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EECO 508 2010 Course Outline

Faculty

Social and Applied Sciences

School

Environment and Sustainability

Program

Master of Arts in Environmental Education and Communication

Course Title

Learning Theory and Program Design

Course Number

EECO 508

Credits

3

Calendar Description

EECO 508 presents a view of learning theory in support of its application in the effective design of educational programs and products. Instructional design is developed as an intentional process to create environments that support effective and efficient learning, instruction, and communication. With support and critique from classmates, learners will design or re-design an instructional module they use or plan to use in environmental education or communication.

Instructor

Dr. Milt McClaren

Email: milt.mcclaren@royalroads.ca

Course Administrative Contact

Dr. Richard Kool, MEEC Program Head

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Course Start: 5 September 2011

Course End: 12 November 2011

Delivery Method: Distance

Co-requisites: none

Pre-requisites: none

Course Overview

EECO 508 is a required course in the Master of Arts in Environmental Education and Communication Program at Royal Roads University. The course brings together three interwoven topics: design, learning, and communication. It invites students to explore how design, as a conscious, ethical and intentional process can be employed to enhance human learning and communication in order to support the development of sustainability and address both the opportunities and challenges of human-environment relationships. The course is grounded in the premise that effective, sustained responsible communication and continuous learning are necessary conditions for the attainment of an environmentally sound, humane, peaceful, and sustainable future for the planet and all its life forms.

EEC 508 is an introductory course that will provide students with a foundation of theory in design for instruction and communication. It help them begin to develop the skills needed to design effective environments for learning and communication---skills that they will use in the rest of the MAEEC program and that they may apply to your thesis project.

The course applies a particular model or template for designing for learning, a model known as the ADDIE process. It is composed of 5 steps: Analysis, Design, Development, Implementation, and Evaluation---ADDIE. This is not the only design model but it is widely known and used in many fields of design and problem solving. A component of the course online is organized around the steps in the ADDIE process.

We believe that well-designed, effective learning environments and communications programs are grounded in fundamental knowledge of how humans learn. Thus, in EECO 508 we will provide students with an introduction to some core concepts of contemporary learning theory. These concepts are based on a long history of research and practical experience in how people learn and ways that they can be assisted to be successful and efficient learners. It is our intention that they will come away from the course with a set of key concepts about learning and a working knowledge of how to apply these concepts to the design of learning environments through the application of the ADDIE process.

Resources

Required Text:

None

Recommended Supplementary Text

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Bransford, J.D., Brown, A.L. and Cocking, R.R. (1999). How people learn. Brain, mind, experience and school. Washington, DC: National Academy Press. http://www.nap.edu/openbook.php?isbn=0309070368

Required Readings: None

Optional Supplementary Readings and Viewings (each unit has its own set of readings and viewings… this is a token of that set)

Behar, Yves. (2008, May). Designing objects that tell stories. TED Talk http://www.ted.com/talks/yves_behar_on_designing_objects_that_tell_stories.html

Benyus, Janine. (2007, April). Janine Benyus shares nature's designs. TED Talk. http://www.ted.com/talks/janine_benyus_shares_nature_s_designs.html

Bloom, B. (1956). Taxonomy of educational objectives—The classification of educational goals—Handbook I: Cognitive Domain. NY: McKay.

Bransford, Brown, and Cocking (1999). How People Learn. Part II. Learners and Learning. pp 19-118. http://books.nap.edu/html/howpeople1/index.htmlb

Brockman, John. (2005). Curious Minds. How a Child Becomes a Scientist. NY: Vintage.

Brody, M. (2005). Learning in nature. Environmental Education Research, 11(5), 603-621.

Brown, J.S. & Duguid, P. (2000). The Social Life of Information. Boston, MA: Harvard Business Press.

Brown, Tim. (2008, November) TED Talk (Serious Play Conference). (Videocast). Creativity and Play http://www.ted.com/talks/lang/eng/tim_brown_on_creativity_and_play.html

Brown, Tim. (2009). Change by Design. NY: Harper Collins.

