Syllabus

Course Number and Title
EDUC 8114: Learning and Instruction

Credit Hours
4 credit hours

Course Description
Central to the educational enterprise are the processes of teaching and learning. In this course, students will examine learning from a variety of perspectives with a focus on supporting academic and co-curricular success in education. Students will also explore curriculum theory and design, with emphasis on the theoretical, practical, and political aspects of curricula.

Course Support and Calendar Information
So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

  • This Syllabus
  • Term Calendar
  • Instructor and Student Support Info
  • Schedule of Assignments
  • Course Rubrics

Course Materials

Required Course Text(s) to Be Furnished by the Student:

American Psychological Association, (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.

Other Required Readings:

Other readings (journal articles, websites, book excerpts) are assigned throughout the course and may be found within each module.

Vision
The Richard W. Riley College of Education and Leadership at Walden fosters a dynamic and diverse network of educational leaders who seek to support learners globally by leveraging the power of teaching and technology, and who are committed to the pursuit of positive social change through education.

Mission
The Richard W. Riley College of Education and Leadership at Walden provides access to high-caliber programs that prepare adult learners as scholar-practitioners and leaders who can inspire, influence, and impact their diverse communities by helping to meet the challenges and opportunities of education worldwide.

Learning Outcomes

Walden's PhD in Education degree program incorporates a series of academic requirements, or milestones, designed to ensure that students have acquired the necessary competencies and expertise to be more effective educators. At each milestone progress within the program will be evaluated using assessments that align with national professional standards. Walden's faculty will help students master core concepts and principles, while the Student Support Team can provide additional academic, advising, and technical assistance. Successful advancement beyond each milestone certifies that students have the knowledge, skills, and professional dispositions to make a positive impact in their classrooms, schools, and communities.

Walden University Richard W. Riley College of Education and Leadership Learning Outcomes

Walden College of Education graduates will:

  1. Demonstrate knowledge and skills in the areas of teaching and learning
  2. Reflect on and analyze educational problems
  3. Demonstrate leadership via effective communication and use of technology
  4. Affirm diversity and express awareness of global interrelationships within their learning
  5. Collaborate with the various groups in the educational field to promote social change

PhD in Education Learning Outcomes

Graduates with a PhD in education will:

  1. Demonstrate an understanding of how knowledge is constructed and generate in speaking and writing conceptual frameworks, findings, and practical projects based on evidence and well-grounded argument.
  2. Choose to treat the writings of others, experimental subjects, and the collection and interpretation of data in accordance with the standards of academic and ethical practice.
  3. Consistently adopt a standard scholarly format, accurate references and citations, and a clear, succinct, and persuasive writing style.
  4. Discriminate appropriate, reliable, and valid research approaches and findings from those that are inappropriate, unreliable, and invalid.
  5. Demonstrate the ability to conduct a research project, producing and communicating trustworthy and meaningful results.
  6. Identify possibilities for creating positive social change and execute research, presentations, demonstrations, and projects with the potential to contribute to that change.
  7. Choose to adopt and continue to develop best practices discovered through ongoing research and reflection on practice in the learning organization.

Course Standards:

PhD Program Learner Outcomes

LO #1 - Demonstrates an understanding of how knowledge is constructed and generates in speaking and writing conceptual frameworks, findings, and practical projects based on evidence and well-grounded argument.
LO #2 - Chooses to treat the writings of others, experimental subjects, and the collection an interpretation of data in accordance with the standards of academic and ethical practice.
LO #3 - Consistently adopts a standard scholarly format, accurate references and citations, and a clear, succinct, and persuasive writing style.
LO #4 - Discriminates appropriate, reliable, and valid research approaches and findings from those that are inappropriate, unreliable, and invalid.
LO#7- Chooses to adopt and continue to develop best practices discovered through ongoing research and reflection on practice in the learning organization.

Course Learning Outcomes

  1. Analyze the major concepts, theoretical perspectives, core empirical findings, and historic trends in educational psychology.
  2. Integrate the experiences of students across the educational life span as they relate to learning theory.
  3. Draw connections between current research findings and theoretical implications.
  4. Assess the significance of research findings and the impact of these findings on learning in education or in the workplace.
  5. Critique trends in educational psychology that might influence the workforce during the next 20 years.
  6. Understand the role of evaluation in teaching and instruction.
  7. Develop a personal theory of learning and instruction.
  8. Apply the knowledge gained from the course to both professional and personal situations.

