INTC5110 Syllabus Fall 2010
Content
The Richard Stockton College of New Jersey Master of Arts in Instructional Technology INTC 5110 - Theoretical Foundations Fall 2010 Mondays 4:00 ± 7:30 PM
Course Overview This course is designed to facilitate your understanding of the various theoretical paradigms that provide the basis for the design of technology-based learning. The course will utilize a combination of lecture, face-to-face and online discussion, and application exercises designed to assist the learner in achieving a mastery of the concepts and principles of how people learn. An emphasis will be placed on helping the student achieve the following goals:
y y y y y
Gain knowledge of the behaviorist, cognitivist, and constructivist paradigms of learning, and the theories related to each paradigm. Apply this knowledge to the design and utilization of technology-based instructional materials. Be capable of informed discussion of the implications of these theoretical paradigms for the field of instructional technology. Gain an understanding of their own personal biases and assumptions regarding learning and how they impact their design decisions. Develop a set of reference resources on the various theories to use in their continued professional development.
Course Instructor Douglas M. Harvey, D.Ed. Mailbox: SOE Office - H201 Office: F-136 Office Hours: By appointment Phone: (609) 652-4770 E-mail: [email protected]
Course Texts and Support Materials While you may wish to buy the following for reference during the course, the texts are optional: Driscoll, M.P. (2000) Psychology of learning for instruction. Boston, Allyn & Bacon. Duffy, T.M., & Jonassen, D.H. (1992). Constructivism and the technology of instruction: a conversation. Hillsdale, New Jersey, Lawrence Erlbaum. In lieu of textbooks, each week there will be websites and articles about the relevant theory for you to read. These as well as the discussion board will be accessible via the WWW.
Course Structure and Expectations Overview ± This is a full term course, based upon learning and instructional theories. Sessions will include a combination of lectures, discussions, and activities. Participation ± Each of you brings a unique and valuable perspective to the course. In order to get the most out of this course, it requires the contribution of every student. You are expected to attend every class meeting, and to come prepared to discuss the topics covered in the class. If you are unable to attend, contact me as soon as possible so we can arrange for you to make up any missed work. For class cancellation due to emergency (such as severe weather), listen to your local news stations for school number 913 or 2913. Academic Integrity -You are expected to maintain College policies on Academic Honesty. All work that you turn in should be yours. Where the work of others is used, proper credit should be given. Failure to do so is grounds for automatic failure of this course and whatever other disciplinary action the College feels necessary and appropriate. Special Services ± Special services are available for students with disabilities. The Richard Stockton College of New Jersey encourages qualified persons with disabilities in its programs and activities. If you anticipate needing any type of accommodation or have questions about the physical access provided, please contact the instructor in advance of your participation or visitation.
Grading ± The weekly schedule and course assignments are listed separately. Grading will be based upon your assignment scores and weekly participation in the course. Final letter grades will follow the convention: A 100-94 A90-93 B+ 89-87 B 86-84 B83-80 C+ 79-77 C 76-74 C73-70 D 69-65 F 64-0
Course Schedule Date 9/16
y y y
Topics Course Overview Discussion of Paradigms of Learning Theories Redesign and Presentation Assignments
Assignment Due
9/23 9/30
Behaviorist theories Cognitive theories Redesign 1 Paper idea
10/7 10/14 10/21 10/28
Constructivist theories Social learning theories Application of theory: Motivation Application of theory: Diffusion
Redesign 2 Redesign 3 Redesign 4 Redesign 5 Paper outline
11/4 11/11 11/18
NO CLASS Application of theory: Learning Styles Application of theory: Problem Solving Redesign 6 Redesign 7 Paper draft
11/25
NO CLASS
12/2
Application of theory: Case-Based Learning /Game Design
Redesign 8
12/9
Wrap up
Redesign 9 Final paper
Course Assignments 1 45 pts. Site Redesigns You will be given the opportunity to redesign an instructional WWW site of your choosing (contingent upon instructor¶s approval), preferably one that can be related to your current teaching. You will redesign the site for each theory and application of theory discussed in class. Each redesign document should include:
y y
Rationale of at least one page explaining how the redesigned site exemplifies the theory Storyboards of 10 or more web pages showing how you would redesign the site to fit the theory
You will present your redesign to your colleagues in class for critique, and each of you will critique the redesigns of others. 2 20 pts. Theory Blog and Discussion Using the Stockton Wordpress server, each participant will contribute to the class blog an article and discussion of one application of theory. This discussion should attempt to:
y y
Contrast the attributes of the theory with the previous theories discussed by the class Foster active discussion of how your colleagues see the theory as applicable to their own uses of technology for instruction
At the next class, the participant will present a brief synopsis of the online discussion. 3 20 pts. Paper The purpose of this paper will be for each student to present and critique a personal "theory" of learning and
instruction. This must include:
y y
y
Defining what learning and instruction means to you. What components are needed for learning and instruction to take place? This may include a diagram or other visual to help explain your ideas. Defend your viewpoint - why do you believe in your "theory" is valid. This will require literature from the field, specifically refereed journal articles, that support your "theory".
This paper should be of a quality befitting a graduate level course. It should use APA format, be double-spaced and in a 12-point font, and include citations and references. It must be coherent, logical, and concise. It must be between 8 ± 10 pages in length. Further details will be discussed in class. 4 15 pts. Participation Contribute to class discussions by sharing ideas and knowledge. Your participation grade will be based upon:
y y
Sharing of your redesigns (all 9) in class and critiquing of other redesigns At least six (6) well-formed and substantive contributions to the blog discussions - not including the theory application for which you are responsible.
