Instructional Psychology

Spring 2003

 

EDP 5/7320  Sec. 001

3 semester hours

Thurs. 7:30-10pm

GH 5019

Office Hours: TW 9:30-10:30am, R 6:30-7:30pm

Dr. Kevin J. Pugh

Office: 5002D Gillham Hall

email: kevin.pugh@utoledo.edu

www.utoledo.edu/~kpugh

Phone:  530-2565 

            (Secretary 530-4302)

 

 

 

Course Description

 

This course focuses on the following three themes:

 

During the course of the semester, we will read about a number of instructional theories and analyze them along the lines of the three themes mentioned above.  For each theory, we will ask the following questions:

  1. How does this theory of instruction relate to any particular theory(s) of learning or motivation?
  2. How did this instructional theory originate?
  3. What is the instructional theory?

·      What are the desired outcomes, intended conditions, and specific methods?

  1. Is the instructional theory valid?

·      Does the theory clearly and sufficiently define the desired outcomes, intended conditions, and methods?

·      Does the theory do what it is supposed to do? 

  1. Do we value the desired outcomes?
  2. Is the theory being used appropriately?

 

Course Materials
 

1.    Reigeluth, Instructional-design Theories and Models, Volume II: A New Paradigm of Instructional Theory.  (available at the bookstore on campus)

 

2.    Articles on electronic reserve. (Go to http://www.cl.utoledo.edu/services/reserves/ecr.html. Read the instructions.  In the search form, select “course name,” enter “EDP 5320” and click UTMOST Reserve Search.  The page that comes up should list the articles that are on electronic reserve.  To view an article, click on the title.  After you enter your name and student ID number [your social security #], it should open in Adobe Acrobat Reader.) 

 
Assignments

 

Critique of an Instruction Theory

 

For this assignment, you will critique an instructional theory.  You may choose one of the instructional theories described in Reigeluth’s book that we don’t cover in class, or you may choose one of your own (but make sure you have some article or text describing the instructional theory). This critique should be no more than 15 pages (typed, double-spaced). You should critique the instructional theory by addressing the following questions (note: these a basically the same questions will be using in class to discuss the instructional theories we read about):

 

  1. How does this theory of instruction relate to any particular theory(s) of learning or motivation?  Describe any connections that you or the authors of the instructional theory see between the instructional theory and any particular learning or motivational theories. 

 

  1. How did this instructional theory originate? If information is available, describe methods that were used to develop the theory or sources of inspiration for the theory.

 

  1. What is the instructional theory?  To the extent that information is available, identify and describe (1) the desired outcomes of the theory, (2) the conditions under which it is supposed to be effective, and (3) the methods that comprise the theory.

 

  1. Does it clearly state what it is supposed to do?  Evaluate whether the outcomes, conditions, and methods are clearly, and sufficiently defined.

 

  1. Does it do what it is supposed to do?  Evaluate whether research has shown that under the specified conditions, the methods achieve the desired outcomes.

 

Design Your Own Instructional Theory

 

For this assignment, you need to create your own instructional theory or modify an existing one.  You should write a paper that addresses the following questions:

1.    How does your theory of instruction relate to any particular theory(s) of learning or motivation? 

2.    What is the desired outcome of your theory?

3.    What are the conditions that your theory is designed for?

4.    What are the specific methods that comprise your theory?

You will also be required to create a visual representation of your instructional theory.  More details on this project will be given in class.

 

Grade Breakdown

 

Participation

20%

Instructional Theory Critique

40%

Design Your Own Instructional Theory

40%

 

List of Reading in Electronic Reserve

 

Airasian, P. W., & Walsh, M. E. (1997). Constructivist cautions. Phi Delta Kappan, 78(6), 444-449.

 

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.

 

Aronson, D. T., & Briggs, L. J. (1983). Contributions of Gagne and Briggs to a perscriptive model of instruction. In Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status (pp. 75-100). Hillsdale, NJ: Lawerence Erlbaum.

 

Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of learning evironments: On procedures, principles, and systems. In L. Schauble, & R. Glaser (Ed.s), Innovations in learning: New environments for education (pp. 289-325). Mahwah, NJ: Erlbaum.

 

Engelmann, S., Becker, W. C., Carnine, D., & Gersten, R. (1988). The Direct Instruction Follow Through Model: Design and outcomes. Education and Treatment of Children, 11, 303-317.

 

Maehr, M., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26, 399-427.

 

Pugh, K. J. (2002). Teaching for transformative experiences in science: An investigation of the effectiveness of two instructional elements. Teachers College Record, 104, 1101-1137.

 

Pugh, K. J., & Girod, M. (under review). Science, art and experience: Constructing a science pedagogy from Dewey's aesthetics.

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