Nova Southeastern University
Abraham S. Fischler School of Education
Syllabus
I. COURSE NUMBER AND TITLE: EDD 8124 Theories of Learning (3 credits)
II. INSTRUCTOR
Name:
Email:
Telephone:
Office Hours:
Students should contact their on-site/online instructor for any questions regarding this course.
PROFESSOR (Responsible for Syllabus):
Name: R. David Lewis, Ph.D.
Email: rlewis1@ nova.edu
Telephone: 954-262-8462
Fax: 954-262-3906
Technical support: (954) 262-HELP (4357) or (800) 541-NOVA (6682) x24357
NOTE: To ensure program consistency, all sections of each course in the Fischler School of Education, regardless of delivery format, follow the same course outcomes as listed in this syllabus. Any modifications in readings, topics, or assignments may occur only with approval from the Content Area Faculty listed above.
III. COURSE DESCRIPTION
This course provides a theoretical foundation for understanding how human learning occurs. Concepts from the major writers in Behaviorism, Cognitivism, Humanism, Constructivism, and social and adult learning will be presented. Key elements of student development are also included. Prerequisite/s: None
IV. COURSE OBJECTIVES/LEARNING OUTCOMES:
1. Compare the major characteristics of several theories of learning.
2. Classify theories of learning and teaching by their underlying epistemologies.
3. Distinguish between learning theories and instructional theories.
4. Critique the implications of learning theory for curriculum development and instructional design.
5. Generate a personal philosophy on education and learning..
V. DELIVERY FORMAT
This course will be fully-online and web-based, with narrated presentations. No campus-based classroom classes are held, but you are expected to login at least weekly. Course materials will be posted within the Blackboard course website (https://sharklearn.nova.edu). In addition, students are encouraged to participate in the optional live (via the Internet), Elluminate sessions. If students miss a live session no reflective assignments are required, but it is expected they view the recordings.
VI. REQUIRED MATERIALS
Ormrod, J. E. (2012). Human Learning. (6th ed). Pearson Education: Upper Saddle River, NJ
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: APA.
NOTE: Check the course textbook list for updates. http://www.nsubooks.bkstore.com/
VII. COURSE CALENDAR
# / Week begins / Readings / Assignment / Due Date1 / 8/20/2012 / CH 1. Perspectives on Learning (p.1-12) / Login*** / 8/24/12
2 / 8/27/2012 / CH 3. Behaviorism and Classical Cond (p.32-46) / Summary / 9/2/12
3 / 9/3/2012 / CH 4. Instrumental Conditioning (p. 48-77)
4 / 9/10/2012 / CH 5. App of Instrumental Conditioning (p. 78-110) / Quiz 1 / 9/13-9/16
5 / 9/17/2012 / CH 2. Learning and the Brain (p. 13-31)
CH 7. Introduction to Cognitivism (p. 141-157)
6 / 9/24/2012 / CH 8. Basic Components of Memory (p. 158-183) / Discussion board 1 / 9/30
7 / 10/1/2012 / CH 9. Storage and Encoding (p. 184-219)
CH 10. The Nature of Knowledge (p. 222-263)
8 / 10/8/2012 / CH 11. Retrieval and Forgetting (p. 265-287) / C&C paper / 10/14
9 / 10/15/2012 / CH 12. Cog-Developmental Perspectives. (p. 289-311) / Quiz 2 / 10/18-10/21
10 / 10/22/2012 / CH 15. Transfer and Problem Solving (p. 313-350) / Discussion board 2 / 10/28
11 / 10/29/2012 / CH 17. Cognitive Factors in Motivation (p. 462-500)
12 / 11/5/2012 / Constructivism (Phillips, 1997)* / Quiz 3 / 11/1-11/4
13 / 11/12/2012 / Critiques of Constructivist design* / Reading Response / 11/18
14 / 11/19/2012 / Thanksgiving
15 / 11/26/2012 / CH 6. Social Cognitive Theory (p.111-140) / Discussion board 3 / 12/2/12
16 / 12/3/2012 / Term paper / Term Paper / Wed 12/5/12
* Additional readings may be posted and made available within the Blackboard course
** One late paper assignment may be accepted via email (contact the instructor), but expect to lose at least a letter grade or two depending on the submission date.
