Edpsycinteractive.org



Syllabus

Course Number and Title

EDUC 8114: Learning and Instruction

Credit Hours

4 credit hours

Course Description

Central to the educational enterprise are the processes of teaching and learning. In this course, students will examine learning from a variety of perspectives with a focus on supporting academic and co-curricular success in education. Students will also explore curriculum theory and design, with emphasis on the theoretical, practical, and political aspects of curricula.

Course Support and Calendar Information

So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

• This Syllabus

• Term Calendar

• Instructor and Student Support Info

• Schedule of Assignments

• Course Rubrics

Course Materials

Required Course Text(s) to Be Furnished by the Student:

American Psychological Association, (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.

Other Required Readings:

Other readings (journal articles, websites, book excerpts) are assigned throughout the course and may be found within each module.

Vision

The Richard W. Riley College of Education and Leadership at Walden fosters a dynamic and diverse network of educational leaders who seek to support learners globally by leveraging the power of teaching and technology, and who are committed to the pursuit of positive social change through education.

Mission

The Richard W. Riley College of Education and Leadership at Walden provides access to high-caliber programs that prepare adult learners as scholar-practitioners and leaders who can inspire, influence, and impact their diverse communities by helping to meet the challenges and opportunities of education worldwide.

Learning Outcomes

Walden's PhD in Education degree program incorporates a series of academic requirements, or milestones, designed to ensure that students have acquired the necessary competencies and expertise to be more effective educators. At each milestone progress within the program will be evaluated using assessments that align with national professional standards. Walden's faculty will help students master core concepts and principles, while the Student Support Team can provide additional academic, advising, and technical assistance. Successful advancement beyond each milestone certifies that students have the knowledge, skills, and professional dispositions to make a positive impact in their classrooms, schools, and communities.

Walden University Richard W. Riley College of Education and Leadership Learning Outcomes

Walden College of Education graduates will:

1. Demonstrate knowledge and skills in the areas of teaching and learning

2. Reflect on and analyze educational problems

3. Demonstrate leadership via effective communication and use of technology

4. Affirm diversity and express awareness of global interrelationships within their learning

5. Collaborate with the various groups in the educational field to promote social change

PhD in Education Learning Outcomes

Graduates with a PhD in education will:

1. Demonstrate an understanding of how knowledge is constructed and generate in speaking and writing conceptual frameworks, findings, and practical projects based on evidence and well-grounded argument.

2. Choose to treat the writings of others, experimental subjects, and the collection and interpretation of data in accordance with the standards of academic and ethical practice.

3. Consistently adopt a standard scholarly format, accurate references and citations, and a clear, succinct, and persuasive writing style.

4. Discriminate appropriate, reliable, and valid research approaches and findings from those that are inappropriate, unreliable, and invalid.

5. Demonstrate the ability to conduct a research project, producing and communicating trustworthy and meaningful results.

6. Identify possibilities for creating positive social change and execute research, presentations, demonstrations, and projects with the potential to contribute to that change.

7. Choose to adopt and continue to develop best practices discovered through ongoing research and reflection on practice in the learning organization.

Course Standards:

PhD Program Learner Outcomes

LO #1 - Demonstrates an understanding of how knowledge is constructed and generates in speaking and writing conceptual frameworks, findings, and practical projects based on evidence and well-grounded argument.

LO #2 - Chooses to treat the writings of others, experimental subjects, and the collection an interpretation of data in accordance with the standards of academic and ethical practice.

LO #3 - Consistently adopts a standard scholarly format, accurate references and citations, and a clear, succinct, and persuasive writing style.

LO #4 - Discriminates appropriate, reliable, and valid research approaches and findings from those that are inappropriate, unreliable, and invalid.

LO#7- Chooses to adopt and continue to develop best practices discovered through ongoing research and reflection on practice in the learning organization.

Course Learning Outcomes

A. Analyze the major concepts, theoretical perspectives, core empirical findings, and historic trends in educational psychology.

B. Integrate the experiences of students across the educational life span as they relate to learning theory.

C. Draw connections between current research findings and theoretical implications.

D. Assess the significance of research findings and the impact of these findings on learning in education or in the workplace.