EDUC 8114 Alignment Chart

Week / Course Learning Outcome(s) / Module Objectives / Met in Assignment / PhD Program Outcome(s) / University Outcome(s)
1
Intelligence, Learning, and Achievement / C,D / 1.Formulate a connection among intelligence, learning, and achievement (i.e., desired outcomes for adult success.) / Discussion
Intelligence, Learning, &
Achievement / 1,2,3,4 / 1,2
A,C,D,E,H / 2.Evaluate the impact of technology on your own and student learning.
3.Consider policy implications of the Digital, Information, or Conceptual Age on schooling and education. / Application
Becoming Digital / 1,2,3,4 / 1,2, 3
2
Behaviorism and Cognitivism / A,G / 4.Assess and explain the theoretical underpinnings of behaviorism and cognitivism. / Discussion
Contrasting Theories / 1,2,3,4 / 1,2
A,C,D,H / 5.Construct possible research questions related to applications of behaviorism and cognitivism to a specific field of study / Application
Compare, contrast, and apply learning theories in a specific context. / 1,2,3,4 / 1,2,3
3
Constructivism, Social Cognition, &
Connectivism / D / 6.Formulate an understanding of the concepts of constructivism, social cognition, and connectivism. / Discussion
Connected Learning / 1,2,3,4 / 1,2,4,5
A, B, C, D, F / 7.Compare and contrast two theories discussed in modules 2 and 3; describe how concepts and principles from these two could be applied in a specific situation. / Application
Making Connections to the Research / 1,2,3,4 / 1,2
4
Affect, Emotion, & Motivation / A,C,D,F / 8.Evaluate the significance of affective learning to student academic or adult workplace success.
9.Use research on social emotional learning and positive psychology to make suggestions for applying research at a specific level. / Discussion
Affect, Emotion, and Social Emotional Learning / 1,2,3,4 / 1,2,4
B,C,D / 10.Assess the impact of motivation to learning for both students and adults / Application
Discuss views on traditional and newer theories of motivation in K-12, higher education, or adult working environments / 1,2,3,4 / 1,2,4
5
Instruction / A,C / 11. Discuss the concepts and principles used to develop teacher-centered or student-centered instruction and the learning theories and instructional rationale that supports it. / Discussion
Teacher-centered vs. student-centered instruction / 1,2,3,4 / 1,2,3
B,D,G,H / 12. Assess advantages and disadvantages of teacher- and student-centered instruction for K-12, higher education, or adult learning environments.
13. Begin the creation of a statement of one’s personal approach to teaching and learning for specific contemporary situations. / Application
Develop personal statement of approach to teaching and learning. / 1,2,3,4 / 1,2,3
6
Effectiveness Research / A, F / 14. Consider the advocacy of using data-based decision making to improve K-12 achievement and prepare children and youth for adult success in the 21st century. / Discussion
Research on effective schooling / 1,2,3,4 / 1,2,3
D,F,G / 14 Evaluate the relationship between objectives, instruction, assessment, and effective instruction
15. Use research on K-12 achievement and make suggestions for applying research at a specific level. / Application
Using research to improve K-12 achievement / 1,2,3,4,7 / 1,2

Learning Objectives
Learners will:

  1. Formulate a connection between intelligence, learning, and achievement.
  2. Consider policy implications of the Digital Age
  3. Evaluate the impact of technology on your own and student learning.
  4. Synthesize major concepts, theoretical perspectives, core empirical findings, and historic trends in educational psychology.
  5. Explain and critique the theoretical underpinnings of behaviorism and cognitivism.
  6. Explain and critique the theoretical underpinnings of cognitive and social constructivism, social cognition and connectivism.
  7. Develop connections between research findings and theoretical implications in your specific field of study.
  8. Construct possible research questions related to discipline-based learning theories
  9. Evaluate the significance of affective learning to student academic or adult workplace success
  10. Assess the impact of motivation to learning for both students and adults.
  11. Explain and compare teacher-centered (instructivist) and student-centered (constructivist) approaches to instruction.
  12. Create a personal educational philosophy for contemporary situations
  13. Evaluate the relationship between objectives, instruction, assessment and effective instruction
  14. Analyze the results of meta-analyses completed in K-12 schooling and propose how this research can be used to improving schooling.

Course Assignments

Online Discussions, Modules 1-6 (8 points each for each discussion, 1 discussion in each of 6 modules)
The development of a learning community composed of both students and faculty is one of the learning principles of your doctoral program. Consequently, we expect you to engage in dialogue with your colleagues in the course Discussions. A discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Discussions are the heart of the learning community, a dialogical space in which you explore one another's thinking and expand your own ideas.
In your first Discussion only, your initial post is due on Day 4 of the first week of Module 1. In Modules 2-6, your initial post will be due in Day 7 of the module. Your responses to your classmates' postings are due no later than Day 3 (Wednesday) of the second week of each module.
The following are ways to respond to a classmate's posting to encourage a dialogue:

  • Build on something your colleague said
  • Expand on your colleague's posting
  • Explain why and how you see things differently
  • Ask for evidence that supports the posting
  • Share an insight from having read your colleague's posting
  • Offer and support an opinion
  • Validate an idea with your own experience

You are expected to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. We urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.

Module 1 Assignment 1: Introduce Yourself in the Class Café
The Class Café is a place in each of your courses where learners chat about topics of interest that aren't directly related to course assignments. Each quarter you will introduce yourself to other members of your courses so a community of scholars begins to form. Many students make connections in the first course that provide them a chance to network with students who share similar interests throughout their program

Module 1 Assignment 2. Becoming Digital
Complete a 5-6 page paper plus technology use chart. Complete a technology log of your technology use your personal learning environment to guide your review of current appropriate technologies. You will research cutting-edge technologies and consider how those technologies can be used to improveteaching and learning in a specific situation. You will also consider the impact these technologies will impact budget, physical plant requirements, and other policy implications.

