang University in Seoul in 2003.  During the past three years, Dr. Lee has worked in the Center of Learning and Teaching of Korean National Open University in Seoul where she promoted faculty development, primarily in e-learning.  Dr. Lee has designed instructional strategies for effective e-Learning classes and fostered improved communications among faculty, cooperating teachers, and students through innovative consulting practices in e-learning.  Since 2001, she has conducted studies on the development of learning resource-based system architecture and its operational strategies for lifelong learning in Korea funded by Korea’s Ministry of Education and Resources Development.  In other research, she has explored cyber training curriculum for salesmen and helped remodel technical curriculum for Hyundai Motors.  In 2000-2001, she was involved in a nationwide project for improving the educational use of information and communication technology (ICT) in schools funded by Kyonggi province.

 

Course Books and Resources:

The 2 key course texts are listed below.

 

Required:

Driscoll, M. (2000). Psychology of Learning for Instruction, 2nd Edition. New York: Allyn & Bacon.

 

Note: the following book, it is a fine substitute for Driscoll:

Gredler, M. E. (2001). Learning and Instruction: Theory into Practice, 4th Edition.

 

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.

 

These books can be obtained from the TIS Bookstore. For those students not in the Bloomington area, TIS can arrange to send the texts to you; their toll-free number is: 1-800-238-1229. You can also email them at bookmark@tisbook.com.  You can also try the IU Bookstore at 812-855-9628 and IUPUI Bookstore 317-274-7167.  And these books can be found used on Amazon.com and Half.com.

 

Existing P540 Resources:

This course has been taught by a couple of other IU Professors during the past few years, including Dr. David Perry and Dr. Joyce Alexander, as well as face-to-face by Dr. Jonathan Plucker.  They have kindly placed their P540 lecture notes on the Web.  We see no reason to reinvent them since we are using many of the same books and resources.  As a result, we will be using the modules and resources they have developed and compiled.  Nevertheless, we plan to post some additional lecture materials, handouts, guides, and Web links in Sitescape Forum throughout the semester.

 

Dr. Joyce Alexander’s P540 notes and modules are at:

Modules: http://www.indiana.edu/~p540alex/Summer2003/units.html

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

Dr. David Perry’s P540 notes and modules are at:

Modules: http://www.education.indiana.edu/~p540/webcourse/unit.html

Resources: http://www.education.indiana.edu/~p540/webcourse/web.html

Sitescape help: http://www.education.indiana.edu/~p540/webcourse/confs.html

Dr. Jonathan Plucker’s P540 course outline and notes are at:

Course Notes: http://www.indiana.edu/~edpsych/p540/index.html

Intelligence Site: http://www.indiana.edu/~intell/

Homepage : http://mypage.iu.edu/~jplucker/

When in doubt about anyone or anything in this class, Greg Kearsley’s “Theory Into Practice” (TIP) Database is usually useful, http://tip.psychology.org/.  Another interesting site is Bill Huitt’s Directory of Educational Psychology links: http://teach.valdosta.edu/whuitt/wwwlinks.html.

 

Proposed Course Activities and Schedule

Unit

Learner-oriented Activity

Week 1

Introduction

(August 30)

Read: Chapter 1 Introduction to Theories of Learning and Instruction

 

Review: Online Notes from Dr. Alexander:

Approaches to the Study of Learning http://www.indiana.edu/~p540alex/Summer2003/unit1.html

 

Sitescape Forum:

Ø      Activity 1: Eight nouns post, expectations post, personal introduction post, post photos, and 3 peer replies.

Ø      Activity 2: Personal learning theory post.

Week 2

 

Behaviorism

(Sept 6)

Read: Chapter 2 Radical Behaviorism (Curt presenting from Abu Dhabi)

 

Review: Online Notes from

A. Dr. Joyce Alexander: http://www.indiana.edu/~p540alex/Summer2003/unit2.html

 

B. Dr. David Perry: http://www.education.indiana.edu/~p540/webcourse/approach.html

 

C. Jonathan Plucker:

http://www.indiana.edu/~edpsych/topics%7E/behavior.html

http://www.indiana.edu/~edpsych/p540/lectures/behavior/Behaviorism_files/frame.htm

Week 3

Social Learning Theory

(Sept 13)

Read: Chapter 9: Self-efficacy beliefs, pages 310-316.

