Course Purpose

To learn a thing or two about learning! If you aren’t a better learner by the end of the class, then either the class has failed you or you have failed the class.

Course Description

In this class, we will take an in-depth look at the major learning perspectives including Behaviorism, Social Cognitive Theory, Cognitive theories, and Social Constructivism. Each theory offers unique insights into this complex thing we call learning. To help make sense of these theories and learning itself, we will answer the following questions for each theory:

· How is learning defined and what kind of learning does this perspective address?

· What key principles are used to explain learning?

· How does prior knowledge/experience influence learning?

· Does the individual play an active role in learning? If so, what is it?

· Is learning influenced by social factors (e.g., peers, parents, society, culture)? If so, how?

We will also study the major theories of motivation and use them to understand such things as why some people act helpless and others are driven to achieve.

Course Materials

Text: Human Learning by Jeanne Ormrod.

Some materials including my PowerPoint slides will be available on our class website: http://www.unco.edu/cebs/psychology/kevinpugh/341 .

Student Evaluation

Metaphors. Metaphors are a great way to learn because they force you to elaborate/manipulate the new information and help you connect it to your existing knowledge – two processes central to meaningful learning (as you will learn). You are asked to create two metaphors during the course of the semester that help you understand the learning theories. You will present each metaphor informally in class (so they can be topics for discussion) and turn in a written explanation of the metaphor. You only need present one metaphor at a time. With your metaphor, I want you to explain where it breaks down. That is, in what ways is this metaphor incomplete or inaccurate? By the way, all metaphors break down at some point and it important to recognize where they break down. Also, I use the term metaphor loosely. Any type of comparison or analogy can be considered a metaphor. I will give many examples of metaphors in class and you can turn in a metaphor at any time up until Dec. 6^th. Even though you are only required to create two metaphors, I encourage you to think up metaphors for each topic we address.

Quizzes. Quite frankly, class is boring if no one participates and it is hard to participate if you are not prepared. For that reason, I have reading quizzes to encourage you to come to class prepared. It is also to your benefit. As you will learn this semester, your learning progresses much more effectively and efficiently when you have a prior knowledge structure to which you can relate new information. The readings will help you construct a knowledge structure which will facilitate your learning in class. Trust me. This will make more sense once we study the cognitive theories of learning.

I will give 10 quizzes on the assigned readings at the start of class. You can make up a quiz under the following circumstances: (1) you notify me before class (preferably by email) that you will be absent, and (2) you have a valid excuse for being absent. However, you must make up the quiz before the next class period (or before the next class period you are able to attend). Each quiz will be worth 5 points.

Exams. There will be three exams and a final. I don't value memorization a whole lot, so there won't be many questions that merely require you to recall facts. To do well on these exams, you must have a deep understanding of the content and be able to apply it. The exams will consist of a combination of multiple-choice and essay questions.

Grade breakdown.

Metaphors

Quizzes

Exams

Final

Total Possible

50 pts (each)

5 pts. (each)

100 pts. (each)

100 pts.

550 pts.

*Students who experience special needs should speak to me early in the semester regarding special arrangements for test taking, note taking, or other considerations that might improve learning.