E. Critique trends in educational psychology that might influence the workforce during the next 20 years.

F. Understand the role of evaluation in teaching and instruction.

G. Develop a personal theory of learning and instruction.

H. Apply the knowledge gained from the course to both professional and personal situations.

EDUC 8114 Alignment Chart

|Week |Course Learning |Module Objectives |Met in Assignment |PhD Program |University |

| |Outcome(s) | | |Outcome(s) |Outcome(s) |

|1 |C,D |1.Formulate a connection among |Discussion |1,2,3,4 |1,2 |

|Intelligence, Learning, and| |intelligence, learning, and achievement |Intelligence, Learning,| | |

|Achievement | |(i.e., desired outcomes for adult |& | | |

| | |success.) |Achievement | | |

| |A,C,D,E,H |2.Evaluate the impact of technology on |Application |1,2,3,4 |1,2, 3 |

| | |your own and student learning. |Becoming Digital | | |

| | |3.Consider policy implications of the | | | |

| | |Digital, Information, or Conceptual Age | | | |

| | |on schooling and education. | | | |

|2 |A,G |4.Assess and explain the theoretical |Discussion |1,2,3,4 |1,2 |

|Behaviorism and Cognitivism| |underpinnings of behaviorism and |Contrasting Theories | | |

| | |cognitivism. | | | |

| |A,C,D,H |5.Construct possible research questions |Application |1,2,3,4 |1,2,3 |

| | |related to applications of behaviorism |Compare, contrast, and | | |

| | |and cognitivism to a specific field of |apply learning theories| | |

| | |study |in a specific context. | | |

|3 |D |6.Formulate an understanding of the |Discussion |1,2,3,4 |1,2,4,5 |

|Constructivism, Social | |concepts of constructivism, social |Connected Learning | | |

|Cognition, & | |cognition, and connectivism. | | | |

|Connectivism | | | | | |

| |A, B, C, D, F |pare and contrast two theories |Application |1,2,3,4 |1,2 |

| | |discussed in modules 2 and 3; describe |Making Connections to | | |

| | |how concepts and principles from these |the Research | | |

| | |two could be applied in a specific | | | |

| | |situation. | | | |

|4 |A,C,D,F |8.Evaluate the significance of affective |Discussion |1,2,3,4 |1,2,4 |

|Affect, Emotion, & | |learning to student academic or adult |Affect, Emotion, and | | |

|Motivation | |workplace success. |Social Emotional | | |

| | |9.Use research on social emotional |Learning | | |

| | |learning and positive psychology to make | | | |

| | |suggestions for applying research at a | | | |

| | |specific level. | | | |

| |B,C,D |10.Assess the impact of motivation to |Application |1,2,3,4 |1,2,4 |

| | |learning for both students and adults |Discuss views on | | |

| | | |traditional and newer | | |

| | | |theories of motivation | | |

| | | |in K-12, higher | | |

| | | |education, or adult | | |

| | | |working environments | | |

|5 |A,C |11. Discuss the concepts and principles |Discussion |1,2,3,4 |1,2,3 |

|Instruction | |used to develop teacher-centered or |Teacher-centered vs. | | |

| | |student-centered instruction and the |student-centered | | |

| | |learning theories and instructional |instruction | | |

| | |rationale that supports it. | | | |

| |B,D,G,H |12. Assess advantages and disadvantages |Application |1,2,3,4 |1,2,3 |

| | |of teacher- and student-centered |Develop personal | | |

| | |instruction for K-12, higher education, |statement of approach | | |

| | |or adult learning environments. |to teaching and | | |

| | |13. Begin the creation of a statement of |learning. | | |

| | |one’s personal approach to teaching and | | | |

| | |learning for specific contemporary | | | |

| | |situations. | | | |

|6 |A, F |14. Consider the advocacy of using |Discussion |1,2,3,4 |1,2,3 |

|Effectiveness Research | |data-based decision making to improve | | | |

| | |K-12 achievement and prepare children and|Research on effective | | |

| | |youth for adult success in the 21st |schooling | | |

| | |century. | | | |

| |D,F,G |14 Evaluate the relationship between |Application |1,2,3,4,7 |1,2 |

| | |objectives, instruction, assessment, and |Using research to | | |

| | |effective instruction |improve K-12 | | |

| | |15. Use research on K-12 achievement and |achievement | | |

| | |make suggestions for applying research at| | | |

| | |a specific level. | | | |

Learning Objectives

Learners will:

1. Formulate a connection between intelligence, learning, and achievement.

2. Synthesize major concepts, theoretical perspectives, core empirical findings, and historic trends in educational psychology.

