EDUF 7130: Learning Theories & Applications

Summer 2017
Instructor: Dr. Dan Rea
Office: Room 3135, College of Education
Office Hours: By appointment
Phone: 912-478-1547 (w)
FAX: (912) 478-5382

E-mail: danrea@georgiasouthern.edu

Address: P.O. Box 8144, College of Education,Georgia Southern University,Statesboro,

GA 30460

COURSE DESCRIPTION: Examines the principles and theories of

learning that serve as a basis for educational models and practices.
Special emphasis is given to recent empirical findings and to practical
application of theory to educational settings. Among the topics
considered are: learning strategies, instructional applications,
motivation, creativity, critical thinking, behavior management,
individual differences, different types of intelligences, and brain-based
learning. This is a 3 credit hour graduate course.

REQUIRED TEXTS: (Available through the University Bookstore at

<http://www.gsustore.com/> or call 912-478-5181)

Ormrod, J. (2012). Human learning, 6th ed. Englewood Cliffs,

NJ: Prentice Hall.

Rea, D. (2016 or 2017). Class notes for learning theories and

applications.

COURSE PREREQUISITES:
Access and experience are necessary with web browsing via Chrome, Explorer,
Safari, or Foxfire, Java enabled. Need to daily check and read course-related
Folio E-mail, and should use doc or docx files only for all assignments.
Must know how to email, word-process, and copy and paste from one application
to another. MacIntosh or Windows systems required (No less than 200 MHz,
16MB RAM with 28.8 kbps Internet connection).
SKILLS OF SUCCESSFUL INTERNET STUDENTS:
In addition to the computer and Internet skills listed above, successful Internet
students have good writing and organizational skills. They are self-motivated
learners who manage their time efficiently and keep up with their assignments
(avoid turning in their assignments at the last minute). They are able to function
independently but also communicate and interact with others very well via the
Internet. Also, they plan and work ahead of schedule completing readings
and assignments to avoid last minute problems and to keep up with the
intense summer pace.

RATIONALE: This course is intended for persons who work in

educational settings, establish and implement strategies and make
other decisions that influence learning. The content of this course
provides a current source of information for making decisions on how
to translate psychological theory into educational practice and to
improve the learning process.

COURSE MATTER CONTENT:

I. Theories of Learning

A. Behavioral

B. Social/contextual/interactional

C. Cognitive and brain-based

D. Evaluation of learning theory research

II. Comparative analysis of theories based on:

A. Developmental levels of individuals and biological bases of

individuals

B. Content/subject matter and purpose/goals

III. Application of learning theories

A. Instructional settings

B. Human development settings

C. Behavior Management

D. Implications for technology use

IV. Psychological conditions of learning applied to individual differences

 A. Motivation

B. Stages of information processing

C. Constructivism

D. Metacognition

E. Conceptual Learning

COURSE OBJECTIVES:

1. The student will describe and analyze principles and theories of human
learning processes and become aware of the basic assumptions,
developmental/biological issues, social and cultural components, gender-
related factors, and nature of complex learning.

2. The student will solve applied problems using these principles and theories
in age-appropriate contexts with individuals of diverse characteristics.

3. The student will develop an understanding of the psychological factors

involved in implementing learning, instruction, and intervention strategies.

4. The student will develop an understanding of how motivation functions as

a psychological condition of learning.

5. The student will critically examine how differences in individual

experiences, abilities, strengths and needs can affect difference in learning,
memory, and understanding.

Course Support for the College's Conceptual Framework (Reflective

Educators for Diverse Learners): This course is designed to enhance students' ability
to think critically about the theory and practice of learning and to improve the learning
process. Students are challenged to solve problems using practical applications derived
from learning theories. Thus, it addresses the College's Conceptual Framework
commitments in the following ways. Commitment to the Knowledge and Dispositions
of the Profession: Learning theories and related methodologies are key features of this
course. Included within learning theories are the influences of human development. A
strong research base on learning and development is emphasized in this course.
Commitment to Diversity: Learner differences are a crucial aspect of contemporary
learning theories. The diversity of learner schemata resulting from cultural and other
environmental contexts is highlighted throughout this course. Commitment to
Technology: Contemporary instructional technologies such as internet-based delivery
and assessment tools are modeled. The relationships between learning and new
technologies are emphasized and supported with recent research. Commitment to the
Practice of Continuous Reflection and Assessment: Both course assignments and
summative assessments are centered on student reflection to help model the benefits of
this practice.
COURSE REQUIREMENTS

1. Weekly Assignments: Students are expected to complete biweekly written

assignments (Case Studies or Essay Questions) based on weekly readings.
Assignments should be approximately 800 to 1200 words long but may be
longer (please use computer tool bar to do a word count; no less than 800
words). Assignments need to be posted in the Dropbox as doc or docx file
attachments by the scheduled time and the instructor will provide evaluative
feedback on the assignments within one week.

Case Study assignments present realistic problems concerning

motivation, learning, or behavior management. Students learn to
solve these educational problems (see case study format) based
on assigned readings.

