Class meets Thursdays, 12:40-3:30, in 128 Erickson
I am an Assistant
Professor in the Learning, Technology,
and Culture program at MSU. I have a background
in mathematics, computer science, cognitive
psychology, and educational psychology.
research has two related strands. The
first striving to understand how the affordances
and constraints of technology may interact
with educational theory to advance pedagogy.
That is, I study how recent technologies,
such as digital video and hypermedia,
may enhance case-based approaches to develop
teachers’ knowledge and craft in
the complex, ill-structured domain of
teaching. The second strand of my research
explores the potential of a “learning
by design” approach whereby educators
learn about educational technology by
designing educational technology.
Check out my website
for more information!
Welcome to CEP 909, where we explore the relationship
between cognition and technology. A rough outline
of what we will cover during the semester is
Background readings and
discussion about cognitive psychology and
information processing theories of mind.We'll
also do some classic cognitive pyschology
experiments on ourselves! Issues of how information
is represented in the brain are emphasized.
Exploring methodologies for assessing people's
knowledge, skills, and representations when
working with technology.
Big picture views on the intersection of cognition
and technology. Explorations into topics surrounding
artificial intelligence, computer mediated
communication, and learning from hypermedia
Semester Long Investigation
Throughout the semester, students will work
in groups to study how people learn in a technology
rich environment (e.g., the web). This semester,
we'll explore how people learn from hypermedia,
investigating learning outcomes and the role
of individual differences.
We'll talk about how to design a study that
addresses these questions, we'll create meaasures
for our study, we'll collect data, and we'll
analyze results. A true hands-on experience.
Details on this project as the course emerges.
Sharing Weekly Assignments
Every week, students will be asked to read
and write on the current topic. Feel free to
browse the weekly assignments in the "Schedule"
section of the website. In the past, I've had
students create web-portfolios of their work.
Although I think web-portfolios are the ideal
to work towards, they will not be a requirement
in this class. Instead, students will be required
to find any means at their disposal to find
ways to electronically make their work in the
course PUBLICALLY available. If you have some
web skills, or have been anxious to learn, this
is a wonderful opportunity to make an electronic
portfolio. However, other methods will be allowed.
For example, the class will use yahoo groups
to manage communication. There is also a place
to post files in the yahoo group, so students
could post their work on the yahoo group.
Other Activities Students Will be Doing
You have to do the readings. I will find out
if you haven't.
Every week you'll be writing something short
(a weekly homework of sorts).
You must talk in class (hint: this is a good
way to show you have done the readings).
Every week, you should post something to the
class via the yahoo group. Either a question,
and opinion, or raise an issue. Just contribute!
- Every week you should read what someone else
in class has done, and come prepared to talk
about it when class starts.
class will ask you to try out ideas you might
not agree with, but think them through and give
them a try.
okay to disagree, in fact in many instances,
it's encouraged. Be prepared to defend your
ideas though. And you must "play nice"
- You're going to have to work in groups, and
get along with team members (hint: this is important
for your grade).
funny, it helps make class more pleasant.
- Everyone is allowed to miss class for a good
reason, but you have to tell the instructor.
- That's what it's all about, right?
(Or was that the hokey pokey?)
- Okay, just seeing if you're paying
attention. In fact this is a requirement for
the instructor, not the students.
What texts? There are no books to buy for this
class. But you will be reading a LOT. I'll distribute
.pdf files of every reading we do. They will
be password protected.
What does that mean for you? You'll have to
find a way to get acrobat
reader, and a fast enough internet connection
somewhere to download, print, and read the assignments.
If, for example, you have a slow connection
at home, you might want to use campus facilities
to print out the readings early in the week.
"There are no free rides" -- Koehler,
Grading has 3 components. Each worth one third
of your grade.
This represents your willingness to read,
engage with, and use ideas brought up
in the course. Each is graded on a 5 point
5 Points - Goes beyond
the requirements of the assignment,
and makes good connections to the course
readings and outside readings. Careful
attention to good writing
4 Points -
3 Points - Meets the
requirements of the assignement, and
connects to the readings, ideas presented
in class, or other students' work.
2 points -
1 point - Incomplete,
not answering the question posed. Not
including any connections to the readings
or other people's work.
Each day the assignment is late will
result in a one point deduction.
Each group project will be assessed two
grades: One for the group as a whole,
one for the individual. Your grade on
the projects is the average of these two
This is very broadly defined, and included
elements of your classroom discussion,
and general participation both in and
out of class. This is a way for me to
assess if you've read the readings, if
you've thought about the ideas, and have
honestly engaged in the material. If you
don't know how you're doing participation-wise,
feel free to ask me at any time.
NOTE: Academic dishonesty,
including plagarism, may result in a zero grade
in the course and removal from the program.
Any questions? If so, feel
free to ask.