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EDUC 525 Unit 1: Introduction to the course


Unit 1: Course Introduction
Introduction In this unit, we will review the goals of the Ed.D. Program and the role EDUC 525 plays as a core course in the program curriculum. We will also examine the outcomes for course, identify common myths about learning, and reflect on our beliefs about learning and motivation. Finally, we will examine the advantages of using evidence-based theories and principles to solve problems of practice in educational environments.
Learning Objectives For This Unit Discuss the course outcomes. Identify common myths in learning and motivation. Evaluate our own beliefs about learning and motivation Identify common problems of practice in your professional fields and organizations. Evaluate the benefits of using evidence-based theories and principles for solving problems of practice.
Learning Strategies For This Unit Complete the readings in the order listed in the syllabus, writing down a one or two sentence synthesizes of major ideas (use the note-taking scaffold) Reflect on the learning and motivation problems in your organization and professional field. Compare the content of the readings with your own assumptions and beliefs about learning.
In-Class Practice and Feedback Beliefs about learning and motivation. Problems of practice in your organization and field.
Advance Organizer For Next Class What is the gap analysis and how can it be used to help solve problems of practice? What are the components of the gap analysis process? How has the gap analysis been used to address problems of practice?

Unit 1: Click for ppt.





Required Readings: Required Readings and Supplementary Materials Students enrolled in this course are required to read all current assignments and complete all other exercises and projects required for each unit BEFORE each class meeting where the lesson will be discussed.

Textbooks:

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman,

M. K. (2010). How learning works. San Francisco: Jossey-Bass.

Clark, R. E. & Estes, F. (2008). Turning research into results: A guide to selecting the right performance solutions. Charlotte, NC: Information Age Publishing, Inc.

Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Pearson Education.

Rueda, R. (2011). The 3 dimensions of improving student performance. New York: Teachers College Press.

Reference Book American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

In addition to the textbooks and readings required for the course, selected websites and PDF files will be loaded onto Blackboard and ARES for the course that are required readings. You will find these under the “Course Documents” section of Blackboard. You can also access the readings on ARES (https://reserves.usc.edu). During the course, you will also be required to find academic journals that specifically address issues related to your gap analysis case study assignment. A list of all course readings is available at the end of this syllabus.



http://www.socrative.com/ Student Information Sheet Ambrose et al. (2010) – Foreword (p. xiii-xvi) & Introduction (p. 1-9) EDUC 525: Halpern: I dare you to try this at home (or at work) Mayer (2011) – Preface & Introduction Kirschner & van Merrienboer (2013): Do Learners Really Know Best? Urban Legends in Education Rueda (2011) – Ch. 1 & 2 EDUC 525: Pashler et al. (2008): Learning Styles: Concepts and Evidence Recommended: Shuell (Education.com) – Theories of Learning EDUC 525: Carpenter (2012): Testing Enhances the Transfer of Learning


EDUC 525: Halpern: I dare you to try this at home (or at work) Annotated Student Information Sheet Filled Out Kirschner & van Merrienboer (2013): Do Learners Really Know Best? Urban Legends in Education Annotated EDUC 525: Pashler et al. (2008): Learning Styles: Concepts and Evidence Annotated Recommended: Shuell (Education.com) – Theories of Learning EDUC 525: Carpenter (2012): Testing Enhances the Transfer of Learning Annotated

Kenneth Martin Hill


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