 

Review:

A.     Other Web Resources

Explore some of the Web links related to Albert Bandura:

1. http://tip.psychology.org/bandura.html

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

3. http://www.ship.edu/~cgboeree/bandura.html

4. http://teach.valdosta.edu/whuitt/wwwlinks.html

5. http://www.emory.edu/EDUCATION/mfp/bandurabio.html

6. http://www.emory.edu/EDUCATION/mfp/bantimeline.html

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

(#7 above is comprehensive!!!)

Explore some online articles and writings from Bandura:

8. http://www.emory.edu/EDUCATION/mfp/banpubs.html (a list)

9. http://www.emory.edu/EDUCATION/mfp/BanduraARP2001r.PDF

10.       http://www.emory.edu/EDUCATION/mfp/BanExercise.pdf

11.       http://www.emory.edu/EDUCATION/mfp/BanChanging.pdf

12.       http://paedpsych.jk.uni-linz.ac.at:4711/LEHRTEXTE/Bandura.html

13.       http://psychclassics.yorku.ca/Bandura/bobo.htm (includes a video of the famous Bobo Doll experiment)

 

Week 4

 

Cognitive Information Processing

(Sept 20)

Read: Chapter 3 Cognitive Information Processing

 

Review: Online Notes from:

A. Dr. Alexander: http://www.indiana.edu/~p540alex/Summer2003/unit3.html

 

B. Dr. David Perry:

1. http://www.education.indiana.edu/~p540/webcourse/cip.html

2. http://www.education.indiana.edu/~p540/webcourse/problem.html

 

C. Other Web Resources:

Exploratorium: http://www.exploratorium.com/memory/index.html

 

Week 5

Motivation and Self-Regulated Learning

(Sept 27)

Read: Chapter 9 Motivation and Self-Regulated Learning

 

Review: Online Notes from:

A. Dr. David Perry

http://www.education.indiana.edu/~p540/webcourse/motivation.html

 

B. Other Web resources:

1.       http://teaching.berkeley.edu/bgd/motivate.html

2.       http://www.indiana.edu/%7Ebobweb/mt_web.html (a Bonk Website)

3.       http://www.kidsource.com/kidsource/content2/Student_Motivatation.html#Motivation

4.       http://webspi.hypermart.net/articles/student_motivation_in_the_online.htm

 

Due September 27th: First Reflective Writing Task.

 

Week 6

Cognitivism

(October 4)

Read: Chapter 4 Meaningful Learning and Schema Theory

 

Review: Online Notes

A. Dr. Joyce Alexander: http://www.indiana.edu/~p540alex/Summer2003/unit4.html

 

B. Dr. David Perry: http://www.education.indiana.edu/~p540/webcourse/approach.html

 

Week 7

Cognitivism

(October 11)

Read: Chapter 6 Cognitive and Knowledge Development (Piaget)

 

Review: Online Notes

A. Dr. Joyce Alexander:

http://www.indiana.edu/~p540alex/Summer2003/unit5.html

 

B. Dr. David Perry:

http://www.education.indiana.edu/~p540/webcourse/develop.html

 

C. Other Web Resources:

http://tip.psychology.org/piaget.html

 

Sitescape Forum (Curt in Beijing or Seoul):

Activity:  Moderator Discussions of Chapter 7

 

Week 8

Cognitivism moves to Constructivism

(October 18)

Read: Chapter 7 Interactional Theories of Devel (Bruner & Vygotsky)

 

Review:

A. Other Web Resources:

5.       http://tip.psychology.org/bruner.html

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

7.       http://chd.gse.gmu.edu/immersion/knowledgebase/theorists/constructivism/vygotsky.htm

8.       http://tip.psychology.org/vygotsky.html

 

Week 9

Contructivism and Situated Learning

(October 25)

Read: Chapter 5 Situated Cognition

 

Review: Online Notes

A. Dr. Joyce Alexander: http://www.indiana.edu/~p540alex/Summer2003/unit6.html

 

B. Dr. David Perry: http://www.education.indiana.edu/~p540/webcourse/construct.html

 

C. Dr. Jonathan Plucker

http://www.indiana.edu/~edpsych/p540/lectures/construct/index_files/frame.htm

 

Due October 25: Second Reflective Writing Task.

