University of South Dakota

 

School of Education

 

Division of Technology for Training and Development

 

LT 712 – Principles of Learning for Instructional Technologies

 

 

 

 

I. Course Description

 

LT 712 – Principles of Learning for Instructional Technologies: This course provides an overview of the application of teaching and learning theories for diverse audiences. The focus will be on creating learning environments that are learner-centered, emphasizing individual and technological approaches to the acquisition, processing, and application of information from a variety of sources. Topics for discussion include curriculum development, on-line learning, constructivist principles, web-based instruction, distance education, and best practices in technology integration.

 

 

II. Rationale

 

The USD Reflective Decision Making model for preparing educators provides the framework supporting the School of Education professional programs. Reflective leaders are skilled educators whose practice and decisions integrate theory, research, and experiential wisdom. Reflective decision making engages educators in cycles of thought and action based on theoretical, ethical, and professional knowledge. The purpose of this course is to develop in students an understanding of principles of effective technology use in teaching and learning, in accordance with contemporary learning theories, and an appreciation for technology possibilities that will transform curriculum to be student-centered and future oriented. Change requires knowledge, understanding, and ownership to achieve its potential. The Division of Technology for Training and Development in the School of Education, University of South Dakota , is committed to preparing reflective educators.

 

 

III. Textbook

 

The textbook adopted for this course is:

 

Maddux, C.D., Johnson, D.L., & Willis, J.W. (2001). Educational computing: Learning with tomorrow’s technologies (3rd ed.). Needham Heights, MA: Allyn and Bacon.

 

IV. Course Objectives/Outcomes - Standard - Assessment           

      

Objectives/Outcomes	Standards /Code	Assessment
1. Explore contemporary technology-supported teaching and learning theories.	DECA 24:16:07:01(1) INTASC #2,3 NCATE #2,4 ISTE/NETS II.A, III.B	Written Reflection/Response     Small/Solution Group Written Response (Energy Transfer video clip)
2. Understand how theories of learning and models of teaching affect the use of technology tools and influence the approach to technology integration.	DECA 24:16:07:01(1) (2) 24:16:07:01(2) 24:16:07:01(1) INTASC #2, 3, 4, & 7 NCATE #1, 3 & 4 ISTE/NETS II, II.A, & II.B	Written Reflection/Response     Case Study Example Parallel Problem Solving Strategy
3. Use technology to design student-centered learning experiences, which foster analytical, conceptual and creative thinking skills.	DECA 24:16:07:01 (1) ,(2), (3) INTASC #2, 3, & 4 NCATE #1, 3, & 4 ISTE/NETS II, II.A, II.B	Lesson Analysis Learning Simulation Assignment
4.  Examine the issues that affect teachers and learners who will be using technology to transform teaching and learning practices.	DECA 24:16;07;01 (6), (7), (8) INTASC #6, 9, & 10 NCATE #1, 2, 3, & 4 ISTE/NETS V, V.D, VI, & VI.A	Formal Paper

 

The methods of assessment and the criteria for grade assignment for this course are:

 

 

Methods

 

Traditional Assessment:

WebCT Bulletin Board postings and chats – 5 events worth up to 10 points each; Total Possible Points = 50 pts.

Journal Critiques – 2 written critiques worth up to 15points each; Total Possible Points = 30 pts.

Formal Paper – Total Possible Points = 35 pts.

 

 

Performance Assessment:

Individual Responses – 3 written responses worth up to 25 points each; Total Possible Points = 75 pts.

Small Group Written Response (Energy Transfer video clip) – Total Possible Points = 20 pts.

Parallel Problem Solving Strategy – Total Possible Points = 20 pts.

Case Study Example – Total Possible Points = 25 pts.

Lesson Analysis – Total Possible Points = 25 pts.

Learning Simulation Assignment – Total Possible Points = 20 pts.

 

Explanation of Assignments is available in WebCT under the “Course Content and Related Materials” link.

