Canyon College: Learning Theory and Modeling Course Online

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CH555/ Learning Theory and Modeling

Canyon College
Health Care Program

Syllabus
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CH555
Learning Theory and Modeling

Course Description:
This course will acquaint the community health educator with various learning theories as may be applied to learners in a variety of community-based settings, formalized educational situations and venues, including contemporary discussions regarding multiculturalism in community health education outreach. Applications of theory through strategies of multiple intelligencies will be explored.

Dale Mueller, EdD, RN, MSN

dmueller@canyoncollege.edu
http://www.love2learn.com
office 909.920.5854
fax 909.920.6046

Course Description | Overview | Course Objectives | Weekly Assignment Objectives
Course Policies | Grades | Required Text | Contact Instructor

I. Introduction

This course is intended to introduce the graduate student to learning theories, taxonomies and styles, contemporary issues in working with learners in various types of curricular settings, and effective applications of theory as applied to health education. This opportunity is made available to students to enhance their knowledge and abilities in effectively designing courses for community implementation and educator job roles, and for use in various educational settings with learners across the age span.

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II. Course Objectives

At the conclusion of this course, students will be able to:

Describe the impacts of social forces such as multiculturalism on theory and modeling
Incorporate appropriate aspects of learning styles and stages of human development in course design
Assess the importance of learning engagement in relation to various learning theories
Evaluate the contributions of various learning theories to applications in education design and instruction
Discuss the role of learning styles and multiple intelligences in acquisition of learning
Apply appropriate taxonomy and strategy to a given learning encounter
Differentiate learning processes, acquision of learning, learning styles impacts of culture in selected case studies

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III. Overview

This course is intended to provide depth of background and theoretical understanding of knowledge acquisition and learning processes that will be of value to community health educators in a variety of educative roles. This course is by nature multidisciplinary, as the contributions of the field of psychology are apparent in learning acquisition and learning theory, the fields of educational psychology and curriculum in topics regarding learning styles and educative approaches, and the fields of sociology and political science regarding the emerging body of knowledge influencing learner relevance currently described as multiculturalism.

Course assignments are designed such that they are individually tailored within an area of focus as selected by the student, thus supporting future applications with specific populations, groups, or selected educational settings. The assignments in this course will cover theory, as well as applications of theory.

This course has weekly homework assignments or activities, which will draw upon numerous and varied resources. These activities and assignments include information from readings, research, prior coursework, and personal experiences. There are several occasions throughout the course that information drawn from the student's own observation will be integrated into the learning opportunities.

The course is divided into three Units of Study.

Unit One focuses on The Learner.
Unit Two focuses on Learning Theory and the Nature of Knowledge.
Unit Three integrates the earlier units in the study of Basic Processes in Learning and Instruction.

Fulfillment of assignments in Units One and Two will constitute the Midterm requirement in this course. Fulfillments of Units One, Two and Three will constitute the requirement for the Final exam and completion of this course.

Specific details for reading assignments and weekly homework are given in the Readings and Assignments sections of this virtual classroom, and may not be available for public view without an enrollment password issued by Canyon College.

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IV. Textbook - Online Bookstore

There are three required texts for this course:

Parkay, F., & Hass, G. (2000).
Curriculum planning: A contemporary approach.
(7th ed.). Boston: Allyn and Bacon (Pearson).
ISBN: 0205307108
Campbell, L., Campbell, B., & Dickinson, D. (2003/2004).
Teaching and Learning Through Multiple Intelligences.
(3rd ed.). Boston: Allyn and Bacon (Pearson).
ISBN: 0205277020
Gagne, R., Briggs, L., & Wager, W. (1992).
Principles of Instructional Design.
(4th ed.). Belmont, CA: Wadsworth (Thompson Learning - Cengage Learning).
ISBN: 0030347572

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V. Course Policies

On-Line Participation. Since this course is offered over the Internet, which allows students to participate at "any time, any where," it is important to plan your time carefully. Students are expected to pace themselves to access assignments, prepare their work and necessary research, and submit assignments to the instructor by the established due dates. Students are expected to make use of local resources as well as required readings.

Course Week and Due Dates. Generally, Monday is the first of the course week, and Sunday is the last day of the course week. Assignments scheduled for completion during a class week should be sent to the instructor via email or fax by end of the day Sunday, determined by your own time zone. If a student is sending assignments through the postal service, please make prior arrangements with instructor, as there is no postal delivery on Sunday. Given that this is a graduate level course, and that some community contact and independent research is necessary to fulfill assignments, some flexibility regarding due dates may be granted by mutual agreement between student and instructor.

Submitting Assignments - Instructions.

Students may submit work in MSWord (any version) or WordPerfect (any version). Please send as a file attachment. If you use another word processing program (such as Works), please save as an .rtf file before sending it to your instructor.

Formats for files received other than those specified here that your instructor cannot open using MSWord or a Word converter program for PC or Macintosh will be returned to you for reprocessing, and will be considered late. Any questions on formatting of your file attachment documents, please Email your instructor with any questions now and we can find a format that will work for your particular needs. Thanks in advance on this matter.

Please include name, reply address, title of assignment, title of course, and date submitted on the document itself, in addition to the email text. Please indicate "CH 555" in the subject line of your e-mail.

Late Assignment Penalties. Weekly assignments must be received by the instructor not later than Sunday midnight (your time zone) of the week assigned. Students who anticipate that their schedule may cause assignments to be out of compliance are advised to contact instructor at least one week in advance, as an extension may be permitted with prior mutual agreement. Instructor discretion regarding point penalties for any late work will be considered final.

Absentee Policy. While this course is designed to be completed through independent study, "attendance" is recorded through assignment submissions in a timely manner to the instructor's email address (or via post or fax). However, please note that any student who has not participated (completed assignments) for 14 consecutive days without prior discussion with the instructor regarding such absence shall be recommended for administrative withdrawal. The school shall make recommendations to the instructor as to what action will be taken.

Academic Honesty. Canyon College policies are in effect. All work must be your own. Presenting as one's own the words, ideas, or expression of another in any form is cheating through plagiarism, and will not be tolerated.

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VI. Grading

Assignments will be graded based on completeness, correctness and timeliness of submissions. There is a total of 100 points possible.

Homework.
Weekly assignments may have more than one component, and the point value for each component is worth 5, 10, or 15 points as shown on the assignment detail.

Midterm and Final Weeks.
The Midterm grade is determined by aggregate point performance of work submitted for assignments designated in weeks 1-4.

The Final point allocation is determined through aggregate points submitted for all weeks of the course.
Final Letter Grade.
Letter grades will be assigned at the conclusion of the eight weeks based on cumulative points achieved over the entirety of the eight week course. The grading scale based on 100 possible points is as follows:

A
A-
B+
B
B-
C+
C
C-
D
F =
=
=
=
=
=
=
=
=
= 95 - 100 points
90 - 94.5 points
86 - 89.5 points
83 - 85.5 points
80 - 82.5 points
76 - 79.5 points
73 - 75.5 points
70 - 72.5 points
60 points to 69.5 points
below 60 points

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