Brown, Tim. (2009, September). Tim Brown urges designers to think big. TED Talk. http://www.ted.com/talks/tim_brown_urges_designers_to_think_big.html

Centre for Integrating Science, Mathematics, and Computing. Needs Assessment Matrix. Georgia Tech. http://www.ceismc.gatech.edu/MM_Tools/NAM.html

Centre for Integrating Science, Mathematics, and Computing. Needs Assessment Decision Aid. Georgia Tech. http://www.ceismc.gatech.edu/MM_Tools/NADA.html

Coyle, Daniel. (2009). The Talent Code. Greatness Isn't Born. It's Grown. Here's How. NY: Bantam.

Donovan, M.S., Bransford, J.D., and Pelligrino, J.W.(Eds.) 1999. How People learn: Bridging research and practice. Washington, DC: National Academy Press. http://books.nap.edu/html/howpeople2/index.html

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Frederick, Matthew. (2007). 101 Things I Learned in Architecture School. Cambridge, MA: MIT Press

Fosnot, C. T., & Perry, R. S. (2005). Constructivism: A psychological theory of learning. In C. T. Fosnot (Ed.) Constructivism: Theory, perspectives, and practice (2nd ed., pp. 8-38). New York: Teachers College Press.

Gardner, Howard. (2006). Five Minds for the Future. Boston, MA. Harvard Business School Press.

Green, C.D. (2006, February). Classics in the History of Psychology. Cognition. http://psychclassics.yorku.ca/topic.htm#cognition

Gilbert, Elizabeth. (2009, February). TED Talk (Videocast). Elizabeth Gilbert on Nurturing Creativity. http://www.ted.com/talks/elizabeth_gilbert_on_genius.html

Glaser, Milton. (2009, February). Using Design to make ideas new. TED Talk. Videocast. http://www.ted.com/talks/lang/eng/milton_glaser_on_using_design_to_make_ideas_new.html

Green, C.D. (2006, February). Classics in the History of Psychology. Cognition. http://psychclassics.yorku.ca/topic.htm#cognition

Kelley, David. (2007, May). Human-centered design. TEDTalk. http://www.ted.com/talks/david_kelley_on_human_centered_design.html

Lovegrove, Ross. (2006, August). Ross Lovegrove shares organic designs. TED Talk. http://www.ted.com/talks/ross_lovegrove_shares_organic_designs.html

Molenda, M. (2003, May/June). In Search of the Elusive ADDIE. Performance Improvement. May-June. 2003

McNamara, C. (1997-2009). Basic Guide to Program Evaluation. Free Management Library. Authenticity Consulting, LLC. http://www.managementhelp.org/evaluatn/fnl_eval.htm

Oliver, Jamie. (2010, February). Jamie Oliver's TED Prize wish: Educate every child about food. TED Talk. http://blog.ted.com/2010/02/10/jamie_olivers_t/

Pinker, Steven. (2007). The Stuff of Thought. Language as a Window into Human Nature. NY: Viking.

Robinson, Ken. (2006, June). TED Talk (Videocast). Ken Robinson says Schools Kill Creativity. http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

Ryder, M. (2009, July 3). Instructional Design Models. University of Colorado (Denver). Online. Available. http://carbon.cudenver.edu/~mryder/itc/idmodels.html

Sagmeister, Stefan. (2007, April). Happy Design. TED Talk. http://www.ted.com/talks/stefan_sagmeister_shares_happy_design.html

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Starck, Philippe. (2007, December). Philippe Starck thinks deep on Design. TED Talk. Videocast. http://www.ted.com/talks/philippe_starck_thinks_deep_on_design.html

Tulley, Gever. (2007, March) TED Talk (Videocast). 5 dangerous things you should let your kids do. http://www.ted.com/talks/gever_tulley_on_5_dangerous_things_for_kids.html

Optional/Supplemental Resources Centre for Integrating Science, Mathematics, and Computing. Needs Assessment Matrix. Georgia Tech. http://www.ceismc.gatech.edu/MM_Tools/NAM.html