Week 10

Contructivism

(November 1)

Read: Chapter 11 Constructivism

 

Sitescape Forum:

Ø      Activity 1:  Moderator Discussions of Chapter 11 (Curt in DC)

 

Week 11

Instructrivism

(November 8)

Read: Chapter 10 Gagne’s Theory of Instruction

 

Review: Online Notes Dr. David Perry:

http://www.education.indiana.edu/~p540/webcourse/gagne.html

 

Week 12

Intelligence, Expertise, Creativity

(November 15)

Read: Chapter 8: Biological Bases of Learning and Memory

 

Review: Online Notes

A. Dr. Joyce Alexander:

http://www.indiana.edu/~p540alex/P540Fall02/unit7.html

 

B. Dr. Jonathan Plucker:

http://www.indiana.edu/~edpsych/p540/lectures/intell/Intelligence_files/frame.htm

 

C. Other Web Resources:

1.       http://www.indiana.edu/%7Ebobweb/creat.html (a Bonk resource)

2.       http://www.indiana.edu/~intell/ (Dr. Plucker’s intelligence Web site)

3.       http://www.funderstanding.com/about_learning.html (useful)

4.      http://brain.com/

 

Due Nov 15th: Third Reflective Writing Task.

Week 13

Personal Theory

(November 22)

 

Read: Chapter 12 Toward a Personal Theory of Learning and Instruction

 

Sitescape Forum (Curt in London?):

Ø      Activity 1: Moderator Discussions of Chapter 12

Ø      Activity 2: Discussion/debate of learning theorists.

Week 14

Personal Exploration

(November 29)

Read: Self Exploration Week!

 

Sitescape Forum (Curt in Scotland):

Ø      Activity 1: Continued debate of learning theorists

 

Due Nov 29th: Super Summary or ORL Paper

Week 15

(December 6th)

Personal Exploration Week

 

Due: 1 Dec 6th: Movie Review

 

 

Submitting Assignments

You will submit most of the unit activities by posting them on the course Web conference we set up in Sitescape Forum (SSF). Your papers, exams, and some activities will be submitted directly to us. For these, you will have at least five options:

A.     Sitescape Forum Attachment: Perhaps the best way to send us your work is to place it in the appropriate folder within SSF for that task.  And, if you upload your work, it is there for your colleagues in this class to see and respond to.

B.     E-mail. Sending your paper as an email attachment (cjbonk@indiana.edu) or (seuselee@indiana.edu) is probably the easiest method.  If you choose this option, you might send your attachment to both of us.

C.     Fax. If you prefer, you can fax the assignment to either of us at 812-856-8333 or to Curt’s home office at 812-339-1254. Be sure to include a cover page that has your name and one of our names on it.

D.    Campus mail: You can put in Curt’s mailbox in Bloomington or under his door (Room 4022) or leave for Seung-hee at IUPUI (Kelley Direct, Suite 200).  Dr. Bonk likes this option since it saves on his printer.

E.     "Snail" mail. Finally, you can always submit an assignment through the US mail (see address on first page). Just be sure you send it early enough.

Course Policies:

Lateness, Incompletes, and Plagiarism.  We are flexible.  You can turn in any paper late (you have 2 free cushion days on any paper).  However, on the 3rd day late you will lose 5%; 6 days late loses 10 percent, and you lose 5 percent for every day beyond that.  A grade of "I" will be given for medical emergencies or extreme 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. Keep in mind that Curt Bonk has been teaching instructors around the globe dozens of ways to discourage, find, and deal with plagiarism.  You would be wise to not test his skill in this regard.