3. Develop connections between research findings and theoretical implications in your specific field of study.

4. Explain and critique the theoretical underpinnings of behaviorism and cognitivism.

5. Formulate an understanding of the concept of connectivism.

6. Construct possible research questions related to discipline-based learning theories

7. Evaluate the significance of affective learning to student academic or adult workplace success

8. Assess the impact of motivation to learning for both students and adults.

9. Evaluate the impact of technology on your own and student learning.

10. Consider policy implications of the Digital Age

11. Assess various types of curriculum and their role in instructional settings.

12. Use curriculum theory to analyze curricular content

13. Identify the socio-political influences on curriculum

14. Evaluate the relationship between objectives, instruction, assessment and effective instruction

15. Analyze the instructional cycle in adult learning

16. Create a personal educational philosophy for contemporary situations

Course Assignments

Online Discussions, Modules 1-6 (8 points each for each discussion, 1 discussion in each of 6 modules)

The development of a learning community composed of both students and faculty is one of the learning principles of your doctoral program. Consequently, we expect you to engage in dialogue with your colleagues in the course Discussions. A discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Discussions are the heart of the learning community, a dialogical space in which you explore one another's thinking and expand your own ideas.

In your first Discussion only, your initial post is due on Day 4 of the first week of Module 1. In Modules 2-6, your initial post will be due in Day 7 of the module. Your responses to your classmates' postings are due no later than Day 3 (Wednesday) of the second week of each module.

The following are ways to respond to a classmate's posting to encourage a dialogue:

• Ask a probing or clarifying question

• Share an insight you gained from reading the colleague's posting

• Validate a colleague's reflection with your own experience

• Make a suggestion

• Expand on the colleague's posting

• Ask for evidence that supports the posting

You are expected to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. We urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.

Module 1 Assignment 1: Introduce Yourself in the Class Café

The Class Café is a place in each of your courses where learners chat about topics of interest that aren't directly related to course assignments. Each quarter you will introduce yourself to other members of your courses so a community of scholars begins to form. Many students make connections in the first course that provide them a chance to network with students who share similar interests throughout their program

Module 1 Assignment 2. Learning and "Learned Societies" Alignment Paper

Develop a 3-5 page paper with the following sections: Part 1. Identify the Major Concepts of Learning in your Discipline; Part 2.  Summarize the main tenets of your discipline; Part 3. Identify the commonalities of the content of this course and the tenets of your professional organization; and Part 4. Identify future use of your professional organization's website.

Module 2 Assignment: Making Connections to the Research

Develop a 2-3 page paper that describes the impact your proposed study would have to your own learning.

Module 3 Assignment: Affective Learning Course Proposal

Design a 4-5 page proposal for the creation of a course on affective learning. Complete the course outline that identifies the key concepts/essential understandings and learning objectives for the areas of affective learning on the planner. (A template will be provided to guide your work.)

Module 4 Assignment: "Becoming Digital" Paper

Complete a 5-6 page plus technology use chart.  Complete a technology log of your technology use your personal learning environment to guide your review of current appropriate technologies. You will research cutting-edge technologies and consider how those technologies can be used in school to improve teaching and learning. You will also consider the impact these technologies will impact budget, physical plant requirements, and other policy implications.

Module 5 Assignment: Curriculum Review

You will review an existing curriculum and develop a 5-6 page reflection paper that addresses the areas listed, and conclude with a reflection on the importance of the curriculum development process and the role of curriculum to guide instruction and assessment.

Module 6 Assignment: Clarifying Beliefs About Teaching and Learning: Developing an Approach to Instruction and Learning

You will use your new understandings to develop a 3-5 page narrative in preparation for developing a 2-page Approach to Teaching and Learning statement—what you believe is important or nonnegotiable in teaching and learning.

