Theories of Learning and Instruction

Purpose: to help other instructors teaching the same course

Common Course ID:  IST 520
CSU Instructor Open Textbook Adoption Portrait

Abstract: This affordable learning resource is being utilized in a MIST Program (Instructional Design) course for graduate students by Dr. Sarah Evanick at California State University Monterey Bay. The affordable resources chosen for this course provide literature on learning and instructional theories, brain functioning and learning, behavioral, cognitive, social, and biological theories of learning.  Learning strategies, their relation to learning theory (ries), the relation to design theory and design strategies. The main motivation to adopt an affordable resource was to reduce student cost and to use up to date and appropriate materials. The resources are accessed in the course. 

Theories of Learning and Instruction - IST 520

Brief Description of course highlights:  Learning Theories:  Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world."

Student population: IST 520 is offered to MIST graduate (School of Computing and Design) and Open University students in the Spring semester. There are no prerequisites. MIST students take this course to continue learning about learning theories, pedagogy and learn how to apply their knowledge in assignments and the development of their capstone project.

Learning or student outcomes: 

• Articulate the relationships between theory, research, instructional and learning strategies and practice, consider the impact of technology on those relationships, and examine the relevance of newer and older approaches to training and learning.
• Be introduced to new discoveries in neuroscience and cognitive science and examine the relevance of major learning theories in light of these discoveries. 
• Through individual and group effort, identify, compare and contrast, major learning theories and evaluate related instructional and learning strategies.     
• Through individual and group effort, students will analyze a learning object such as a course, tutorial or program, with respect to increasing the probability that the learning objectives will be met.   
• Groups and individuals will evaluate various learning theories and instructional and learning strategies related to learning situations.  
• Demonstrate an awareness of social and cultural influences on learning. 
• Examine emerging theories and strategies and their potential to advance learning, training and education through application of existing and future technological innovations. 
• Each individual will complete required human subjects research (CITI) training.   
• Using a provided rubric, each individual doing a Capstone project will develop an initial draft Capstone proposal.

Course Syllabus: IST 520 Syllabus
Sample assignment  and resources

I chose all of the resources based on the content and alignment with the course learning objectives.  Each resource provides specific information and/or guidance on how to reach the learning objective.   

Resource Title:  

• Lecture Powerpoint: Behaviorism, Cognitivism, Constructivism
• Read the full chapter of Behaviorism, Cognitivism, Constructivism
• (Ertmer & Newby, 2013) (if there's a problem with the live link, view the Ertmer 2013 article as a PDF).
• Read The Implications of 3 Adult Learning Theories on Instruction Design
• (Schwartz, 2018).
  
  These are just a few examples of resources for Module 4. Each module has approximately the same amount of resources and materials.

Student access:  Students can access all of the materials through the Canvas Course

Resources types used: Instructor created content, websites, videos, articles, interactive quizzes 

Provide the cost savings from that of a traditional textbook.  $200.00

License: The resources are openly licensed 

OER/Low Cost Adoption Process

Provide an explanation or what motivated you to use this textbook or OER/Low Cost option. My motivation in choosing a variety of resources was reducing costs for students and providing the most appropriate and informative resources for each learning objective in the course.

How did you find and select the open textbook for this course? I researched resources for each learning objective per module. It was trial and error to see what would best suit the needs of students and learning objectives.

Sharing Best Practices: My best practice is to research resources online, contact my campus library for guidance. I also contact text book publishers to inquire about free/accessible resources that may be available. 

Describe any key challenges you experienced, how they were resolved  and lessons learned. The challenge I encountered was not preparing in an advance amount of time, it is best to plan months ahead to ensure the most appropriate resources are available.  Another challenge I faced was to find a text that provided all of the information needed on learning and instructional strategies, brain theory and interactive learning experiences. I was able to locate a variety of resources that meet the needs of the course and provide the materials necessary to teach students appropriately.  

Instructor Name:  Sarah Evanick Ph.D
I am an Instructional Design professor at California State University Monterey Bay.

Provide a link to your university page. https://csumb.edu/scd/sarah-evanick/

Please describe the courses you teach.
IST 511 Writing Workshop: Graduate Academic Writing Workshop that focuses on APA 7th edition formatting, annotated bibliographies, literature review, and overall improvement of writing skills.

IST520 Learning Theories: Graduate students learn about learning, design theories and apply their knowledge in assignments that guide them in the development of pedagogical practices and their culminating capstone project.

IST 524 Instructional Technologies: This is a foundation course in Instructional Science and Technology (MIST) program. It provides an intro to the field and profession of Instructional Technology (IT). Specifically, it provides beginners a sense of history, current issues, future trends, and an overview of how the components of the field work together.

IST 624 Research and Design Methods: This course introduces quantitative, qualitative, mixed methods research methodologies and fundamental statistics in the context of instructional technologies and education. The course simultaneously provides an in-depth review of quantitative, qualitative, mixed methods research methodologies while giving directive in writing a complete research proposal based on a student’s capstone idea or one of their choosing. The course provides opportunity for engagement, collaboration and critical thought in peer and instructor discussions based on research and writing readings and assignments.

CST 274 History of Communication Technologies and Politics in America: Examines the history of communications technologies and how they have shaped and been shaped by politics throughout American history. This fascinating story begins in pre-revolutionary America, when newspapers helped unite the colonies as a nation, and moves through the telegraph, telephone, motion pictures, radio, broadcasting, network and cable television, personal computers, the Internet, mobile phones, and social media. The course concludes by leveraging our understanding of communications history to address some of the constitutive choices we now face as a nation, such as the antitrust cases recently filed against Google and Facebook, censorship and free speech, and modifying or revoking Section 230 of the Communications Decency Act that has protected Internet companies from legal liability

Describe your teaching philosophy and any research interests related to your discipline or teaching.  My philosophy is to design an engaging  course that allows students to practically apply what they are learning in real time.  I am interested in how people learn based on their backgrounds, culture, native language and experiences. I am also interested in using AI to its best potential as an educator and for students.