 

E-mail Response Policy: We can be contacted via email at the addresses noted above.  We will try to respond to email within 48 hours of receiving it.  Usually, we will respond with an hour or two and many times within 5 or 10 minutes. However, please don't assume we are on email 24 hours a day 7 days a week (even though it may seem that way).  We are late night people and Curt is known for working till 4 am, but sometimes even he needs to sleep.

 

 

Course Requirements and Assessments

 

I. Class Discussion, Moderating, ORL, and Super Summary (90 points).

A. Cool Resource Finder and Interactive Discussion Activity (30 Points)

B. Super Summary (or ORL meta-reflection) (30 Points)

C. Online Resource Library (30 Points)

 

A. Class Resource Finder and Interactive Discussion Activity (30 Points).  We will typically cover a chapter or unit each week.  Each week we will need a “Resource Finder” and an Interactive Discussion Leader/Moderator.”  We will not assign individual letter grades to the unit activities; instead, you will receive full credit for them if you have responded in a thoughtful and timely manner.  This is often called “mastery learning.”

 

A1. Cool Resource Finder: We will have weekly activities using the resources outlines in the syllabus.  First of all, someone will explore the Web resources for the course, for the week, and beyond the course and present them to the class.  This might include online psychology tests, simulations, animations, models, video or audio clips, etc. as well as paper-based information.  Such information might be displayed on the document camera or from the computer in the room.  The “cool resource finder” will present at least 5 unique things for that week to peek the interest of the class.  A corresponding handout is helpful but not required.  The presentation will take 5-15 minutes followed by question and answers from the class.  You will likely be a resource finder once during the semester.

 

A2. Interactive Discussion Leader/Moderator: We will also discuss articles and chapters read each week.  One person will act as the moderators of a week.  In that moderator role, he/she will introduce and briefly summarize key points of the chapter for the class and they provide 3-6 starter questions and pose 2-3 controversial issues.  It is preferred that you send these questions at last two days before class and also that you post them in Sitescape Forum SSF.  In effect, the moderator is the reporter or teacher of the chapter, so please do a good job in reviewing it.  The instructors will act as both co-participants and co-moderators with you.  You will likely be an interactive discussion leader/moderator once during the semester.

 

Note: There may be weeks wherein we have online discussions of the chapters in Sitescape Forum (SSF).  During those weeks, a moderator will read ahead that week and submit a list of key points from the chapter along with a set of starter questions based on the chapter at least 4 days before class would normally meet.  During the week, you will nudge, prompt, provoke, and scaffold discussion.  You will post at least one controversial issue, quote, belief, debate, etc. in your comments.  Half-way though the week you will summarize key points made thus far and attempt to pull out the controversial issues.  At the end of the week, you will summarize the discussion.

 

B.     Super Summary (30 Points).

Near the end of the semester, you are to write a 2,000-3,000 word 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 resource finders and or discussion leaders/moderators from four different weeks in the semester.  These will be graded for completeness, relevancy, originality, and coherence.  This is due November 29th.

 

Super Summary Criteria (30 Points; 10 points a piece):

1. Insightful/Originality: offering examples, relationships drawn, interlinkages, unique.

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

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

 

C. Online Resource Library (30 Points)

Everyone in the class will build an “Online Resource Library” (ORL) in SSF based on their interests.  We will create a folder for you to put links to the online articles you have found.  In addition to the assigned book chapters, you are to find and read 1-2 articles each week that relate to this class that fit your own interests.  By the end of November, you will have a total of 20 or more such articles in your ORL.  These will be graded for: 1. relevancy to class; 2. coherent reflections; and 3. depth and amount or work.

 

      ORL Summaries and Meta-Reflections

Note: As an option to the Super Summary and to make use of your article digging, you might create one paragraph personal abstracts of 10 of the articles you read for your ORL and provide a complete article listing placed on top.  You will also include a 1 page single-spaced reflection about what they learned from the ORL activity.  These will be graded for (1) coherent and useful summaries; (2) well organization task, (3) depth and completeness.