Grading Criteria and Total Components of a Grade

|Module |Assignment |Points |

|1-6 |Discussions (8 points each for each discussion, 1 discussions in |48 |

| |each of 6 modules) | |

|1 |Assignment 1 Class Café Introduction |0 |

|        1 |Assignment 2 Learning and "Learned Societies" Alignment Paper |30 |

|2 |Assignment: Making Connections to the Research |30 |

|3 |Assignment: Affective Learning Course Proposal |40 |

|4 |Assignment: "Becoming Digital" Paper |40 |

|5 |Assignment: Curriculum Review |45 |

|6 |Assignment: Clarifying Beliefs About Teaching and Learning: |40 |

| |Developing an Approach to Instruction and Learning | |

| | Total Possible Points |273 |

Note: Skipping or waiving assignments in any Walden University course is never an option. If students neglect to complete any module assignments, the Instructor has the right to lower the final grade.

|Grade |EDUC 8114 |

|A = 90% |245-272 |

|B = 80% |218-244 |

|C = 70% |190-217 |

|F = 69% or less |189 or less |

Course Policies and Procedures

Major Assessments

Throughout your PhD program you will be constructing an electronic Portfolio (ePortfolio). This ePortfolio consists of Major Assessments that provide evidence of professional growth and expertise as an educator. The ePortfolio will be assessed to determine the extent to which you have met the standards of your program. Some Major Assessments are related to course assignments throughout your program of studies, and some to your dissertation work.

There are no major assessments in this course.

Feedback Schedule

The Instructor will log on to the course Discussion forum 3-4 days a week to assess and respond to class Discussions. Unless there is a specific question, the Instructor will not always respond to each posting from each student, because there could be a lot of redundancy. The Instructor will, however, read every posting and expect all students to read all postings, including the Instructor's comments to students. Oftentimes, the Instructor may choose to respond to a particular posting because he or she believes it covers important issues or issues brought up by several students.

The Instructor will respond to any specific course-related questions or concerns within 48 hours of receipt of those questions and concerns. All assignments will be evaluated within 7 days of the due date. If needed, students may e-mail the Instructor to set up a time for a telephone or Skype conference. Students are responsible for routinely checking the Announcements for any anticipated changes to the aforementioned feedback schedule.

Preferred Methods for Delivering Assignments

When submitting an assignment, please follow instructions on the Assignment submission link.

Policies on Late Assignments

If unanticipated and uncontrollable circumstances affect your ability to submit an assignment on time, then students are responsible for making arrangements with the Instructor as soon as the circumstance arises. All written assignments are based on reading or activities known well in advance, so students are expected to pace their assignments, anticipating events like holidays, travel, or vacations. Students are responsible for balancing coursework with their other work or family responsibilities. The challenges of distance learning involve effectively managing time and being a self-directed learner. Unexcused late assignments may lose one grade for each week they are late.

Guidelines and Policies

University policies on grading, academic honesty, and accessibility can be found in the Guidelines and Policies area. Also, more detailed information about faculty and student guidelines for online courses, including student participation, faculty accessibility, faculty feedback, late assignments, and grades of Incomplete.

Course Requirements

The courses in this program are offered via distance learning using an established online course platform. Students must have access to the following:

• Access to a tape recorder, digital camera, or other media equipment

• Access to an educational setting

Delivery of Assignments

All assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. Skipping or waiving assignments is never an option; failure to complete one or more assignments may result in failing the course.

Classroom Access

Classroom access is recommended for students enrolled in this PhD program. Educators who do not have such access must find a student or group of students to work with when asked to apply their new knowledge and reflect on the results. Students who work in a corporate setting or who teach adult learners will be able to complete assignments in their workplace. Students without a classroom or a workplace will require access to complete some course assignments throughout the program.

Writing Across the Curriculum

Walden University is committed to high academic literacy standards. To develop these skills in students, this course has a strong emphasis on written assignments. All assignments are expected to meet the following standards:

• Clear central idea carefully and coherently developed with intended emphasis

• Correct grammar; no persistent mechanical errors

• Neat appearance with evidence of having been carefully proofread

• Academic integrity and honesty

• Full documentation of research work

• References cited using APA style

You may visit the following website for more information on APA style: .

Please note that while academic standards are expected in all submitted assignments and formal discussions, students will not be graded on other written contributions to the course, such as informal questions, comments, and additional discussions that students may choose to begin.