 

Grading Scale

270-300 pts = A

240-269 pts = B

210-239 pts = C

238& below = F

 

V. Instructional Methods and Activities

Methods and activities for instruction include:

 

Traditional Experiences

 

1.  Online discussions – approximately 20% of the time will be spent in online discussions

2.  Personal Reflections/responses – approximately 20% the time will be spent in written reflections/responses

3.  Formal Writing – 10% of the time will be spent in formal writing

 

Clinical Experiences

 

1.   Small or solution groups – approximately 20% of the time will be spent in small or solution group assignments

2.   Case study – approximately 10% of the time will be spent in developing a case study

3.   Guided discovery – approximately 10%of the time will be spent in guided discovery on an collaborative basis

4.   Lesson Analysis – approximately 10% of the time will be spent in a lesson analysis assignment

 

VI. Bibliography

 

The knowledge bases that support course content and procedures include:

 

A.     Contemporary References

 

Gagnon, G. & Collay, M. (2001). Designing for learning: Six elements in constructivist classrooms.

Thousand Oaks, CA: Corwin Press Inc.

 

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

 

Grabe, M. & Grabe, C. (1998). Integrating technology for meaningful learning. Boston, MA:

Houghton Mifflin.

 

Harris, J. (1998). Virtual architecture: Designing and directing curriculum-based telecomputing. Eugene, OR: ISTE.

 

Jacobs, H. (1997). Mapping the big picture: Integrating curriculum and assessment k-12. Alexandria, 

VA: ASCD.

 

Jonassen, D. (2000). Computers as mindtools for schools. Columbus, OH: Merrill.

 

Knowles, M., Holton, E. & Swanson, R. (2000).  The adult learner: The definitive classic in adult education and human resource development. Fifth Edition. Houston, TX: Gulf Professional Publishing Company.

 

Norton, P. & Wilburg, K. (1998): Teaching with Technology. Fort Worth, TX: Harcourt Brace.

Roblyer, M., Edwards, E. & Havriluk, M. (1997). Integrating education technology into teaching. Upper

Saddle River, NJ: Merrill.

 

Thornburg, D. (2002). The new basics: Education and the future of work in the telematic age. Alexandria, VA:  ASCD.

 

Wiggins, G. & McTighe, J. (1998).  Understanding by design. Alexandria, VA:  ASCD.

 

B. Classic References

 

Butler, K.A. (1987). Learning and teaching style: In theory and practice. Second Edition. Columbia, CT: The Learner’s Dimension.

Dewey, J. (1916). Democracy in education: An introduction to the philosophy of education. New York: MacMillan.

 

Farnham-Diggory, S. (1972). Cognitive processes in education: A psychological preparation for teaching and curriculum development. New York: Harper and Row.

 

Knowles, M. (1984). Andragogy in action. San Francisco: Jossey-Bass.

 

Sternberg, R.J. (1998). The triarchic mind: A new theory of human intelligence. New York: Viking Press.

 

C. Key Journals

 

1.   American Educational Research Journal

2.   Educational Leadership

3.   Educational Technology

4.   Electronic Learning

5.   Technology and Learning

6.   Training and Development

7.   T.H.E. Journal

 

 

VIII. Course Schedules and Policies

A. Tentative Course Schedule

 

Tentative Schedule

 

WEEK ONE: Topic:   Learning Theories and the Information Age

Date	Reading/Resources	Practice & Reinforcement	Application & Reflection
July 8	Read Greeting and Introductory information  in WebCT e-mail. Then, complete “Introduction Activity” in Discussion Board.   Text,  Chap 1: pp. 8-16 Text, Chap 6
July 9		1. Anchored Instruction example: http://pdts.uh.edu/~ichen/ebook/ET-IT/ai.htm (Read about the Jasper Woodbury series and then investigate it in detail at: http://peabody.vanderbilt.edu/projects/funded/jasper/Jasperhome.html) 2. Problem-based Learning Example: Complete the “Buffalo Commons Problem” tutorial at this URL: http://www.imsa.edu/team/cpbl/learning/buffalo/BuffaloTutorial-FS1.html	Individual Response:   Go to the “Course Content and Related Materials” link and complete the assignment posted there.
July 10 & 11		http://www.teachersnetwork.org/media   Select the “Energy Transfer” video clip and watch it.	Working in groups of two or three, analyze the video clip to determine the theory base behind this instructional event.  You may use WebCT email and/or a Chat Room to have this conversation.  Next, go to the “Course Content and Related Materials” link and complete the assignment posted there.

