This syllabus may change as the course progresses. The official version of the syllabus is online at http://ndwild.psych.und.nodak.edu/psy501. 

The library will make course materials available through UND eJournals.

To gain access, you will have to authenticate using your UND email name and password. If you do not have an U-Mail account (you probably have an account, but need to activate), contact me immediately. Information explaining how to activate you U-mail account can be found online.

Instructor : Mark Grabe
Phone: 3920: e-mail: mark.grabe@und.edu;

Learning Aloud (Grabe blog and other ed tech projects) - if you are curious about the topics I consider for personal development

The link for Adobe Connect (the software allowing us to meet online) is content.breeze.und.nodak.edu/psyc5012

Assigned Texts:

Mayer, R. (2008). Learning and Instruction. Prentice Hall. 2nd Ed.

Willingham, D.T. (2009). Why don't students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. Jossey-Bass.

This course will make use of the UND Blackboard course management system. Instructions for connecting are available online. Students are enrolled in two Blackboard accounts based on whether they are participating as FTF or Online students. I will add all names to one account (the original FTF account) for the same of efficiency. Little use will be made of the online Blackboard account so track the discussion activities, external links, assignment grades, etc. through the FTF account.

Course Description: A graduate level educational psychology course could take many different approaches. One approach would be to cover a variety of theories and models of human behavior as in an undergraduate course, but to attempt to cover this material in a little greater depth. We are not going to approach this course in such a fashion. In part, I will not take a "hodge-podge" approach because I am willing to make the assumption that your undergraduate training provided you with this variety. I feel it is important for graduate students to attempt to see their field in an integrated fashion (a sort of "BIG PICTURE" perspective). I believe that a "Cognitive/Information Processing/Constructivist" model of human behavior allows me to effectively discuss the greatest variety of relevant topics within the context of a single model. This model also seems most in favor at the present time as a guide for educational research and practice. In my thinking, constructivist ideas represent the combination of a philosophy of learning and a view of how learning occurs. To me, cognitive models operate at a more fundamental level and do not represent an opposing school of thought. I hope you will find the approach this course takes to be a useful and challenging way to think about teaching and learning.

Evaluation Procedure:

Wiki (25 pts.). I have modified the way I traditionally teach this class because of the large number of students enrolled. Graduate courses in Psychology typically involve less than a dozen students and feature an in-depth, research-focused review paper. The unexpectedly large number of students enrolled in the multiple versions of this course make this an impractical option.

As a replacement, I have created a "public scholarship" project for this class. I have required a wiki presentation in some of the other classes I teach and I want to create something similar here. Because of the number of students, the writing project in this course will utilize a team approach. You will be assigned to a team (enrollment has yet to stabilize so I am delaying team assignment) and each team will have a unique assigned focus. You can access the wiki immediately, but I will need to set up an account for each student (my experience with security issues has led me to this approach).

This task centers around the Willingham book and requires the integration of "principles" from this book with other assigned content and the expansion and critique of core ideas.

• Summarize the principle you have been assigned as outlined by Willingham (due Feb. 8)
• Summarize all interconnections you can locate with Mayer or other assigned readings
• Offer other sources (with links or citations) that comment on this issue
• Identify and discuss Willingham ideas you dispute (offer support for your comments)
• Discuss implications for learning tactics or instructional practices

Examinations (50 pts each). The examinations will be of the essay type. My essay items usually consist of multiple components. Usually, you will be asked to first provide some basic information and then to apply, criticize, or in some other way extend this information to demonstrate a deeper level of understanding. Your ability to communicate information in good form and style is considered one of several bases for evaluation. The dates for the examinations will be announced in class. The exams are to be taken with no notes.

Assigned time for the final - May 10 (7:45 - 9:45)

Online Discussion (25 pts) - Posts should be completed before the class associated with the assigned unit and be of high quality - well written, thoughtful, and accurate. There is also an advantage to being original. Second discussion task for each unit required. First task will be discussed in class.

Additional comments on evaluation.