Academic Honesty

Walden University considers academic honesty to be essential for each student's intellectual development. As an institution fundamentally concerned with the free exchange of ideas, the University depends on the academic integrity of each of its members. In the spirit of this free exchange, students and faculty of Walden recognize the necessity and accept the responsibility for academic honesty. A student who enrolls at the University thereby agrees to respect and acknowledge the research and ideas of others in his or her work and to abide by those regulations governing work stipulated by the school or academic program and, in turn, the Faculty Member.

Plagiarism

Plagiarism is defined as use of intellectual material produced by another person without acknowledging its source. For example:

• Wholesale copying of passages from works of others into an assignment, paper, Discussion forum posting, or thesis or dissertation without acknowledgment

• Using the views, opinions, or insights of another without acknowledgment, including citations

• Paraphrasing another person's characteristic or original phraseology, metaphor, or other literary device without acknowledgment

Faculty Members monitor student work for evidence of plagiarism. In addition, the Office of Academic Affairs conducts periodic reviews of randomly selected samples of current student work for evidence of plagiarism.

Further information about the Walden University Student Conduct and Responsibilities may be found in the Student Catalog following the steps below:

• Click

• Select the current version of the "Walden University Student Handbook" from the drop-down menu and click "Go"

• In the left navigation bar click "University Policies and Code of Conduct"

• Then, click "Student Conduct and Responsibilities".

You are strongly encouraged to review the tutorial at .

Students With Disabilities

Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of disability services at disability@waldenu.edu or at 1-800-925-3368, ext. 1205 as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements.

Classroom Participation

In accordance with US Department of Education guidance regarding class participation, Walden University requires that all students submit their required Week 1 assignments within each course(s) during the first 7 calendar days of class. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.

Assignments submitted prior to the official start date will not count toward your participation.

Financial Aid cannot be released without class participation as defined above.

Students who have already taken, and successfully completed, at least one or more class(es) with Walden will be dropped ONLY from any class(es) in which they are not participating if they do not complete their assignments by the end of the 7th day.

Students who are taking their first class with Walden, and do not complete their assignments by the end of the 7th day, will be administratively withdrawn from the university.

If you have any questions about your assignments, or you are unable to complete your assignments, please contact your faculty member.

Bibliography

Adey, P., Csapo, B., Demetriou, A., Hautamaki, J., & Shayer, M. (2007). Can we be intelligent about intelligence? Why education needs to the concept of plastic general ability.Educational Research Review, 2, 75-97.

Retrieved from

Bloom, A. (1988). The closing of the American mind (p.63). New York, NY: Simon & Schuster.

Bransford, J. D., Brown, A. L., Cocking, R. R., Donovan, M. S., & Pellegrino, J. W. (Eds.) (2007). How people learn: Brain, mind, experience, and school: Expanded edition.Washington, DC: National Academies Press. Retrieved from

Brookfield, S. (1995). Adult learning: An overview. In A. Tuinjman (ed.) (1995). International Encyclopedia of Education. Oxford, England: Pergamon Press. Retrieved from

Chapman, P. (2010, November 12). Tweeting students earn higher grades than others in classroom experiment. The Chronicle of Higher Education. Retrieved from

Cox, J., & Nelson, D. (2008). Quantifying emotional intelligence: The relationship between thinking patterns and emotional skills. Journal of Humanistic Counseling, Education & Development, 47(1), 9-25. Retrieved from the Walden Library using the Academic Search Complete database.

Creating Instructional Program Coherence, Learning Theories Knowledgebase (2010,July).Retrieved from

Den Heyer, K. (2009). What if curriculum (of a certain kind) doesn't matter? Curriculum Inquiry, 39(1), 27-40. Retrieved from the Walden Library using the Thoreau database.

Dewey, J. (1938). Experience and education (pg. 27). New York, NY: The Macmillan Company.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.

Dweck, C. (2010). Even geniuses work hard. Educational Leadership, 68(1), 16-20. Retrieved from the Walden Library using the Academic Search Complete database.

Fraser, S., & Bosanquet, A. (2006). The curriculum? That's just a unit outline, isn't it? Studies in Higher Education, 31(3), 269-284.

Retrieved from Discovery Service for Walden University.

Gage, N. L., & Berliner, D. C. (1988). Educational Psychology (4th ed.). Boston, MA: Houghton Mifflin.

Gardner, H. (2003, April 21). Multiple intelligences after twenty years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from

Gardner, H. (2004). The unschooled mind: How children think and how schools should teach (p.149). New York, NY: Basic Books.