 

II. Reflective Writing Activity Options (90 Pts--Pick any 3 of the 10 options; Due September 27th, October 25th, and November 15th):

 

A. Learning Journey (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 $3.  (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.  We 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 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; (3) coherence and organization (10 points each).

 

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 3 page single-spaced paper (with appropriate appendices) will be evaluated for (1) exploration and creativity, (2) completeness, coherence, effort, and amount of digging, (3) relevancy and timeliness for this class.

 

C. Job Application Paper (30 Points)

Here, you are to write a 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 we are 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; (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.

 

·        http://www.education.indiana.edu/~p540/webcourse/paper1.html

·        http://www.education.indiana.edu/~p540/webcourse/paper3.html

·        http://www.education.indiana.edu/~p540/webcourse/paper4.html

 

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 Sitescape Forum.  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, your 4-5 page single-spaced paper can be turned in at any time during the semester.  If you write an individual paper, it should be 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, (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?

 

E. Blogging (30 Points)

To keep a permanent record of this class, you might want to keep a personal log or diary of your personal learning journey.  In this option, you are to create a Weblog (i.e., a blog) on your personal article reflections and ideas related to class.  You might create a Blog using Pitas.com, Blogger.com, Free-Conversant, LiveJournal, or some other blogging tool.  A 1 page reflection paper on your learning from this activity is due with your blog postings attached (Note: we require a minimum of 12 posts to your blog; each post will be a minimum of 6 sentences).  These will be graded for: (1) your personal journey and creative exploration; (2) insightful and relevant comments; and (3) completeness.

 

F. Media Accumulation and Review (30 Points)

Some of you may find media resources or software tools on the Web related to this class.  In this option, you are to accumulate and review such resources.  You might also create a job aid for people in the class to use any or all of them.  In your 1 page single-spaced paper, you might discuss how someone teaching P540 use these resources.  How do they relate to any theories of learning?  How do they potentially help learning?  Your work will be graded for (1) completeness, digging, and effort, (2) relevancy, and (3) usefulness.

 

G. Class Flier or Brochure Design (30 Points)

In this option, you are to create a classroom handout or flier (2 sided) for parents, students, principals, or visitors of what they might expect of your students, learners, or trainees in terms of different learning theories or approaches to teaching and learning in your classroom(s) or work setting(s) or in the classrooms of teachers or trainers whom you supervise.  What is your teaching philosophy?  What educational innovations are you trying (based on learning theories, of course)?  At least two articles or chapters you read in this class must be referenced, used, or quoted someplace within your brochure.  You are to turn in a 2 page single-spaced reflection on what you did and how this went.  Your brochure and reflection paper will be graded for (1) creativity, design, and appeal; (2) relevancy to this class; and (3) completeness.

 

H. 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; (3) coherence and organization of the paper.

 

I. Random Acts of Kindness (cognitive do-gooder)

Sometime during the semester, you might volunteer to help someone do something.  You might teach something, mentor someone, take someone on a trip, or build a house.  We want you to reflect on this task and what you did.  You are to supply a 2-3 reflection paper on this experience as related to this class.  What learning or instructional theories came in play in this situation?  How did your understanding of learning or cognition help you relate to their individuals in this setting?  What might you do differently next time such a situation arises now that you have taken this course?

 

J. Teachers and Students of the Year

Finally, the 10th option has you dig into the news to look at prevailing teachers of the year, USA Today student winner of competitions, and other award nominees and see how their biographies and personal quests relate to different learning theories.  What are the personal philosophies of these people?  What is their learning approach?  Graded for (1) insightfulness, (2) coherence and completeness, and (3) relevancy (10 points each).

 

Note: Any of the above tasks can be completed with a partner if approved by the instructor.  The length requirements will change accordingly.

