EDSE 501 Colorado College Learning Theories Project

Part 1

• Describe a learning situation in which you or another person had difficulty in achieving a desired performance. Develop a plan to improve performance using the techniques discussed in this chapter.
• Identify some potential objections to the radical behaviorist model of learning that you might raise.
• Apply these objections to the plan you just developed and identify which part is the most likely to fail. What might you do to fix it?

Part 2

• Based on what we have seen so far, to which epistemological orientation does cognitive information processing most closely align?
• How does this orientation differ from that of radical behaviorists? Explain your rationale.

Part 3

• In light of Ausubel’s assimilation theory, discuss what should be considered when designing instruction for a simple task like painting a wall. Explain your rationale.
• Select a skill or knowledge element involved in the task and describe what instruction would look like for that element.
• Explain how your proposed piece of instruction leverages Ausubel’s insights.

Part 4

• Based on your experience, what are some of the most common barriers to learning with communities of practice?
• What is your vision of the ideal community of practice for your current (or expected) profession? Describe its characteristics.

Part 5

• Using information gathered from the ISTE website and Piaget’s learning theory, design a piece of instruction for elementary, middle, or secondary students that teaches some aspect of any emerging technology and incorporates at least one component of the ISTE Standards for Students and/or the ISTE Standards for Teachers.
• Specify the learners you are targeting: elementary, middle, or secondary.
• Describe how the same piece of instruction would differ if designed for one of the other student groups.
• Justify the differences in design strategy for the two groups.

Part 6

• Describe an instructional program (hypothetical or actual) that makes use of Vygotsky’s “zone of proximal development.”

• What is being taught, and by whom?
• What instructional strategies are being utilized?
• Describe how the program could be tweaked (leveraging Vygotsky’s theories) to make learning more impactful.

Part 7

1. Schedule a phone conversation with your professor. The conversation should take place during Week 1 or Week 2. Note: The length of time for the conversation will vary. It should take no more than one hour.
2. Refer to the Supplemental Resources section of this exercise for tips on creating an effective résumé.
3. Upload a copy of your résumé to the Making Connections assignment before the phone call takes place.
4. Prepare at least three questions about the class to ask your professor.
5. Be ready to address the following:

• Provide an overview about your personal and professional background.
• Discuss why you are earning your master’s degree.
• Discuss how this class connects with your career goals and interests.
• Ask your questions that you have prepared.

Part 8

For this assignment, you will write a scenario in which you have a fictitious client named Rad, and you are the instructor. How will you apply the radical behaviorist approach to achieve your desired behavioral goal with Rad?

Instructions

Relying on information learned and read in this class and at least two outside references, write a 4–6 page paper based on the radical behaviorist approach.

The scenario should be based on the following steps outlined in Psychology of Learning for Instruction:

1. Set Behavioral Goals: Describe the behavior you would like Rad to achieve.

• Note: Consider what have you observed about Rad related to the desired behavior.

Part 9

Vygotsky’s and Bruner’s theories of cognitive development emphasize a learner’s environment as pivotal in cognitive development. But where do the theories differ? Using the behavioral goal you developed in the Let’s Get Radical assignment, apply Vygotsky’s or Bruner’s theory to describe your approach to achieving your desired goal.

Requirements

Using your text and at least two outside references, write a 3–5 page report in which you address the following:

• Describe the behavioral goal you set for Rad in the assignment, Let’s Get Radical.
• Choose Bruner’s or Vygotsky’s theory of cognitive development and explain the fundamental tenets of the chosen theory.
• Describe the key ways that the approach to the desired goal would change with the chosen theory.
• Explain the assumptions of the chosen theory and how they may impact Rad or you as the instructor.

Part 10

Based on your course readings, other information learned in this course, and at least two outside references, write a 3–5 page reflection on ways to incorporate self-regulated learning as a motivational approach, addressing the following: Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. 1. Describe one topic that you are currently attempting to learn. Explain your motivation for learning about the chosen topic. 2. Describe each phase of the self-regulated learning (SRL) approach to learning. 3. Describe two benefits and two challenges that may be associated with self-regulated learning. 4. Apply self-regulated learning to the topic you want to learn: Outline a strategy to apply self-regulated learning to improve this learning situation. Include the main activities that you would use in each phase (that is, forethought, performance, and self-reflection).

Part 11

Relying on information learned and read in this course and at least two outside references, create a 6–8 slide presentation describing your personal learning theory using presentation software of your choice. Address the following in your presentation: 1. Describe the target audience with which you expect to work (such as eight-year-olds, special education students, all-male). Discuss the theories or elements of theories learned in this course that apply to your target audience. 2. Prioritize the concepts that you must consider when formulating your personal learning theory: Explain your personal learning theory. Describe the process by which you expect people will learn from using your theory. Note: Your personal theory will encompass ideas from or improve upon other theories studied throughout this course. 3. Outline a strategy for using your personal learning theory to help your target population learn. 4. Create a new or improved learning theory based on the theories or elements of theories you identified. Create a new name for your learning theory. Ⓒ 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. Describe how you would apply this new or improved theory to the target audience to help them learn.