Course Overview This course is designed to facilitate your understanding of the various theoretical paradigms that provide the basis for the design of technology-based learning. The course will utilize a combination of lecture, face-to-face and online discussion, and application exercises designed to assist the learner in achieving a mastery of the concepts and principles of how people learn. An emphasis will be placed on helping the student achieve the following goals:
y y y y y
Gain knowledge of the behaviorist, cognitivist, and constructivist paradigms of learning, and the theories related to each paradigm. Apply this knowledge to the design and utilization of technology-based instructional materials. Be capable of informed discussion of the implications of these theoretical paradigms for the field of instructional technology. Gain an understanding of their own personal biases and assumptions regarding learning and how they impact their design decisions. Develop a set of reference resources on the various theories to use in their continued professional development.
Course Instructor Douglas M. Harvey, D.Ed. Mailbox: SOE Office - H201 Office: F-136 Office Hours: By appointment Phone: (609) 652-4770 E-mail: [email protected]
Course Texts and Support Materials While you may wish to buy the following for reference during the course, the texts are optional: Driscoll, M.P. (2000) Psychology of learning for instruction. Boston, Allyn & Bacon. Duffy, T.M., & Jonassen, D.H. (1992). Constructivism and the technology of instruction: a conversation. Hillsdale, New Jersey, Lawrence Erlbaum. In lieu of textbooks, each week there will be websites and articles about the relevant theory for you to read. These as well as the discussion board will be accessible via the WWW.
Course Structure and Expectations Overview ± This is a full term course, based upon learning and instructional theories. Sessions will include a combination of lectures, discussions, and activities. Participation ± Each of you brings a unique and valuable perspective to the course. In order to get the most out of this course, it requires the contribution of every student. You are expected to attend every class meeting, and to come prepared to discuss the topics covered in the class. If you are unable to attend, contact me as soon as possible so we can arrange for you to make up any missed work. For class cancellation due to emergency (such as severe weather), listen to your local news stations for school number 913 or 2913. Academic Integrity -You are expected to maintain College policies on Academic Honesty. All work that you turn in should be yours. Where the work of others is used, proper credit should be given. Failure to do so is grounds for automatic failure of this course and whatever other disciplinary action the College feels necessary and appropriate. Special Services ± Special services are available for students with disabilities. The Richard Stockton College of New Jersey encourages qualified persons with disabilities in its programs and activities. If you anticipate needing any type of accommodation or have questions about the physical access provided, please contact the instructor in advance of your participation or visitation.
Grading ± The weekly schedule and course assignments are listed separately. Grading will be based upon your assignment scores and weekly participation in the course. Final letter grades will follow the convention: A 100-94 A90-93 B+ 89-87 B 86-84 B83-80 C+ 79-77 C 76-74 C73-70 D 69-65 F 64-0
Course Schedule Date 9/16
y y y
Topics Course Overview Discussion of Paradigms of Learning Theories Redesign and Presentation Assignments
Assignment Due
9/23 9/30
Behaviorist theories Cognitive theories Redesign 1 Paper idea
10/7 10/14 10/21 10/28
Constructivist theories Social learning theories Application of theory: Motivation Application of theory: Diffusion
Redesign 2 Redesign 3 Redesign 4 Redesign 5 Paper outline
11/4 11/11 11/18
NO CLASS Application of theory: Learning Styles Application of theory: Problem Solving Redesign 6 Redesign 7 Paper draft
11/25
NO CLASS
12/2
Application of theory: Case-Based Learning /Game Design
Redesign 8
12/9
Wrap up
Redesign 9 Final paper
Course Assignments 1 45 pts. Site Redesigns You will be given the opportunity to redesign an instructional WWW site of your choosing (contingent upon instructor¶s approval), preferably one that can be related to your current teaching. You will redesign the site for each theory and application of theory discussed in class. Each redesign document should include:
y y
Rationale of at least one page explaining how the redesigned site exemplifies the theory Storyboards of 10 or more web pages showing how you would redesign the site to fit the theory
You will present your redesign to your colleagues in class for critique, and each of you will critique the redesigns of others. 2 20 pts. Theory Blog and Discussion Using the Stockton Wordpress server, each participant will contribute to the class blog an article and discussion of one application of theory. This discussion should attempt to:
y y
Contrast the attributes of the theory with the previous theories discussed by the class Foster active discussion of how your colleagues see the theory as applicable to their own uses of technology for instruction
At the next class, the participant will present a brief synopsis of the online discussion. 3 20 pts. Paper The purpose of this paper will be for each student to present and critique a personal "theory" of learning and
instruction. This must include:
y y
y
Defining what learning and instruction means to you. What components are needed for learning and instruction to take place? This may include a diagram or other visual to help explain your ideas. Defend your viewpoint - why do you believe in your "theory" is valid. This will require literature from the field, specifically refereed journal articles, that support your "theory".
This paper should be of a quality befitting a graduate level course. It should use APA format, be double-spaced and in a 12-point font, and include citations and references. It must be coherent, logical, and concise. It must be between 8 ± 10 pages in length. Further details will be discussed in class. 4 15 pts. Participation Contribute to class discussions by sharing ideas and knowledge. Your participation grade will be based upon:
y y
Sharing of your redesigns (all 9) in class and critiquing of other redesigns At least six (6) well-formed and substantive contributions to the blog discussions - not including the theory application for which you are responsible.