Module 2 Assignment: Contrasting Theories in a Specific Context
Develop a 4-6 page paper that compare and contrast operant conditioning and information processing theories of learning and apply concepts and principles derived from these theories to your specific area of learning or one to which you aspire when you earn your PhD.

Module 3 Assignment: Making Connections to the Research
Develop a 4-6 page overview of research studies connecting learning theory to instructional practiceand design a research study that builds on the literature you reviewed. You will state the research question and briefly describe the design of a possible study, including variables, setting, and participants to be studied, and how data would be collected and analyzed.

Module 4 Assignment: Motivation
You will develop a 6-10 page paper comparing at least two approaches to motivation and the origins of those approaches, and discuss how the concepts, principles, and practices in each theory could be used to motivate learners in your current environment or in the environment to which you aspire to work when you earn your PhD.

Module 5 Assignment: Instruction
You will use your new understandings to develop a 7-8 page paper comparing teacher- and student-centered approaches to instruction. You will then develop a personal statement regarding your approach to teaching and learning—what you believe is important or nonnegotiable in teaching and learning based on you analysis of theory and research..

Module 6 Assignment: Using Research to Improve K-12 Achievement

You will develop a 6-10 page paper on specific actions to take to improve K-12 schooling using the results of a meta-analysis of 800 meta-analysis identifying factors related to student achievement in K-12 schools. You will do so from the perspective of a consultant with a background in early childhood, K-12 schooling, higher education, or adult learning.

Grading Criteria and Total Components of a Grade

Module / Assignment / Points
1-6 / Discussions (8 points each for each discussion, 1 discussions in each of 6 modules) / 48
1 / Assignment 1 Class Café Introduction / 0
1 / Assignment 2 "Becoming Digital" Paper / 30
2 / Assignment: Comparing Theories / 30
3 / Assignment: Making Connections to the Research / 40
4 / Assignment: Motivation / 40
5 / Assignment: Instruction / 40
6 / Assignment: Using Research / 45
Total Possible Points / 273

Note: Skipping or waiving assignments in any Walden University course is never an option. If students neglect to complete any module assignments, the Instructor has the right to lower the final grade.

Grade / EDUC 8114
A = 90% / 245-273
B = 80% / 218-244
C = 70% / 191-217
F = 69% or less / 190 or less

Course Policies and Procedures

Major Assessments
Throughout your PhD program you will be constructing an electronic Portfolio (ePortfolio). This ePortfolio consists of Major Assessments that provide evidence of professional growth and expertise as an educator. The ePortfolio will be assessed to determine the extent to which you have met the standards of your program. Some Major Assessments are related to course assignments throughout your program of studies, and some to your dissertation work.

There are no major assessments in this course.

Feedback Schedule
The Instructor will log on to the course Discussion forum 3-4 days a week to assess and respond to class Discussions. Unless there is a specific question, the Instructor will not always respond to each posting from each student, because there could be a lot of redundancy. The Instructor will, however, read every posting and expect all students to read all postings, including the Instructor's comments to students. Oftentimes, the Instructor may choose to respond to a particular posting because he or she believes it covers important issues or issues brought up by several students.

The Instructor will respond to any specific course-related questions or concerns within 48 hours of receipt of those questions and concerns. All assignments will be evaluated within 7 days of the due date. If needed, students may e-mail the Instructor to set up a time for a telephone or Skype conference. Students are responsible for routinely checking the Announcements for any anticipated changes to the aforementioned feedback schedule.

Preferred Methods for Delivering Assignments
When submitting an assignment, please follow instructions on the Assignment submission link.

Policies on Late Assignments
If unanticipated and uncontrollable circumstances affect your ability to submit an assignment on time, then students are responsible for making arrangements with the Instructor as soon as the circumstance arises. All written assignments are based on reading or activities known well in advance, so students are expected to pace their assignments, anticipating events like holidays, travel, or vacations. Students are responsible for balancing coursework with their other work or family responsibilities. The challenges of distance learning involve effectively managing time and being a self-directed learner. Unexcused late assignments may lose one grade for each week they are late.

Guidelines and Policies
University policies on grading, academic honesty, and accessibility can be found in the Guidelines and Policies area. Also, more detailed information about faculty and student guidelines for online courses, including student participation, faculty accessibility, faculty feedback, late assignments, and grades of Incomplete.

Course Requirements
The courses in this program are offered via distance learning using an established online course platform. Students must have access to the following:

  • Access to a tape recorder, digital camera, or other media equipment
  • Access to an educational setting

Delivery of Assignments

All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. Skipping or waiving assignments is never an option; failure to complete one or more assignments may result in failing the course.

Classroom Access
Classroom access is recommended for students enrolled in this PhD program. Educators who do not have such access must find a student or group of students to work with when asked to apply their new knowledge and reflect on the results. Students who work in a corporate setting or who teach adult learners will be able to complete assignments in their workplace. Students without a classroom or a workplace will require access to complete some course assignments throughout the program.