Topical Outline and Schedule of Reading Assignments
(numbers represent chapters in Bruning et al., names represent readings)

Kucan and Beck

Burkhardt and Schoenfeld

Willingham (Chapters 1-3)

Learning

Chapter 1: Introduction to Learning and Instruction (Feb. 1)

Mayer & Johnson (2008)

Willingham (Chapters 4-6)

Chapters 2 & 3: Learning to Read and Reading to Learn (Feb. 8)

Willingham (Chapter 7)

Chapter 4: Writing

Bangert-Drowns, R.L., Hurley, M.M. & Wilkinson, B.

Willingham (Chapter 8)

Chapter 6: Science

Willingham (Chapter 9)

Midterm

Instruction

Chapter 8: Discovery, Concreteness & Familiarity

Kirschner, P.A., Sweller, J., & Clark, R.E. (2006)
(OR Lesgold (2001); Mayer (2004))
Kuhn (2007)

Chapter 14: Motivation

Becker & Ravitz (1999)
Harackiewicz, et al. (2002)

Mastery Learning

AERA (2007)
Kulik, C., Kulik, J. & Bangert-Drowns, R. (1990).
Slavin, R. (1987)

Chapter 7: Feedback

Deci., E.L., Koestner, R. & Ryan, R.M. (2001)

Chapter 11: Learning Strategies

Grabe, M & Christopherson, K. (2005)
Maki R H, & Serra M. (1992).

Chapter 12: Problem Solving

Salomon, G. & Perkins, D. (1989)
Wiley, et al., (2009)

Chapter 10: Guiding Cognitive Processes

Chapter 13: Cognitive Apprenticeship

Chapter 9: Examples

REFERENCES

AERA (2007). Time to learn. Essential Information for Education Policy (pdf in Blackboard)

Arlin, M. (1984) Time variability in mastery learning. American Educational Research Journal, 21, 103-120 (not available online)

Bangert-Drowns, R.L., Hurley, M.M. & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74, 29-58.

Becker & Ravitz (1999). The influence of computer and Internet use on teachers’ pedagogical practices and perceptions. Journal of Research on Computing in Education, 31(4), 356–384.

Burkhardt, H. & Schoenfeld, a. (2003). Improving educational research, Educational Researcher, 32, 3-14.
http://www-gse.berkeley.edu/faculty/AHSchoenfeld/AHSchoenfeld.html

Deci., E.L., Koestner, R. & Ryan, R.M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1-27.

Grabe, M & Christopherson, K. (2005). Evaluating the advantages and disadvantages of providing lecture notes: The role of internet technology as a delivery system and research tool. Internet and Higher Education, 8, 291-298

Harackiewicz, J.M., Barron, K.E., Tauer, J.M., & Elliot, A.J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.

Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work. Educational Psychologist, 41, 75-86.

Kucan, L. & Beck, I. (1997). Thinking aloud and reading comprehension: Inquiry, Instruction, and Social Interaction. Review of Educational Research, 67(3), 271-299. (Use ProQuest option if accessing through online UND library)

Kuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42, 109-113.

Kulik, C., Kulik, J. & Bangert-Drowns, R. (1990). Effectivness of mastery learning programs: A meta-analysis. Review of Educational Research, 60, 265-299.

Lesgold, A. (2001). The nature and methods of learning by doing. American Psychologist, 56(11), 964-973.

Maki R H, & Serra M. (1992). Role of practice tests in the accuracy of test predictions on text material. Journal of Educational Psychology, 84(2): 200~210

Mayer, R. (2004). Should there be a three-strikes rule against pure discovery? The case for guided methods of instruction. American Psychologist, 59, 14-19.

Mayer, R. & Johnson, C. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100, 380-386.

Salomon, G. & Perkins, D. (1989). Rocky road to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24(2), 113-142.

Slavin, R. (1987). Mastery learning reconsidered. Review of Educational Research, 57(2), 175-213. (not available online)

Wiley, J., Goldman, S.R., Graesser, A.C., Sanchez, C.A., Ash, I.L., & Hemmerichm, J.A. (2009). Source evaluation, comprehension, and learning in Internet science inquiry tasks. American Educational Research Journal, 46, 1060-1106.