EDF 515 – Spring 2013
On-Line Course
Theories of Learning and Motivation
Instructor:
Office:
Telephone:
E-mail:
Office Hours:
Dr. Alan W. Garrett
ED 147
575-562-2890
alan.garrett@enmu.edu
Monday: 8:00-10:00
Tuesday: 8:00-10:00
Wednesday: 1:00-3:00
The Eastern New Mexico University College of Education and Technology (ENMU CET) views itself and
its constituents as a community of learners, involved in an on-going journey of investigation. This course
reinforces the vision that the CET has a strong commitment of the preparation of life-long learners who are
continuously involved in professional growth, learning, and development.
Continuous learning is seen as a long-term collaborative journey, or TREC (Theory, Research, Effective
Practices, and Commitment). This learning journey is unique, while it leads to a sense of empowerment
based upon the context of the high plains of the southwest, much of the journey is marked by means of the
various measures or benchmarks along the way.
In this course, the significance of the learning journey or TREC is measured by examinations and position
papers that address research-based theories of human learning and their applications to improve teacher and
student effectiveness in classrooms. Educators must be committed to understanding human learning and
applying that understanding to their work.
COURSE DESCRIPTION
A comparison of behavioristic, cognitive, gestalt, and constructivist theories; motivational techniques; their
applications to classroom learning.
PREREQUISITE
Graduate standing.
COURSE PURPOSE
This course provides an overview of theories of learning and motivation and ways those theories can be
applied in the classroom to enhance academic learning. We first will consider behaviorist theories and their
implications. Next, we will investigate social cognitive theory. Cognitive and developmental perspectives
will conclude our consideration of learning theories. Finally, we will address theories describing human
motivation. Coincidental to studying the various theories will be explorations of ways to improve
instruction based on the results of research on learning and motivation.
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COURSE OBJECTIVES
1.
2.
3.
4.
Students will develop a knowledge base of various theories of learning and motivation, understand the
assumptions about learning and learners inherent in each, and recognize situations in which each can
be applied.
Students will be able to apply various learning theories to improve teaching in academic settings.
Students will utilize various learning theories to explain observed phenomena.
Students will be able to apply theories of motivation to enhance learning in academic settings.
REQUIRED READINGS
Ormrod, J. E. (2012). Human learning (6th ed.). Upper Saddle River, NJ: Prentice-Hall.
Ormrod, J. E., & McGuire, D. J. (2008). Case studies: Applying educational psychology (2nd ed.). Upper
Saddle River, NJ: Prentice-Hall.
INSTRUCTIONAL METHODS
Students will learn independently with facilitation provided by the instructor. Students are responsible for
reading, understanding, and learning the information presented in the required textbook. Some case studies
may require selective reading of parts of the textbook not yet assigned or the consultation of sources other
than the textbook.
COURSE REQUIREMENTS AND ASSIGNMENTS
Case Studies/Discussion Questions
Each student will participate in the weekly discussion of a case study and/or discussion question posted by
the instructor. Points will be awarded to each student based on the quality of his or her contribution(s).
There is no required or recommended length for responses, but responses should be complete, focused, and
indicate a careful reading of course materials. All standard writing conventions should be followed, i.e.,
these responses are not informal e-mails or text messages to friends. Some case studies may require you to
study ahead; make judicious use of the textbook’s index when appropriate. Responses will be due no later
than 5:00 p.m. on Friday of the assigned week. All assignments must be completed as MS Word
documents and submitted as attachments through the “Case Study Assignments” section of Blackboard.
Assignments submitted in other formats or submitted in other ways will not be graded. Late submissions
will NOT be accepted. Each weekly case study/discussion question will be worth 10 points for a total of
120 points.
Quizzes
There will be 12 short weekly quizzes, one each week except for exam weeks. Each quiz will consist of 10
multiple-choice items that will provide you feedback on your current level of understanding of that week’s
assignment. Quizzes will be due no later than 5:00 p.m. on Friday of the assigned week. Late quizzes will
NOT be accepted. Each quiz will be worth 10 points for a total of 120 points.
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Examinations
Three exams will be given during this course. Each exam will consist of 70 multiple-choice items and
three extended response items. Exam 1 and Exam 2 must be completed no later than 9:00 p.m. on Friday of
the week they are available. Exam 3 must be completed no later than 9:00 p.m. on Wednesday of the week
that it is available. Late exams will NOT be accepted. Each exam will be worth 100 points for a total of
300 points
Discussion Board
Discussion board participation is NOT required for this class, but I strongly encourage it. A section is set
up for each week so that you may pose questions to and interact with other members of the class.
