Embedded Files
Course Description
Course Description
LIS 5533-900 Foundations, Learning Sciences
Learning Sciences is an interdisciplinary approach to investigating, understanding, and supporting learning. It draws on diverse fields and methodologies. The goal of this class is to develop a critical orientation with regard to how we use them in integrated, meaningful, contextual, and ethical ways, in service to learners and society.
Course Objectives
Course Objectives
Course Objectives
Describe the basic components of the instructional development process and the methods by which instruction is engaged.
Identify and apply major concepts and theories relevant to the field of learning sciences.
Develop digitally-mediated presentation and learning support materials.
Identify problems for which varied learning facilitation strategies may offer useful alternatives for teachers, students, and parents/communities, and critically consider potential benefits and harms that may come with instructional solutions.
Identify and critically examine issues and trends in the field of (or related to) learning sciences.
Relate current and historical issues, concepts, trends, and events associated with Learning Sciences to broader social issues and contexts.
7. Review current literature (including research) focused on the intersection of culture, learning, and technology
This class was heavily disrupted by the COVID-19 pandemic. While the majority of the MLIS program consists of asynchronous online classes, Foundations of Learning Sciences was planned as an in-person class. To maintain health and safety, this class was transferred to Zoom, with other discussions happening asynchronously online.
This class was also in flux from its previous iteration as Introduction to Instructional Technology. The focus remained on instructional design, from philosophical and psychological underpinnings to methods, planning and assessment. While some discussion remained for instructional technology, a greater amount of time was focused on equity and inclusion. Both the change in format and content resulted in a very flexible, adaptable and improvisational class.
This class explored many of the issues in instructional design, from philosophical and psychological underpinnings to issues of equity and inclusion. This class helped me develop the strengths listed in ALA’s Roles and Strengths of Teaching Librarians, fulfilling my goal to develop competencies in instruction (2C). The extensive readings, discussions and projects on bias and representation in learning environments, especially the focus on Equity Literacy, helped me fulfill and further define my goal to learn how to identify and redress those issues (1C).
Dr. Amy Bradshaw
New Student Employee Orientation
The final project was a reflective essay that explored multiple concepts in instructional design and their relationships, along with reflection for how the concepts relate to my own experience in instruction. I explored training students, my drive for continuing education, the community of librarians in my workplace, my development of improvisation workshops, and finally all of these concepts through the lens of equity literacy.
Closely related to the reflection paper was a concept map, linking all 57 concepts explored in the class to each other. The central column include the concepts in the reflection paper, linked to a web of other concepts and their relationships. The extensive nature of the map led me to finding interesting and surprising connections, helping me to further understand these concepts.
Page updated
Google Sites
Report abuse