Gordon, M. (2009). Toward a pragmatic discourse of constructivism: Reflections on lessons from practice. Educational Studies, 45(1), 39-58. Retrieved from the Walden Library using the Thoreau database.

Huitt, W. (2009). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from

Izard, C. (2009). Emotion theory and research: Highlights, unanswered questions, and emerging issues. Annual Review of Psychology, 60, 1-25. Retrieved from the Walden Library using the Annual Reviews database.

Jackson, L. (2009). Revisiting adult learning theory through the lens of an adult learner. Adult Learning, 20(3/4), 20-22. Retrieved from the Walden Library using the Academic Search Complete database.

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1-13. Retrieved from the Walden Library using the  Education Research Complete database.

Lei, S. (2010). Intrinsic and extrinsic motivation: Evaluating benefits and drawbacks from college instructors' perspectives. Journal of Instructional Psychology, 37(2), 153-160. Retrieved from the Walden Library using the Academic Search Complete database.

Leitzel, T., & Vogler, D. (1994). Curriculum alignment: Theory to practice. Retrieved from the Walden Library using the ERIC database.

Liff, S. (2003). Social and emotional intelligence: Applications for developmental education. Journal of Developmental Education, 26(3), 28. Retrieved from the Walden Library using the Academic Search Complete database.

Mayer, J. D., Salovey, P, Caruso, D. R. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist; 63(6), 503-517. Retrieved from the Walden Library using the Thoreau database.

Nagowah, L., & Nagowah, S. (2009). A reflection on the dominant learning theories: Behaviourism, cognitivism and constructivism. International Journal of Learning, 16(2), 279-285. Retrieved from the Walden Library using the Education Research Complete database.

Olson, K., & Dweck, C. (2009). Social cognitive development: A new look. Child Development Perspectives, 3(1), 60-65. Retrieved from the Wiley Online Library.

Ornstein, A.C. & Hunkins, F.P. (2009) Curriculum: Foundation, principles, and issues (5th ed.). Boston, MA: Allyn & Bacon.

Oxley, D. (2008). Creating instructional program coherence. Principal's Research Review, 3(5), 1-7.Retrieved from Education Northwest:

Pink, D. (2005, February). Revenge of the right brain. Wired, 13. Retrieved from

Posner, M., & Rothbart, M. (2007). Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology, 58, 1-23. Retrieved from

Powell, K., & Kalina, C. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250. Retrieved from the Walden Library using the Academic Search Complete database.

Raths, J. (2002). Improving instruction. Theory into Practice, 41(4), 233-237. Retrieved from the Walden Library using the ERIC database.

Shawer, S. F., Gilmore, D., and Banks-Joseph, S. R. (2008). Student cognitive and affective  development in the context of classroom-level curriculum development. Journal of the Scholarship of Teaching and Learning, 8(1), 1-28.Retrieved from the Walden Library using the ERIC database.

Siemens, G. (2004, December 12). Connectivism: A Learning theory for a digital age.  Retrieved from

Sims, R. (2008). Rethinking (e)learning: a manifesto for connected generations. Distance Education, 29(2), 153-164. Retrieved from the Walden Library using the Thoreau database.

Smith, M. K. (2002) Malcolm Knowles, informal adult education, self-direction and andragogy. The Encyclopedia of Informal Education. Retrieved from .

Tasler, N., Monday, M., & Su, L. D. (2008). How emotions make decisions. TalentSmart: Retrieved from

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Non-Laureate Video Resources:

"Battle of the Brains" from BBC Horizons program.

Retrieved from:

Davidson, R. The Heart-Brain Connection: The Neuroscience of Social, Emotional, and Academic Learning. Retrieved from

Goleman, D. Selling SEL: An Interview with Daniel Goleman. Retrieved from



"Grown Up Digital." Retrieved from

"Right Brain/Left Brain." Retrieved from

Web Resources:

Collaborative for Academic, Social, and Emotional Learning



Connectivism



Critical Issue: Developing an Applied and Integrated Curriculum



Curriculum Theory and Practice



Guide to Curriculum Development: Purposes, Practices, Procedures



Human Intelligence



Human Intelligence: Robert J. Sternberg



Intrapersonal Intelligence



Learning Theories



Multiple Intelligences Explained



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