GRADING
Examinations
Quizzes
Case Studies/Discussion Questions
(3 @ 100)
(12 @ 10)
(12@10)
300
120
120
540
Final grades will be determined according to the following scale:
A
B
C
D
F
540 – 484
483 – 430
429 – 376
375 – 322
321 and below
POLICIES
Academic Integrity:
Plagiarism and cheating of any kind on an examination, quiz, or assignment will
result at least in an "F" for that assignment (and may, depending on the severity
of the case, lead to an "F" for the entire course) and may be subject to
appropriate disciplinary action. See the Student Handbook for further
information. I will assume for this course that you will adhere to the academic
creed of this University and will maintain the highest standards of academic
integrity. In other words, do not cheat by giving answers to others or taking
them from anyone else. I will also adhere to the highest standards of academic
integrity, so please do not ask me to change (or expect me to change) your grade
illegitimately or to bend or break rules for one person that will not apply to
everyone. Plagiarism is a serious offense. When in doubt, please cite your
sources. Acknowledgement and proper credit for the use of another’s work
consist of (a) the correct use of quotation marks or the block quote form AND a
proper reference citation in the case of a direct quote or (b) the proper use of a
reference citation in the case of a paraphrased idea. The Department of
Educational Studies requires that all such citations adhere to the guidelines
specified in the latest edition of the Publication Manual of the American
Psychological Association. Please refer to the Graduate Catalog for
information concerning plagiarism; action can include, but is not limited to
failure of the assignment; failure of or a reduced grade for the course;
suspension or dismissal from your program of study and/or Graduate School.
(Please visit the 2010-2012 Graduate Catalog online
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[http://www.enmu.edu/academics/resources/g-catalog/index.shtml]; find the
page numbers where academic dishonesty is addressed.
Participation:
All learning is individual; no one can learn for someone else. Diligence and
discipline are critical for success in a web course. I have provided some
structures to help keep you on track and, of course, will provide assistance
throughout the semester. However, learning is your responsibility. Keep up to
date and do not get behind. Late work will NOT be accepted.
Late Work:
Assignments are due no later than the due date as indicated on the syllabus.
Late work will NOT be accepted. If you find yourself getting behind, seriously
consider withdrawing from this course and retaking it later when your success
can be greater.
Written Work:
All assignments must be submitted as Word documents through Blackboard.
All written assignments must be prepared using 12 point Times New Roman
font, the accepted standard for academic work. Make sure that your name
appears on each document you submit
Disability Statement:
If you have, or believe you have a disability, you may contact the Disability
Services Office (DSO) to coordinate reasonable classroom accommodations,
access to technology or other academic assistance. DSO serves students with a
wide range of disabilities including but not limited to medical or health
impairment, vision or hearing disability, physical disability, learning disabilities,
attention deficit disorder, or mental health impairment. All information will be
treated confidentially.
Accommodations are not retroactive. They begin only after:



Appropriate documentation has been received and accepted by the
Coordinator of Disability Services
Letters of Accommodation (LOA) have been prepared
You have delivered your Letters of Accommodation to your instructors
Appropriate academic accommodations may then be provided for you. You may
contact DSO in room 186 Student Academic Services building, phone 575-5622280.
FERPA and Privacy:
As a student, your educational records are considered confidential. Under
FERPA (Family Educational Rights and Privacy Act), your records are
confidential and protected. Under most circumstances your records will not be
released without your written and signed consent. However, some directory
information may be released to third parties without your prior consent unless a
written request to restrict this is on file. You can learn more about student rights
to privacy at http://www.enmu.edu/about/ferpa/directory-notice.shtml.
In this course, we will be working with third party applications online (i.e.
wikis, blogs and other Web 2.0 applications). The different proprietors of these
sites may or may not have privacy guarantees and the FERPA policy at ENMU
does not apply to these sites. It will be your responsibility to read the privacy
documentation at each site. There are many other options to protecting your
information at these sites. If you have filed the paperwork and are classified as
protected under the ENMU FERPA qualifications, it will be acceptable for you
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to use an alias when using the Web 2.0 sites required for this course. If you still
have concerns, please e-mail me as soon as possible to discuss your options.
