The course explores the social dimensions of online learning. The course begins by reviewing the uniquely social dimensions of learning in general and then turns to an examination of the transition to the information age that has made online or networked learning possible. The course next covers how traditional social forms such as classrooms, schools, professions, and libraries have been represented in online learning venues followed by consideration of new and emerging social forms such as digital publishing, social networks and social media, adaptive learning technologies, and immersive and interactive environments. The course concludes by examining macro-level factors that shape the opportunities for online learning.
Examines cognitive psychology theories and research about various kinds of thinking, what each kind is best suited for, and problems people have with it. Also examines the best ways of learning from each kind of thinking. Critically examines the various thinking skills curricula that have been proposed.
The development of informal and formal mathematical thinking from infancy through childhood with implications for education.
Cognitive and information-processing approaches to attention, learning, language, memory, and reasoning.
Examines the use and design of various educational technologies (computer software, multimedia shareware, TV, World Wide Web sites, etc.) from the perspective of basic research and theory in human cognitive and social development. Provides a framework for reasoning about the most developmentally appropriate uses of technology for people at different ages.
Examines landmark issues in educational psychology, highlighting philosophical underpinnings and empirical evidence, tracing each issue from its roots to contemporary debates and evaluating current educational practice.
Major theories and contemporary research in creative work, emphasizing case studies of exceptional and historically influential individuals.
Theory and research on the development of cognitive processes across the lifespan.
Analyzes research on how people learn, mentally represent, mentally transform, describe, and act on the spaces they encounter. Mental models of and transformations of space underlie the way people think about abstract domains, so thought about space has implications for thought in general. Implications for education and HCI are considered.
Surveys production and comprehension of visualizations ranging from ancient cave paintings and petroglyphs to diagrams, charts, graphs, comics, picture books, photographs, gesture, and film to extract and apply techniques for conveying objects, actions, forces relations, and emotions, meanings that are both inherently visible and non-visible. Implications for education, art, media, and HCI are drawn.
Covers psychological theories and research that relate to various media and what people learn directly and indirectly from them.
Examination of all aspects of cognitive functioning over the major portion of the life cycle that occurs beyond childhood, addressing both common patterns and individual and cultural variations. A particular focus will be critical examination of the research methods by which such knowledge is gained.
Basic theories, empirical findings, and educational applications in the psychology of language and reading: the cognitive processes involved in the perception and production of oral and written language.
This course will focus on the design of e-learning in workplace environments, from a perspective that looks to put academic research into practice. Real-world cases, including numerous demonstrations of real-life courses and systems, will be used to explore uses of e-learning in the workplace for both training and “just-in-time” performance support purposes. This course will cover a variety of e-learning methods, including simulations, games, mobile learning, social learning, and virtual worlds. The methods and case studies will be examined with an eye toward relevant research in the areas of education, software usability, and cognitive psychology. Potential career paths for someone interested in the field of workplace e-learning will also be discussed. This course does not have a pre-requisite.
Students learn research skills by participating actively in an ongoing faculty research project.
Permission required. Advanced topics in research and theory in cognitive development.
Permission required. Limited to doctoral candidates in psychology.
Permission required. Development of doctoral dissertation and presentation of plans for approval. Registration limited to two terms.
Individual advisement on doctoral dissertation. Fee to equal 3 points at current tuition rate for each term. See catalog section on Continuous Registration for Ed.D./Ph.D. degrees.