Centre for Integrating Science, Mathematics, and Computing. Needs Assessment Decision Aid. Georgia Tech. http://www.ceismc.gatech.edu/MM_Tools/NADA.html

Clark, D. (2005, March 28). ADDIE 1975: http://www.nwlink.com/~donclark/history_isd/addie.html

Clark, D. (2006, July 26). The ISD Model. Big Dog’s ISD Page. http://www.nwlink.com/~donclark/hrd/sat1.html#model

Evaluation Resource Institute. (2006). Evaluation Wiki: http://www.evaluationwiki.org/wiki/index.php?Main_page

Instructional Design - Robert Gagné, The Conditions of Learning http://www.keele.ac.uk/depts/cs/Stephen_Bostock/docs/atid.htm

McNamara, C. (2007). Basic Guide to Program Evaluation: http://www.managementhelp.org/evaluatn/fnl_eval.htm

Ryder, M. (2001, August). Instructional Design Models. University of Colorado (Denver): http://carbon.cudenver.edu/~mryder/itc/idmodels.html

Strickland, A.W. (2006). ADDIE. Idaho State University College of Education Science, Math & Technology Education. http://ed.isu.edu/addie/index.html

Theory of Learning: http://gsi.berkeley.edu/resources/learning/

W.K. Kellogg Foundation Evaluation Handbook. (1998,January): http://www.wkkf.org/Pubs/Tools/Evaluation/Pub770.pdf

Unit Descriptions/Schedule

Week 1 Welcome, Overview, and Intro to Design Concept Course Outline, Introduction to the Design Project, Building teams Week 2 Design as a Way of Thinking Students will immerse themselves in exploring the fundamentals of design as a basis for creating effective and interesting learning contexts. The main premise of the week is that models of instructional design should be seen as templates to guide the designer as he/she engages in the complex work of creating an instructional plan, developing and implementing it, and conducting evaluations of its efficacy. Week 3 Basic Concepts about Learning

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A range of learning theories will be explored and examined in relationship to their utility to influence design decisions and their efficacy for creating powerful learning experiences. Week 4 Environments for Learning and Communication Under this topic, the students will be invited to think very widely about the scope of designs for learning and communication, recognizing that we are all deeply and continually immersed in environments designed for learning and communication. Weeks 5 – 8 Exploring the ADDIE model An introduction to the processes involved in the work of designing learning environments. It introduces a widely used framework for instructional design, the ADDIE process, and outlines the key questions to be addressed by a designer as he or she proceeds through a design project. Week 9 Closing the Circle

This week allows students to take a systematic reflection on their experience with the

EECO 508 and provides space for them to reflect on their personal learning goals from

this point onward.

Date Activity Type

Week 1. September 5-12 Welcome to EECO 508

1.Checking In with your Team

Required Individual

2. Developing a Team Charter

Required Team Activity

3. Personal Reflection on Teams and Teamwork

Required Individual

Week 2. September 12-19 Design as a Way of Thinking

4. Good Design Makes a Difference

Required Team Activity

5. Design Insights

Required Individual

Week 3. September 19-26 Basic Concepts About Learning

6. What's Your Style? Required Combined Activity

7. Personalized Learning and Government Policy

Required Team Activity

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Week 4. September 26- October 3 Environments for Learning & Communication

8. The Environment Online

Option 1 of 2 in Topic 3

8A. Exploring Environments for Learning and Communication

Option 2 of 2 in Topic 3

Week 5. October 3-10 The Design Process

9.Design for Persuasion

Required Individual

Weeks 6-7-8 October 10-October 31 Exploring the ADDIE Model-Analysis to Evaluation

10. Developing a Communications Strategy

Required Team & Individual Activity

Week 9 October 31- November 7 Closing the Circle.

11. Closing the Circle Personal Reflection & Learning Plan;

Required Individual

12. Closing the Circle Reflections on the Course; Debrief of 508 Experience

WHOLE CLASS FORUM

Major Topics to be Addressed in Class and through Readings

Learning Outcomes

A. MAAEC PROGRAM LEVEL COURSE OUTCOMES The outcomes for EEC as stated in the overall program competencies for the MAEEC Program are.

