Syllabus+for+LTMS525

LTMS 525: How Do Humans Learn? (3 credits) Fall 2009

Instructor: Albert Unrath Phone: 717-648-1748 Email: aunrath@HarrisburgU.edu Office Hours: By Appointment. Corporate Affiliation: Millersville University
 * INSTRUCTOR AND CONTACT INFORMATION:**

This course is an in-depth exploration of learning. Through exercises, simulations and the use of technology, the student will examine the impact of learning on performance and ways to position performance as a learning outcome. The following topics will be addressed: cognitive processing, behavioral modeling, motivation, transfer, metacognition, cognitive apprenticeship, social learning, culture and learning, eLearning, creating environments that support learning, and the integrated nature of technology and learning.
 * COURSE DESCRIPTION:**


 * COURSE GOALS AND OBJECTIVES:**

Course Goal: After completing this course students will design instruction based on learning theories and strategies.

Course Objectives:
 * 1) Describe and differentiate conventional and contemporary learning theories
 * 2) Indicate the learning theorist from which each theory originated
 * 3) Consider brain research and its impact on designing instruction
 * 4) Describe conventional and contemporary learning strategies
 * 5) Indicate the individual from which each strategy originated
 * 6) Apply learning theories, brain research and learning strategies to achieve learning objectives
 * 7) Consider technology's impact on learning theories and strategies

//Previous: Identify the the behaviourist orientation to learning, the cognitive orientation to learning, the humanistic orientation to learning, the social/situational orientation to learning//
 * 1) //Identify a learning theorist with his her theory (Thorndike, Pavlov, Watson, Guthrie, Hull, Tolman, Skinner; Koffka, Kohler, Lewin, Piaget, Ausubel, Bruner, Gagne; Maslow, Rogers; Bandura, Lave and Wenger, Salomon//
 * 2) //Describe the view of each learning process//
 * 3) //Describe the Locus of learning for each process//
 * 4) // Describe each theorie's relationship/purpose in learning //


 * TEXTBOOKS AND OTHER COURSE MATERIALS:**

Jeanne Ellis Ormrod, Human Learning (5th ed) Pearson Prentice Hall 2007 ISBN 13: 978-0-13-232749-7 Other course materials as assigned

COURSE COMPETENCIES:

Critical Thinking Communication Teamwork and Collaboration Entrepreneurship Information Literacy Ethical Decision Making Global Awareness Civic Engagement

EVALUATION AND ASSESSMENT:

Assessments (?) Assignments Presentation (?) Participation

COURSE DELIVERABLES:

Assignment: Learning Theory Journal (personal blog in ePortfolio?) Assignment: Design plan with appropriate application of learning theories and strategies Presentation: Student presentation on a learning theory or strategy

COURSE SCHEDULE:

Class 1: Thursday, September 3, 2009
 * Topic: Introductions (Participants, Moodle, Text)
 * Topic: Learning Theories
 * Topic: Learning
 * Topic: Andragogy vs. Pedagogy
 * Reading Assignment: Behaviorism (Classical and Instrumental Conditioning)
 * Assignment: Forum Discussion

Class 2: Thursday, September 10, 2009
 * Topic: Behaviorism
 * Topic: Gagnes Nine Events of Instruction
 * Assignment / In-class activity: Behaviorism and Gagne's Nine Events
 * Assignment/ In-class activity: Applying behaviorial perspectives
 * Assignment: Learning Theory Journal
 * Reading Assignment: Intro to Cognitivism, Memory
 * Assignment: Forum Discussion

Class 3: Thursday, September 17, 2009
 * Topic: Summary - Behaviorism
 * Topic: Introduction - Cognitivism
 * Topic: Memory
 * Assignment/ In-class actitivy: Memory
 * Reading Assignment: Stages of Development
 * Assignment: Forum Discussion

Class 4: Thursday, September 24, 2009 Stages of Development (Piaget, Case, Vygotsky) Motivation (strategy) - (ARCS - Keller, Maslov's Hierarchy of Needs)

Class 5: Thursday, October 1, 2009 Bloom's Taxonomy (objectives) Domains of learning Prior knowledge Schema Scaffolding

Class 6: Thursday, October 8, 2009 Consolidation (reflection) techniques Integrating cognitive perspectives (concepts, problem solving)

Class 7: Thursday, October 15, 2009 Mid-term assessment Constructivism

Class 8: Thursday, October 22, 2009 Social Learning Theory Connectivism

Class 9: Thursday, October 29, 2009 Brain research and it's impact on instructional theory and strategies Psychology of optimal learning ([])

Class 10: Thursday, November 5, 2009

Class 11: Thursday, November 12, 2009

Class 12: Thursday, November 19, 2009

Class 13: Thursday, December 3, 2009 Learning styles Metacognition

Class 14: Thursday, December 10, 2009 Summary: How to use all of this when there is not one right answer

Class 15: Thursday, December 17, 2009 Student design plan presentations

Learning Styles (more detail)
 * Fleming's VARK model and
 * Kolb's Learning Styles
 * Multiple Intelligences
 * Myers Briggs / DISC
 * Criticism of learning styles
 * Applying learning styles to instruction

Class 1: Thursday, September __, 2009


 * Topic: Introductions (Course, Moodle, Text)
 * Topic: Introduction - Instructional Design(ID) and ID models (In Moodle: Review ADDIE and Dick and Cary ID models) Note: Not everyone will have knowledge of an ID model. Not sure we need to reference ID model.