***You must login to the course the first week, or you will be dropped from the course
VIII. ASSIGNMENT DESCRIPTIONS & RUBRICS
This course is considered an “advanced” graduate level course therefore there are multiple writing assignments. Promptly contact the instructor (by e-mail or telephone) if you are having difficulty understanding any of the assignments or materials. Please refer to the rubric while writing and turn in all papers assignments via Blackboard. Avoid plagiarism. It is important to use APA style (double-spaced at 12 point font - Times or Times New Roman) and one of the following file types: .doc, docx, .rtf, or .pdf.
Summary
This is an initial writing assignment. In this assignment you will read an article and summarize this article:
Skinner B.F. (1958). Teaching Machines. Science, 128, (3330) 969-977.
Consider the authors work and then describe it in detail. Please review the literature to consider other authors’ ideas on the topic/subject. Provide an introduction in order to provide an overview of the paper then summarize the purpose of the paper. Finally develop a “conclusions” section, but do not include new material in this section.
Here are some assignment specifications and suggestions:
· The deliverable for this assignment is a short narrative (~750 words) (double-spaced at 12 point font - Times or Times New Roman) and one of the following file types: .doc, docx, .rtf, or .pdf. The word limit is ~750 words -- plus or minus 10% (675-825 words).
· The phrases “the writer” or “the author” are not suggested. For the most part it’s best to avoid personal pronouns (e.g. “I” or “me”) in an academic paper. It’s easy to reword the sentence to avoid these issues.
· No quotations. Quotations will be fine in later assignments, but since this assignment has so few words they all need to be your words, not those of another author.
FYI - Citations are like this (Cooper, 2011) and are required... as opposed to quotations, which are like this: “Behaviorism is an epistemology” (Cooper, 2011, p.49).
· You may cite our textbook, only once, but no more, and you are not required to cite it. It is expected that you cite other authors. To do so consult the literature… use Google scholar to help you find additional materials
· Do not make lists or use bullets. It’s the ideas we are after, not the quantity of words.
· It is helpful to describe your thoughts on the article, but do not rant or bash the ideas presented. This is unprofessional. Eliminate expressions that are flattering, disparaging, vague, or clichéd. Avoid adverbs, these (-ly) words that can over emphasize positions and create a negative or overly positive tone.
· Proofread your work! Use correct grammar, spelling, sentence structure, etc. If you use Microsoft Word, look out for the squiggly red lines under your words (spelling errors) and squiggly green lines (grammar errors).
· Please use APA style headings/or sub headings. Note the subheading examples and citations provided on page 41 in the APA manual (6th edition).
· Finally use APA style citations, references, and title page. An abstract is not necessary for this assignment.
· Please consult the rubric on the next page.
Summary Rubric
0 – 6 points / Needs work
7 points / Accomplished
8-9 points / Excellent
10 points / Points awarded
Introduction
(uses
sub heading) / Does not describe the reading / Discusses the article and provides an overview of the material / Introduces the assigned reading; considers the main points of the assigned reading / Uses subheading; Introduces the assigned reading; considers the rationale, arguments, and main points of the assigned reading; describes the learning theory(s) used by the author. / /10 pts.
Thesis statement
(in the Introduction) / Incomplete and/or unfocused. / States the paper’s purpose in a single sentence. / States the paper’s purpose in a single sentence; provides an argument / Clearly states the paper’s purpose in a single italicized statement; makes an argument / /10 pts
Analysis
of the article / Does not address content of the assigned reading. / Mentions the article. / Considers aspects related to the assigned article. / Systematically reviews and considers subsections of the assigned article. / /10 pts.
Interpretation
of the assigned article / The submission demonstrates learner has not read the article. / The submission demonstrates the reading has been misinterpreted. / The submission demonstrates the learner has read the reading provided. / The submission demonstrates the learner has thoroughly read and reflected upon the reading provided. / /10 pts.
Logical argument(s) / Does not provide a logical argument / Provides opinions without support from the literature / Provides some argument with support from the literature; avoids quotes / Provides logical argument(s) with support from the literature; avoids quotes / /10 pts.
Tone and Language
(avoid colloquialism) / The tone and language are unprofessional. / The tone or language is somewhat unprofessional or in appropriate for an academic paper. / The tone and language are professional with a couple of issues. / The tone and language are impartial, consistently professional, and appropriate for an academic paper. / /10 pts.
