572 Advanced Educational Psychology
Ray Gen, Ed.D.
Course Description - Catalog
Professional educators apply the latest research findings of contemporary psychologists to the challenges of classroom motivation, discipline, individual differences, learning styles, and evaluation modes.
will have the opportunity to
· learn and explain cognitive research and its application to educational technology
· learn and explain the theory of multiple intelligences learning and ed tech
· analyze personal responses to technologies
· analyze societal responses to technologies
· research current resources available in the field of cognition
· synthesize current research in learning theory
· apply metacognitive theories
· learn methodologies applicable to research projects
Bransford, J., Brown, A., Cocking, R. R. (Editors), National Research Council
Committee on Developments in the Sciences
(ISBN: 0309070368) Amazon Link: http://www.amazon.com/exec/obidos/tg/detail/-/0309070368/qid=1064696787/sr=8-1/ref=sr_8_1/104-3398872-7885542?v=glance&s=books&n=507846
We will be reading this version. Feel free to buy the printed version but the online version is sufficient.
P. (2001). The psychology of the internet. Cambridge University Press: New York.
(ISBN: 0521797098) Amazon Link: http://www.amazon.com/exec/obidos/tg/detail/-/0521797098/qid=1097643391/sr=8-1/ref=sr_8_xs_ap_i1_xgl14/103-0802161-1626239?v=glance&s=books&n=507846
Grading and Rubric
6 (Truly Exceptional; Superior; Transcendental) The student demonstrates truly exceptional outcomes. The student transcends most other users. The student demonstrates superlative abilities, superior skills and exceptional attitude. Student products offer unique perspectives. The student demonstrates exceptional intuition when using the application. The student has mastered the application and could teach others how to use it.
5 (Good; Exceptional; Above-Average) The student demonstrates exceptional outcomes. The student has better skills than most users. The student demonstrates good abilities, exceptional skills and above average usage. Student products offer exceptional perspectives. The student demonstrates good intuition when using the application. The student knows what the application is capable of doing and in time can use it with alacrity.
4 (Accurate; Appropriate; Apt; Suitable; Competent; Common) The student demonstrates accurate and suitable outcomes. The student is average in comparison. The student demonstrates suitable abilities, competent skills and appropriate attitude. Student products offer common perspectives. The student demonstrates occasional intuitive abilities when using the application. The student understands the application and has basic skills in that application but still has many questions as to its advanced functions.
3 (Minimal; Rudimentary; Simple; Elementary; Limited) The student demonstrates rudimentary outcomes. The student is an average or just below average user. The student demonstrates elementary abilities, rudimentary skills and indifferent attitudes. Student products are limited in perspective. The student demonstrates limited intuitive abilities when using the application. The student outcomes demonstrate simple usage.
(Sub-standard; Minimal; Inappropriate; Inaccurate) The student demonstrates
sub-standard outcomes. The student is a below average user. The student
demonstrates minimal abilities, sub-standard skills and poor attitudes. Student
products do not work well and are inappropriate. The student demonstrates a lack
of intuitive abilities when using the application. The student outcomes
demonstrate minimal ability and usage..
1 (Negligible; Off-task; Inappropriate; Faulty) The student demonstrates sub-standard outcomes. The student is well below the average user. The student demonstrates negligible abilities, sub-standard skills and inappropriate attitudes. Student products do not work or are off-task. The student demonstrates a lack of intuitive abilities. The student outcomes demonstrate a faulty understanding of the application.
Evaluation/Assessment Rationale for Grade Determination:
student will self-assess his or her assignments and the final grade. Students
will provide a letter grade and a rubric score for each assignment. In addition,
each self-assessment must be accompanied by a rationale and justification for
the self-assessment. Honesty is expected. Students will find that if honesty is
applied, then the self-assessed score will stand.
I reserve the right to make the final determination of the grade.
Assignments are due by midnight of the due date.
Discussions - Weekly
Webliographies - Sample