Copyright:
This course may contain copyright protected materials such as audio or video
clips, images, text materials, etc. These items are either linked to or are being
used with regard to the Fair Use doctrine in order to enhance the learning
environment. Please do not copy, duplicate, download or distribute these items.
The use of these materials is strictly reserved for this online classroom
environment and your use only. All copyright materials are credited to the
copyright holder.
A SPECIAL NOTE ABOUT THIS WEB COURSE
The course provides a structure for you to learn, but only you can do the learning. In order to be successful
in this course, I expect most of you to expend at least the two hours and thirty minutes you would spend in
class each week in addition to an approximately equivalent amount of time you would spend in outside
study as preparation for class. People learn at different rates, so your time investment could be greater or
less. Budget your time well and set a realistic weekly schedule to enable you to be successful meet
deadlines.
For those of you who previously have taken other web courses, this one many be a bit different. Among
those differences are:

Assignments, quizzes, and exams will be attempted only once. There will be no resubmissions or
retakes. Do good work the first time and move on.

Quizzes and exams will be timed. These activities are intended to allow you and me to see how
well you have learned the course material, not how well you can use the index of the text. If you
are well prepared before beginning quizzes and exams, you will have more than ample time to
complete them.

Late work will not be accepted. Getting behind is disastrous.
Please make sure before you begin this course that you are prepared for the discipline and effort it will
require.
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COURSE SCHEDULE
Week 1
(January 14-January 18)
Familiarize yourself with the course, its requirements, and the texts. Introduce yourself to the class in the
appropriate area of the Blackboard discussion board by noon on Friday, January 18.
Chapter 1 Perspectives on Learning
Chapter 3 Behaviorism and Classical Conditioning
Due by 5:00 p.m. on January 18: Assignment 1 and Quiz 1
Week 2
(January 19-January 25)
Chapter 4: Instrumental Conditioning
Due by 5:00 p.m. on January 25: Assignment 2 and Quiz 2
Week 3
(January 26-February 1)
Chapter 5: Applications of Instrumental Conditioning
Due by 5:00 p.m. on February 1: Assignment 3 and Quiz 3
Week 4
(February 2-February 8)
Chapter 6: Social Cognitive Theory
Due by 5:00 p.m. on February 8: Assignment 4 and Quiz 4
Week 5
(February 9-February 15)
Due by 9:00 p.m. on February 15: Exam 1
Week 6
(February 16-February 22)
Chapter 7: Introduction to Cognitivism
Chapter 8: Basic Components of Memory
Due by 5:00 p.m. on February 22: Assignment 5 and Quiz 5
Week 7
(February 23-March 1)
Chapter 9: Long-Term Memory I: Storage and Encoding
Due by 5:00 p.m. on March 1: Assignment 6 and Quiz 6
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Week 8
(March 2-March 8)
Chapter 10: Long-Term Memory II: The Nature of Knowledge
Due by 5:00 p.m. on March 8: Assignment 7 and Quiz 7
Spring Break
(March 9-March 15).
Week 9
(March 16-March 22)
No scheduled course activities.
Chapter 11: Long-Term Memory III: Retrieval and Forgetting
Due by 5:00 p.m. on March 22: Assignment 8 and Quiz 8
Week 10
(March 23-March 29)
Chapter 12: Cognitive-Developmental Perspectives
Chapter 13: Sociocultural Theory and Other Contextual Perspectives (pp. 313-327 and pp. 332-334)
Due by 5:00 p.m. on March 29: Assignment 9 and Quiz 9
Week 11
(March 30-April 5)
Due by 9:00 p.m. on April 5: Exam 2
Week 12
(April 6-April 12)
Chapter 12: Metacognition, Self-Regulated Learning, and Study Strategies
Chapter 13: Transfer, Problem Solving, and Critical Thinking
Due by 5:00 p.m. on April 12: Assignment 10 and Quiz 10
Week 13
(April 13-April 19)
Chapter 16: Motivation and Affect
Due by 5:00 p.m. on April 19: Assignment 11 and Quiz 11
Week 14
(April 20-April 26)
Chapter 17: Cognitive Factors in Motivation
Due by 5:00 p.m. on April 26: Assignment 12 and Quiz 12
Week 15
(April 27-May 1)
Due by 9:00 p.m. on May 1: Exam 3
NOTE: Exam 3 due on Wednesday, NOT Friday