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

Some course related details. This course will originate from 104 in the new Education building. The class enrolls a mix of students that requires a setting for campus-based and online instruction. With the rennovation of the Education building, this was the room I was provided. Online students will enroll from different programs and may have had different experiences in previous courses. This course will use VOIP rather than a phone bridge. Translation - you will interact with video and audio through your computer rather than using a combination of phone and video. At a minimum you will need a microphone that connects through your computer. Unlike the system in Education, this room does not have noise cancellation so we all will have to either wear a headset of be careful to toggle our mikes on and off.

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: markgrabe@gmail.com;

CourseKit link

Links to recorded classes will be included in the CourseKit stream.

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/psyc501

Tech support # 1-701-777-6305 - the online section of this course uses the College of Education approach to Adobe connect. This involves the use of a phone rather than VOIP. The call-in number to connect to the bridge is 1-701-777-1102. Once I have opened the room, this number should work.

Assigned Texts:

Bruning, R., Schraw, G. & Norby, M. (2011). Cognitive psychology and instruction. 5th ed. Boston: Pearson.

AND

(Chabris, C. & Simons, D. (2011) The invisible gorilla. Crown Publishing

OR

Arum, R. & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Univ of Chicago Press.)

[I suggest you purchase "The Invisible Gorilla" or "Academically Adrift" from Amazon. Actually, I strongly suggest you purchase the Kindle version of the book. Why? You can buy the book for $10 and download it within a minute. I also encourage you to experience learning from an ebook. Learning from ebooks is strongly advocated in some quarters and some personal experience as a student may offer you a better perspective on this issue. You might try reading the book from your phone, from a Kindle or iPad, or from your computer.]

Invisible gorilla web site

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 Chabris & Simons or Arum & Roksa books and requires the integration of "principles" from one of these books with other assigned content and the expansion and critique of core ideas.

• Summarize the principle you have been assigned as outlined by Chabris & Simons or Arum & Roksa (due Feb. 13)
• Summarize all interconnections you can locate with Bruning and colleagues or other assigned readings
• Offer other sources (with links or citations) that comment on this issue
• Identify and discuss ideas from the book you read that you dispute (offer support for your comments)
• Discuss implications for learning tactics or instructional practices

Academically Adrift

Chapter1 - Rodwell, Engel

Chapter 3 - Bauer, Aguilar

Invisible Gorilla

Chapter 1 - Larsen, Ward

Chapter 2 - Clark, Walkky

Chapter 3 - Borhart, Butler

Chapter 4 - Biddlecome, Dinoto

Chapter 5 - McWane-Creek, Jensen

Chapter 6 - Kiza, Lind

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 7 (7:45 - 9:45) - this is the official time. I will offer the exam on campus at the time the class meets so you will be able to begin exam early if you want.

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)

Chapter 1 - Introduction to cognitive psychology (Jan. 23)

Kucan and Beck

Information Processing Theory

Chapter 2 - Sensory, Short-term, and Working Memory (Jan. 23)

Mayer & Johnson

Chapter 3 - Long term memory (Jan. 30)

Chapter 4 - Encoding processes (Jan. 30)

Mayer and Massa

Chapter 5 - Retrieval processes (Feb. 6)

Rohrer and Pashler

Chapter 6 - Beliefs about self (Feb. 27)

Harackiewicz, et al. 2002

Midterm Examination - Mar. 5

Chapter 7 - Beliefs about intelligence and cognition (Mar. 19)

Becker & Ravitz, 1999

Chapter 8 - Problem solving and critical thinking (Mar. 26)

Saloman and Perkins; Wiley et al.

Chapter 9, Chapter 10 - Constructivism

Kirschner, Sweller, & Clark, 2006 AND (Lesgold, 2001 OR Mayer, 2004)

Wirkala & Kuhn, 2011

Mastery Learning (Apr. 2)

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

Chapter 11/12 - Learning to read / Reading to Learn (Apr. 16)

Chapter 13 - Writing (Apr 23)

Bangert-Drowns, Hurley & Wilkerson, 2004

Chapter 15 - Science (Apr. 30)

Comments on dates:

The following dates are university holidays - Jan. 16, Feb. 20, Mar. 12, Apr. 9

I will be attending FETC Jan. 23, AERA Apr. 16 - I plan to have class either remotely or by creating a presentation

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.

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.

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.

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.

Mayer, R. & Massa, L. (2003). Three facets of visual and verbal learners: Cognitive ability, cognitive style and learning preference. Journal of Educational Psychology, 95, 833-846.

Rohrer, D. & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39(5), 406-412.

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.

Wirkala. C. & Kuhn, D. (2011). Problem based learning in K-12 education. American Educational Research Journal, 48, 1157-1186.