Essay Question assignments are answered in essay format

(your answer should be organized by the different parts of the
question) based on assigned readings. Students need and are
given the opportunity to redo assignments (within one
week of assignments return to the students unless
otherwise negotiated with the instructor) especially if they
receive less than a "proficient" evaluation (2 SCORE). The
emphasis is on learning to apply psychological concepts (theories,
principles, strategies, procedures, and definitions) to solve
educational problems and making a genuine effort to do "good"
quality work at the graduate level.

2. Weekly Postings and Comments: Students are expected to make

Discussion Board Postings and Comments on Folio twice each week by the
scheduled due dates. For Case Studies and Essay Questions, students are
expected to Post their assignment responses (only parts III & IV for case
studies and all of the essay responses) by the scheduled time. In addition to
making assigned postings, students are expected to make comments on at
least 3 other students' assignment postings twice per week. The comments
need to be relevant comments on important, useful, or interesting
information, explanations of agreement or disagreement, or a request for
further clarification or information concerning the assignment. Students
may also share social comments in addition to but not in place of the
required relevant comments. Each comment should be about 30 to 50 word
long. Postings and comments provide important opportunities for students to
interact and learn from each other. Collectively, our brainpower is expanded as
we share over 100 years of educational experience.

3. Personal Model of Teaching/Learning (optional paper): This

paper is only required for students seeking an "A" grade. Students are
expected to write about their favorite psychological concepts of
learning, motivation, and behavior management (based on what they
have learned in this course) and to explain and describe how they see
themselves applying these concepts in an educational context (see
detailed instructions on format requirements). THIS PAPER SHOULD
BE NO LESS THAN 9 PAGES (325 X 9 = 2925 words) and no
more than 12 pages (325 X 12 = 3900 words).

HOLISTIC RUBRIC AND EVALUATIVE COMMENTS FOR

ASSIGNMENTS:

0 SCORE (Unacceptable): The assignment is unacceptable because

it is incomplete, unclear, disorganized, and/or shows major
inaccuracies.

1 SCORE (Basic): The assignment is basic level (minimally

acceptable) because it is minimally complete, organized, clear, and
accurate, and the explanations and descriptions are not elaborated
(not fully developed). In other words, it has barely adequate
explanations of psychological concepts and/or sketchy descriptions
of how to apply the psychological concepts.

2 SCORE (Moderately Proficient): The assignment is moderately

proficient because it is to some extent (but not fully) complete,
organized, clear, accurate, and somewhat elaborated with partial
explanations of psychological concepts and short descriptions of
specific learning activities that show how to apply the psychological
concepts.

2.5 SCORE (Solidly Proficient): The assignment is solidly proficient between

the 2 and 3 score. The assignment is solidly proficient because it is very well
elaborated with in-depth explanations of psychological concepts and detailed
descriptions of specific learning activities that show how to apply the
psychological concepts.

3 SCORE (Outstanding): The assignment is outstanding because it

is highly complete, organized, clear, accurate, and extremely well
elaborated with in-depth explanations of psychological concepts and
detailed descriptions of specific learning activities that show how to
apply the psychological concepts.

GRADE QUALIFIERS: At the beginning of the semester students

contract for a grade qualifier. Grades are based on both quantity and
quality of performance. Students are strongly encouraged to redo
assignments that receive a 1 or 0 SCORE.

C Grade Qualifier: Students are expected to complete weekly readings and

assignments by due dates and times, do weekly Discussion Board Postings and
Student Comments by the scheduled times and dates, and complete all
assignments by the scheduled due dates. All assignments must receive at
least a 2 SCORE proficient evaluation.

B Grade Qualifier: Students are expected to complete weekly readings and

assignments by due dates and times, do weekly Discussion Board Postings and
Student Comments by the scheduled times and dates, and complete all
assignments by the scheduled due dates. At least half of the assignments need
to be rated at the 2.5 or 3 SCORE level and the remaining assignments at least
2. The Final Assignment (p. 30) needs to be rated at least 2.5.

A Grade Qualifier: Students are expected to complete weekly readings and

assignments by due dates and times, do weekly Discussion Postings and
Student Comments by the scheduled times and dates, and complete all
assignments by the scheduled due dates, and also complete the Personal
Model of Learning/Teaching final summary paper (9 to12 pages
long, NO LESS THAN 2925 WORDS LONG). At least half of the assignments
need to be rated at the 2.5 or 3 SCORE level and the remaining assignments at
least 2. The Major Personal Model of Motivation Paper needs to be rated at
least 2.5.

DISABILITY ACCOMMODATIONS: If a student has a documented and declared

disability, reasonable accommodations will be provided if requested by the
student according to the recommendations of the GSU Disabled Student
Services office.

ACADEMIC INTEGRITY: It is always best to be honest and do your

own work. For example, do not hand in someone else's work as your
own; don't copy text from an article as if it were your own, and do not
attempt to have some one other than yourself complete your work on
line. Academic misconduct such as cheating or plagiarism will result in
a grade penalty and will be reported to the Office of Judicial Affairs.