2.3 Demonstrates the ability to learn, and help others to learn, in both face-to-face and on-line communities. 3.2 Demonstrates leadership in modeling values and practices that encourage trust, knowledge sharing, empowerment and mutual success.

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5.3 Applies in a range of contexts a working utilization of communication and education theories or frameworks, including theories of cognition and learning 6.1 The extent to which practitioners understand, articulate and have the ability to apply a range of strategies and media to the planning, design, development, implementation and evaluation of programs and initiatives in a variety of contexts, using a range of ways of knowing (including, but not limited to, affective, aesthetic and/or spiritual domains), and leading, when intended, to action strategies.

B. COURSE OUTCOMES

A. The application and demonstration of knowledge of the concept of design as a conscious planned human activity and developing an appreciation of how general principles can be applied to the design and evaluation of environments for learning and communication.

B. Demonstrating an understanding of the relationships between learning

theory and design of environments for communication and education.

C. The demonstration of an understanding of the ADDIE template for the design of learning environments by completing activities involving the application of the ADDIE phases and by assisting colleagues to apply the ADDIE process steps in their work.

D. Demonstration of competence in virtual collaboration and on-line discussion

groups to contribute to their own learning and to that of other course members through effective and active participation in on-line forums and discussions and/or other forms of electronic communication and sharing.

E. Demonstration of competence with an online E-Learning environment

(Moodle) by navigating effectively within it, posting to discussions and drop boxes, downloading or accessing resources as required and by effectively critiquing and reflecting on the environment and their own learning with it.

F. Demonstration of the ability to think critically and creatively about problems

involving the design of environments for learning by completion of activities and projects involving consideration of possible design options and which reveal the application of design criteria.

Assessment Matrix

See Appendix 1

Assignment and Evaluation Descriptions

DEMONSTRATION OF LEARNING Learners’ attainment of the 6 outcomes stated above plus the general goals for the course will be demonstrated in the following ways.

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A.) Participation Learners will participate actively in course discussions both at the team and community level. The critical element here is not only to collaborate for your own learning but also to contribute to the learning of colleagues THROUGH your engagement and participation.

B.) Project Work Learners may elect to demonstrate attainment of the course objectives, as listed above, by developing a Project in ONE of the following ways.

A learner may elect to design a learning environment in a field or context of their interest. While the learning environment will ideally be related to environmental education and communication, learners are free to propose to design learning environments in other contexts depending on their experience, expertise, and needs.

A learner may elect to complete a critical review of an existing learning environment (program, exhibit, activity, curriculum, course, text, WWW site). Ideally the learning environment used for the critical review will be related to environmental education and communication but alternatives may be proposed.

Academic Policies

All relevant RRU policies apply Grading Guide

Letter Grade Percentage Grade Point

A+ 90-100 4.33

A 85-89 4.0

A- 80-84 3.67

B+ 77-79 3.33

B 73-76 3.0

B- 70-72 2.67

F 0-69 0.0

Late Policy

Course assignments should be submitted no later than ten working days after the assignment due date. Assignments received later than ten working days after the due date will not normally be accepted and will be given an “INC” (Incomplete) grade. A penalty of 5% per day will normally be applied to assignments submitted after the due date, leading to a maximum late penalty of 50%. Learners who fail to meet the assignment requirements of a course will be assigned a final grade of ‘Incomplete’ (INC) and will normally be expected to acquire the course credits through re-enrollment in order to satisfy the course requirements for the program. Learners wishing an extension for individual assignments should approach the instructor in the first instance. Extensions will only be granted under exceptional circumstances. Instructors will normally consider any application for an extension on a case-by-case basis.

