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 and motivation
Course Resources
Required Text: A textbook is required for this section. The textbook is:
Driscoll, M. (2005). Psychology of Learning for Instruction, 3rd Edition. Boston: Pearson/Allyn & Bacon.
This book can be obtained from Amazon.com or other online book sellers. Additional readings may be assigned for some units. These will usually be available online in oncourse.
You may want to consider obtaining a second learning theories text, particularly if you have no prior experience with studying learning theories. It can be helpful to have a second "view" of the theories. M. Gredler has a book with chapters that correspond to most of the theories we will cover in the course.
Course Assignments and Expectations
This course will consist of 7 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 product will count equally toward your final grade. The personal theory of learning and motivation from Unit 1 and 7 will be counted as one product. Each product will each be 1/6 of your grade. Peer evaluations constitute 15% of your grade for each unit in which you work as a group. Course participation will be weighted as if it were equivalent to two products.
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 .
A grade of "B" will be given to work which is very good, solid, above average quality. Good synthesis/application are expected.
A grade of "C" will be given to work of satisfactory quality with an average level of synthesis/application.
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