Mechanics / Difficult to comprehend due to numerous errors. / Numerous errors (e.g. singular-plural disagreement, incorrect verb-noun agreement, etc.). / Minor grammatical, syntactical, or other errors. / No grammatical, syntactical, or other errors. / /10 pts
Level of detail / The document is inappropriate / The document is lacking sufficient detail / The document makes an explanation of the assigned article / The document makes a thorough explanation of the assigned article and provides relevant, explicit details. / /10 pts
Conclusions
section
(uses
sub heading) / Does not provide a conclusion / Develops a conclusion section / Develops a conclusion section; summarizes, interprets and reflects on previous statements or arguments; provides closure. / Uses subheadings; develops a conclusions section which summarizes the main points in the paper; does not introduce new material; summarizes, interprets and reflects on previous statements or arguments; provides closure. / /10 pts
APA Style / Does not use APA style; numerous errors / More than one of the following incorrect: length, title page, citations, references / One of the following incorrect: length, title page, citations, references / Appropriate APA style: uses peer reviewed articles; length appropriate, title page, citations, and references all correct. / /10 pts
Total points awarded / /100pts
Aim for excellence, review and consider the criteria in the green column!Comparison/Contrast Paper
The purpose of this assignment is to compare and contrast one behavioral and one cognitive theory of learning. However you will need to develop your own arguments about the theories you intend to compare. Consider the larger theoretical frameworks -- Behaviorism & Cognitivism, but also please contrast two learning theories (that fall within these frameworks). Once you get into the literature you’ll see there are many, many learning theories (e.g. Operant conditioning, Cognitive load theory, etc…). Some students find it helpful to apply these theories to learning in classroom, or in online environments. Find your perspective and then state it as an italicized thesis sentence (in the first paragraph). Write a first draft, draw conclusions, and then rewrite your thesis and develop supporting arguments in the second draft.
Please do not write this the night before it’s due! For a typical graduate paper you’ll want to research your topic, weeks in advance… to write, and revise it many times. Think of it in terms of drafts. You should complete your first draft well in advance of the due date, then continue your research, revise, research, and revise again. Here are the paper requirements:
· 10 or more APA style references from quality sources;
· The deliverable for this assignment is a short narrative -1200 words (not including the references or title page). You can use Microsoft Word 2007 or 2010 to do a word count. To do so, select the words and the number is listed in the lower left-hand corner of the interface;
· A thesis statement is a statement that you can prove with evidence. This is not a simple statement of fact. You will develop a single sentence (thesis statement) that is the product of your own critical thinking, after you have done some initial research.
· Double-spaced, 12 point font, 1” margins; Correct grammar, spelling, sentence structure, etc;
· The phrases “the writer” or “the author” are not suggested. For the most part it’s best to avoid personal pronouns (e.g. “I” or “me”) in an academic paper. It’s easy to reword the sentence to avoid these issues.
· Limit quotations. Remember, you only have so many words… this narrative needs to be your work and not should not be “parroting” the arguments of other authors.
· Consider the assumptions of the theoretical framework, as you compare your theories; As you do your research, assemble all the arguments. Then present them in a logical sequence, but include evidence to support each of these arguments.
· Include an introduction, sub-headings and a strong conclusion; Conclude in the conclusion section; do not introduce new topics in this section;
· You may cite our textbook, only once, but no more, and you are not required to cite it. It is expected that you cite other authors. To do so consult the literature… use Google scholar to help you find additional materials.
· Note page 41 in the APA style manual as an example of APA styled document;
· Use reliable sources of information. Avoid web sites. Use reliable sources of information (peer-reviewed journal articles). Please do not cite Ormrod more than once. This is a good place to start, but it is a requirement that you read and cite other sources.
· Please consult the rubric on the next page.
Academic Services is a free service offered both in person and online.
They are there to facilitate the development of all NSU students and their writing skills. If you feel you need these services please take the time to call them - Academic Services (954-262-8350) and they will be happy to help you.
Comparison/Contrast Paper Rubric
Criteria / Needs work0-6 pts / Average
7 pts / Accomplished
8-9 pts / Exemplary
10 pts / Points Awarded
Thesis Statement
(a single italicized sentence) / Incomplete and/or unfocused. / States the paper’s purpose in a single sentence. / States the paper’s purpose in a single sentence; provides an argument / Clearly states the paper’s purpose in a single italicized thesis statement; provides an argument (w/ supporting arguments); the paper organizes evidence based upon the thesis. / /10 pts.