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INC Clearance Policy

Learners who are awarded an “INC” grade will be permitted an opportunity to have that grade converted to a “B-” through the writing of a special assignment, or through another mechanism specified by the instructor in the course. All “INC” grades must be removed from the learner transcript before approval to graduate is granted. Learners will be assessed a fee of $150 to cover additional grading costs. If the outstanding course work is not completed satisfactorily within 30 days of the course end date, a learner will automatically receive a grade of F. If the learner fails to clear an INC or series of INCs, they may be required to withdraw from the MEEC Program, at the discretion of the MEEC Program Head.

Grading Policy

See General Academic Regulations in the current version of the RRU Calendar.

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Appendix 1

COURSE ACTIVITIES AND COURSE OUTCOMES

Table 1: RELATIONSHIP OF PROJECT WORK AND COURSE ACTIVITIES TO MAEEC PROGRAM OUTCOMES

Weighting of Course Requirements and Activities in Grade Assignments

EEC 508

Course Outcomes

Wt Program

competency Does not meet Expectations

F or INC

< 69%

Largely Meets Course

Expectations

(B-Level performance)

70-79%

Fully Meets or Exceeds Course

Expectations (A-A+) Level performance)

80-100%

A. The application and demonstration of knowledge of the concept of design as a conscious planned human activity and developing an appreciation of how general principles can be applied to the design and evaluation of environments for learning and communication.

15 6.1

B. Learners will demonstrate an understanding of the relationships between learning theory and design of environments for communication and education.

Learners will apply knowledge of the relationships between learning theory and the processes of designing and implementing environments for learning and communication by making appropriate use of key concepts from learning theory in conducting reviews of actual designs implemented through various media of communication.

20 5.3

C. Learners will demonstrate an understanding of the ADDIE Design Process Learners will apply the ADDIE template for the design of environments for learning and communication by completing activities that involve application of the steps in the process to the review of existing environments/programs and by assisting colleagues to

20 5.3

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apply the process.

D. Demonstration of competence in virtual collaboration and on-line discussion groups to contribute to their own learning and to that of other course members through effective and active participation in on-line forums and discussions and/or other forms of electronic communication and sharing. Learners will participate actively in the 508 course on-line community. They will contribute to their own learning and that of other course members through participation in on-line forums and discussions, team-based activities, and/or other forms of electronic communication and exercise leadership by facilitating on-line discussions and activities.

20 1.1

E. Learners will engage effectively with the course eLearning environment. Learners will make use of the features of the online 508 site including access and downloading of files in various formats, posting to online discussions, adding links to resources and contributing resources to the overall pool of course materials.

10 3.2

F. Demonstration of the ability to think critically and creatively about problems involving the design of environments for learning by completion of activities and projects involving consideration of possible design options and which reveal the application of design criteria.

15 4.2

Total 100

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Table 2. Performance INDICATORS for course OUTCOMES

In the following Table the performance indicators are intended to provide guidance to learners in regard to the dimensions of competent performance toward attaining course outcomes during this term. The following indicators will be seen as evidence of competent performance at the B grade level. An A grade will be awarded to those learners who exceed the evidence of competent performance.

Program and Course Outcomes Performance Indicators

Capacity for learning and the ability to help others learn (Program.Outcome 2.3)

Course Outcomes 4 and 5.

Participates actively in the Team Level DGs by presenting a design project proposal (Options 1 or 2) and by explaining and sharing thoughts and assisting in the review of other members’ proposals.

Submits draft version of completed project to Team DG and interacts with other members who comment on the draft.

Contributes helpful and thoughtful comments on the draft design projects of other members of team and i.

Contributes helpful items (references to articles and books, comments on readings, Web links, conference notices, etc. to class DG for News & Announcements

Interactions and Leadership (Program Outcomes 3.2 & 5.3)

Course Outcome 4

Participates actively and regularly in Team level discussion groups and posts to whole community DGs as appropriate or required. In acting as a DG moderator or member:

indicates critical thinking about the topic at hand;

draws from the assigned readings;

reflects on the postings of other learners and possibly even integrate ideas from more than one learner;

suggests appropriate websites or other resources to move the discussion to a further level;

doesn’t place a burden on the rest of the group by including unnecessary information.

keeps individual postings brief

encourages others in group to participate

respects other points of view

raises interesting and appropriate questions as conversation starters or activators.