 

III. Final Project Movie Review (60 Points)

 

Movie Review Directions (Select 2 movies including at least 1 from Group A)

Your final activity in this class will be a movie review.  Watch two of the following movies (you can only pick one movie from List B) and review them from the standpoint of one or more learning theories or theorists.  In your review, you should discuss at least 10 principles from the Driscoll book that are addressed in each movie.  How are they exhibited in different actors, scenes, or plots?  I prefer personal descriptions of each course term or concept used in your review, though direct textbook definitions and quotes may be needed at times.  Also, what theory or theories of learning and cognition do these movies relate to?  Compare and contrast views of learning and learners in each movie.  And discuss how teachers are portrayed and the overall learning environment.  Is there any learning theory changes or growth in either of the movies?  How has watching these movies changed your personal theory of learning?  You must include links to at least 4 chapters in your review.
 
You should turn in a 3-4 page single-spaced review plus a one page supplement.  Your one page supplement might include a term list/glossary of concepts from the movies you watched (with descriptions of how used in the movies or how they relate) or some other chart or visual (e.g., a term comparison chart, a summary sheet of teaching implications, a concept map of key concepts in the movies, a flowchart of ideas from the movies related to class, a timeline linking the movie to class concepts, etc.). At least one of your movies in your review must come from Group A below.
 
Option: An option to this is to create a series of videoclips of teaching examples from different movies and present them to class for discussion.   In your 5-15 minute presentation, you will summarize what you selected and why.  In addition, you will turn in a 1 page single spaced summary of your selections and associated reflection on what you learned.  One additional page of key concepts or a term glossary should be attached.  Please give the instructors 3 weeks notice that you intend to present.  Your work will be graded for: (1) clear and logical paper; (2) overall insight and demonstration of understanding of learning and cognition theories; (3) organization of presentation; (4) engagement of presentation; (5) originality and creativity; (6) thoroughness and depth.
 
Group A Top 20: Some standard learning and cognition classics include:
1.      A Beautiful Mind (Russell Crowe, Jennifer Connelly, Christopher Plummer, Ed Harris)
2.      Conrack (John Voight, Paul Winfield, Hume Cronyn)
3.      Dead Poets Society (Robin Williams, Ethan Hawke, Kurtwood Smith)
4.      Dangerous Minds (Michelle Pfeiffer, George Dzundza, Courtney B. Vance)
5.      Forrest Gump (Tom Hanks, Sally Field, Dick Clark, John Lennon, Bob Hope)
6.      Good Will Hunting (Matt Damon, Robin Williams, Ben & Casey Affleck, Minnie Driver)
7.      The Lord of the Rings (pick any 1 of the 3 movies) (Sean Astin, Viggo Mortensen, Ian McKellen, John Rhys-Davies, Orlando Bloom, Sean Bean, Cate Blanchett, Orlando Bloom, Billy Boyd, Brad Dourif, Ian Holm, Christopher Lee, Ian McKellen, Dominic Monaghan, Viggo Mortensen, John Rhys-Davis, Andy Serkis, Liv Tyler, and Elijah Wood)
8.      Man Without a Face (Mel Gibson, George Martin, Michael DeLuise)
9.      Mirror Has Two Faces (Barbara Streisand, Jeff Bridges, Pierce Brosnan)
10.  Mona Lisa Smile (Julia Roberts, Kirsten Dunst, Tori Amos, John Slattery)
11.  Mr. Holland's Opus (Richard Dreyfuss, Glenne Headly)
12.  Rain Man (Dustin Hoffman, Tom Cruise, Valeria Golino—released on my b-day)
13.  Remember the Titans (Denzel Washington, Ben Affleck, Kate Beckinsale, Josh Hartnett)
14.  Rudy (Ned Beatty, Sean Astin, Lili Taylor, Charles Dutton, Jon Favreau)
15.  Searching for Bobby Fisher (Laurence Fishburne, Ben Kingsley)
16.  Stand and Deliver (Edward James Olmos, Lou Diamond Phillips)
17.  Star Wars (pick any 1 of the 5 movies to date) (Mark Hamill, Harrison Ford, Peter Cushing, James Earl Jones, Alex Guiness, Anthony Daniels, Carrie Fisher, Peter Mayhew, Ewan McGregor, Natalie Portman, Frank Oz, Heyden Christianson, Billy Dee Williams, Ian McDiarmid, Christopher Lee, and Samuel L. Jackson)
18.  The Paper Chase (Timothy Bottoms, John Houseman, Lindsay Wagner)
19.  To Sir, With Love (Sidney Poitier, Lulu, Judy Geeson, Christian Roberts)
20.  Town Torn Apart (Jill Eikenberry, Michael Tucker)
 