 

 

 

 

WEEK TWO: Topic:  Technology-Supported Learning Principles:  Andragogy and Pedagogy

Date	Reading/Resources	Practice & Reinforcement	Application & Reflection
July 15	Andragogy: http://nlu.nl.edu/ace/Resources/Documents/AdultLearning.html   An Introduction to Andragogy + Pedagogy: http://www.learnativity.com/andragogy.html Explore all six links under the topic “How Adults Learn.”		Individual Assignment:  Personal Comparison of an Effective and Ineffective Professional Development Experience.  Go to the “Course Content and Related Materials” link and complete the assignment posted there.
July 16, 17, & 18	Text, Chap. 9    pp. 195-198          200-201          206-208          215-217	1. Text, Chap. 10    pp. 228-234 (Case studies)   2.  Small Group Assignment:  Parallel Problem Solving Activity. Go to the “Course Content and Related Materials” link and complete the assignment posted there.	Using your own instructional practice or that of someone you know, create a Case Study example of a web-enhanced learning project. Go to the “Course Content and Related Materials” link and complete the assignment posted there. (Complete the “Practice and Reinforcement” assignments before doing this assignment).

 

 

WEEK THREE: Topic:  Designing Learner-Centered Curriculum

Date	Reading/Resources	Practice & Reinforcement	Application & Reflection
July 22	Text, Chap. 5, 7, & 8	Investigating Examples: http://www.sedl.org/pubs/tec26/flash.html .	Go to the “Course Content and Related Materials” link and complete the assignments posted there. (Discussion & “Before and After” lesson analysis)
July 23		Synchronous Class Activity: Participate in a constructivist learning environment at: http://www.coe.missouri.edu/~jonassen/courses/CLE/.	Go to the “Course Content and Related Materials” link and complete the assignment posted there.
July 24 & 25			Individual Assignment at this URL: http://www.thirteen.org/edonline/concept2class/index.html  Go to the “Course Content and Related Materials” link and follow directions for completing this assignment.

 

 

WEEK FOUR:  Topic: Current Trends & Issues

Date	Reading/Resources	Practice & Reinforcement	Application & Reflection
July 29	Text, Chap. 12 & 14
July 30		1. Read the following article: “The Brave New World of Virtual Schooling in the U.S.: Challenges and Issues” – at http://www.techknowlogia.org/ 2.  Select and read a professional article of your choice on a current trend or issue related to principles of learning for instructional technologies.	Go to the “Course Content and Related Materials” link and follow directions for completing this assignment.
July 31& Aug. 1			Complete Current Trends and Issues Paper.  Go to the “Course Content and Related Materials” link and follow directions for completing this assignment.

           

B. Class Policies

 

1. Assignments are due on the date specified.  Assignments turned in after the due date will be given only partial credit.  Assignments must be submitted via WebCT email. Assigmnents must be completed in Microsoft Word and saved with a ‘.doc’ tag.  An example would be as follows:  jones1.doc    

 

2. It is expected that the work of each student will be his or her original work.  It is also expected that each student will help foster a collegial learning environment by sharing his or her experiential and academic knowledge; encouraging intellectual honesty, and respectfully listening to the viewpoints of others.

 

3. Papers are to be typewritten, using 1-inch margins, double-spaced, following APA format.  While the quality of the content is more important than quantity, it is expected that you will thoroughly cover the subject on which you are writing.  You are expected to cite sources, including those found on the web (following APA style) and provide a reference list when appropriate.  Although you are not necessarily writing for publication purposes, it is expected that you will strive to write at a high standard.

 

4. If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Dr. Elaine Pearson, Director of the Office of Disability Services, USD (Service Center 119; 677-6389) as early as possible in the semester.