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TABLE 2: (CONTINUED)

Program and Course Outcomes Performance Indicators

Planning, design, development, implementation and evaluation of programs and initiatives. Program Outcome 6.1

Course Outcomes 1,2,3, & 6.

Submits design proposal to DropBox for proposals on or before the time deadline.

Follows the guidelines for Proposals in developing his/her design proposal or proposal for a critique.

Proposal is for an appropriate design project or critique and is practical within the time constraints of the EECO 508 course.

Submits draft of final design project/critical review for sharing with Team DG on or before the time indicated.

Reacts appropriately to peer feedback and responds to other members’ draft projects with helpful comments based on course learning experiences, personal experiences, or reference to literature/research studies, etc.

Completes a revised final design project and submits to the DropBox for Final Submissions on or before the deadline.

If a Design project is submitted:

The project shows the application of major processes in the ADDIE model of design;

The project makes effective use of major concepts about learning theory;

The project addresses the major questions associated with each stage in the ADDIE process.

The project is presented using media or presentation techniques appropriate to the project’s focus and demonstrating effective use of the chosen media.

The project description provides the reader with insights about not only the finished project as designed, but also about the decisions made and thought processes of the designer as he or she progressed in the work.

If a Critical Review of an Existing Program is submitted:

The program chosen for review is appropriate for the stated purposes of EECO 508;

The review applies aspects of the ADDIE model as criteria for examining the quality and characteristics of the selected program;

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The review uses appropriate evidence about the qualities or structure of the chosen program and presents it in an effective manner.

The Review provides the reader with a clear description of the reviewed program: its context, relevant history, current status, staffing, etc.

The Review makes reference to or use of any existing program evaluations, whether conducted internally by the program’s staff or designers, or externally.

The Reviewer shows creativity in developing methods of gathering information or collecting evidence about the effectiveness or quality of the reviewed program.

The Review is constructive—it offers suggestions for program renewal, improvement, or development where these are seen as needed.

The Reviewer’s report indicates the decisions made/questions asked and addressed by the reviewer in conducting the review—it gives the reader insight into the Reviewer’s thinking processes and criteria for making judgments.

The Review is presented in an effective manner using media and/or materials appropriately.

Determination of Grade Categories

Letter Grade Percentage Grade Point General Criteria for the Category

Specific Criteria

A+ 90-100 4.33 Learner demonstrates mastery in applying skills and knowledge in this area. Can synthesize knowledge, understand its value and limitations, and possesses a broad grasp of underlying principles and issues. Learner is an active participant in online course

A+ For a grade of A+ a learner will meets and exceeds the basic requirements for an A grade. A+ performance could include demonstrated leadership and initiative in working with colleagues and creativity and originality in completion of individual tasks.

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activities and contributes regularly and effectively to team-based project work, showing leadership and initiative where appropriate or indicated. All required tasks are completed and submitted on time and within the stated the task requirements and the work is at good to excellent level of competence.

A 85-89 4.0 A A learner will fully meet the A level performance criteria as stated here and complete all required course assignments and tasks effectively.

A- 80-84 3.67 A- A learner will meet most of the general A-performance criteria but with a few areas where improvement could be made.

B+ 77-79 3.33 Learner demonstrates a general level of competency in skills and knowledge in meeting the course objectives and requirements. Learner is a regular participant in most online activities and completes required assignments competently.

B+ For a grade of B+ a learner a learner will have shown high performance on some assignments and course activities.

B 73-76 3.0 B A learner will fully meet the B level performance criteria as stated here.

B- 70-72 2.67 B- A learner will meet most of the general B grade performance criteria but with some areas where clear improvement could be made or areas where course goals and objectives have been partially met.

F 0-69 0.0 Learner has either not demonstrated a general level of competency in applying skills and knowledge in this area or has a significant amount of work to do to meet these expectations. Knowledge

See General Criteria to the Left.

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of underlying principles and issues is still in the formative stage. Some required course assignments have not been completed or attempted.