Group B Top 20: The brave and daring might try:
1.      The Absent Minded Professor (Ed Wynn, Fred MacMurray, Keenan Wynn)
2.      Animal House (John Belushi, Kevin Bacon, Tim Matheson, Donald Southerland)
3.      Back to School (Rodney Dangerfield, Robert Downey, Ned Beatty)
4.      Bedtime for Bonzo (Ronald Reagan, Jesse White, a monkey named Bonzo)
5.      Bill and Ted's Excellent Adventure (Keanu Reeves, Alex Winter, George Carlin)
6.      Billy Madison (Adam Sandler, Darren McGavin, Bridgette Wilson, Bradley Whitford)
7.      The Elf (Will Ferrell, Bob Newhart, Edward Asner, James Caan)
8.      Fame (Laura Dean, Irene Cara)
9.      Fast Times at Ridgemont High (Sean Penn, Judge Reinhold, Nicolas Cage)
10.  Ferris Bueller's Day Off (Matthew Broderick, Jennifer Grey, Charlie Sheen)
11.  Finding Nemo (Albert Brooks, Ellen DeGeneres, Willem Dafoe, Alex Gould)
12.  Footloose (Patrick Swayze, Jennifer Grey)
13.  Grease I or II (John Travolta, Olivia Newton-John, Sid Caesar, Sha Na Na)
14.  Hoosiers (Gene Hackman, Dennis Hopper, Barbara Hershey)
15.  Kindergarten Cop (Arnold Schwarzenegger, Penelope Ann Miller)
16.  Legally Blond I or II (Reese Witherspoon, Raquel Welch, Luke Wilson)
17.  Renaissance Man (Danny Devito, Gregory Hines, Mark Wahlberg, Cliff Robertson)
18.  Titanic (Leonardo DiCaprio, Kate Winslet, Kathy Bates, Bill Paxon)
19.  War Games (Matthew Broderick, Ally Sheedy, Dabney Coleman, Barry Corbin)
20.  Weird Science (Robert Downey Jr., Kelly LeBrock, Bill Paxon)

 

I have some of these movies if you need to borrow them.  No, I did not put “Old School” with Will Ferrell on the above list.  Why not?  Well, he never went to class.  I also skipped “The Waterboy” with Adam Sandler since I am not sure if anyone could find anything resembling learning theory or cognition in that movie or any of his movies.

 

We will grade your movie reviews for the following six areas (10 points each):

1. Insightful: offering analogies or/examples, relationships drawn, interlinkages, connecting ideas.

2. Clear/Logical: coherence, flow, unity, organization, sequence of thought, understandable style.

3. Original: rich/novel info provided, unique, takes risks/creative with comments, breaks out.

4. Learning: breadth and depth of thought, indicates knowledge growth, understands theories.

5. Thorough: Complete, fulfills spirit of assignment, goes beyond task, inspirational, great effort.

6. Reflective: self-awareness and learning displayed in review, coherent and informative.

 

Course Grading. There are 240 points in this course.  Your class discussions, Online Resource Library, and super summary are worth 90 points.  The three reflective writing assignments are worth 30 points each or 90 points total.  Your final movie review is worth 60 points.  I will use 90-80-70-60 scale.  224 pts = A; 216 = A-; 208 = B+; 200 = B; 192 = B-; 184 = C+; 176 = C; 168 = C-