Syllabus
Course Description
In this course we will look at several different theoretical perspectives on learning, cognition, and cognitive development. As we'll see, no single theory can account for all aspects of human learning. By looking at a variety of theories, we can identify a range of tools that may be useful in understanding learning and teaching in a variety of settings.
Course Goals
Our primary goals will be:
1. To become conversant with the basic assumptions, concepts, and principles of each theory
2. To determine the possible implications of each theory for instructional settings
3. To be able to compare and contrast theories and their usefulness in the various settings of interest to you and other education professionals
4. To create and revise our own theories of learning
Course Resources
Required Text: A textbook is required for this section. The textbook is:
Driscoll, M. (2000). Psychology of Learning for Instruction, 2nd Edition. New York: Allyn & Bacon.
Optional Text: Also there is a second optional text for the course:
Gredler, M. E. (2001). Learning and Instruction: Theory into Practice, 4th Edition.
You may want to consider obtaining this text, particularly if you have no prior experience with studying learning theories. It can be helpful to have a second "view" of the theories, and Gredler's book has chapters that correspond to most of the theories we will cover in the course. On each Unit page, I will designate the appropriate optional readings from Gredler.
Additional articles are required reading for each unit and are listed on each unit's assignment page under "additional readings". Most of these articles can be obtained as a full-text article through EBSCO (see instructions on individual unit pages).
Course Assignments and Expectations
This course will consist of 6 units. Students are expected to have read and prepared for discussion before coming to class. Each class period will consist of some lecture, discussion, activity, and application. Most of my course lectures are available on this web site for reference at any time. Any additional information will be made available as we go along or be handed out in class.
There are 2 different kinds of required products in this course.
Thought Papers: At the end of unit 4 and at the end of the course, a short thought paper (3-5 pages) will be required.
• The first paper may be about behaviorism, cognitive information processing, or meaningful learning/schema theory.
• In the second paper, you should choose two theories to compare/contrast in light of a problem, issue or setting of interest to you. At least one of the theories must come from Unit 5 or 6; the other can be any other theory we’ve covered that you have not yet written on. In other words, you will have written papers on at least three different theories by the end of the course.
Your task in these papers is to evaluate a theory from the perspective of a setting, issue, or problem of importance to you, and to determine how well the theory “fits” the setting or problem you have chosen.Remember that I am your audience for the papers. Although I want you to demonstrate that you have a basic understanding of the theory, don’t take up valuable space re-stating the theory. Be sure your paper is about something (i.e. it should not just be 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 some sort of conclusion after a review of your “evidence”. And, as with any paper of this kind, I will expect it to be well organized and coherent. Sample titles might include “Behaviorism and coaching basketball” or “Schema theory and mathematics education: A match made in heaven?” or “”Making sense of Bruner’s theory of cognitive development in college instruction”.
This is not intended to be a library research paper. You do not necessarily need to use any resources other than the text and class readings/discussion. You should, however, attribute ideas and citations as appropriate.
Personal Learning Theory: At the beginning of the course, you will turn in a draft of a personal learning theory. You will post your theory in the appropriate forum on oncourse (http://oncourse.iu.edu). You should also read and respond to some of your classmates' theories and try to see what's common across the way many of you think about learning theories initially. At the end of the course, after reading/discussing each of the learning theories, you will submit a revised draft of your personal learning theory.
Course Grading
Each Unit thought paper will count equally toward your final grade. The personal theory of learning draft and final product will count together as one product. Course participation will be weighted as one paper. Thus, each product will be 1/4 of your grade.
A grade of "A" will be given to work which shows extraordinary high achievement, unusually complete command of the subject matter, represents an exceptionally high degree of originality, creativity, and synthesis/application. Additionally, you are expected to react to the assignment including: demonstrating a good understanding of the theory, applying the theory in some educational setting or context and/or critiques the theory from a particular perspective; showing how the application of the instructional theory could affect your future practice, not just talking about what you’re already doing that is consistent with the theory, and includes your personal judgment or evaluation of the theory (your conclusion) as to how good the theory “fits” the situation you have chosen.
A grade of "B" will be given to work which is very good, solid, above average quality. Good synthesis/application is expected; all other assignment-related criteria also apply.
A grade of "C" will be given to work of satisfactory quality with an average level of synthesis/application; all other assignment-related criteria also apply.
.Course Policies
Turning in Work: Due dates for assignments are listed in the assignments page.
Late Policy:
Late papers will lose 10% every two days.
A grade of "I" will be given for medical emergencies or extreme unforseen emergencies only.
All other policies and regulations (e.g., regarding "academic honesty and plagiarism" including that of on-line sources) as stated in the Graduate Bulletin apply in this course. If you are unfamiliar with these policies and regulations, then you are required to make yourself familiar with them immediately.
E-mail Response Policy: I can be contacted via email at joalexan@indiana.edu. I will try to respond to email within 48 hours of receiving it. I may even be able to answer questions more promptly. However, please don't assume I am on email 24 hours a day 7 days a week.
Comments: joalexan@indiana.edu
