Key Concepts and Ideas
Key to success in this program is knowing how others and YOU learn best.
This program relies heavily on you being engaged, prepared for class and willing to put your heart into the program.
The design of the curriculum is very intentional, with foundational concepts coming first (e.g. what is learning? how do people learn? what environments create for better learning conditions? what is the role of individual vs. social learning? how does memory relate to learning? etc) followed by opportunities to apply these foundational concepts to the evaluation and creation of VERY COOL learning design projects*. There will be lots of group work and lots of time to discuss.
note that students who start in Spring will experience a different sequence (design classes followed by foundational classes), making the foundational readings below even more important as preparation for 1st semester.
Readings and Learning Resources
Foundational Concepts: Learning and Cognitive Science
The readings below will give you a flavor of the concepts and ideas and applying in your design projects, research and other assignments throughout your time in the program.
Keith, S. (Ed.) (2014). Cambridge Handbook of the Learning Sciences. New York: Cambridge. Chap 1 - Introduction. Chapter 1 PDF (pp. 1-18)
Mayer, R.E. (Ed.) (2014). Cambridge Handbook of Multimedia Learning . New York: Cambridge. Chap 1 - Introduction to multimedia learning. [Chapter 1 PDF] (pp. 1-24)
Additional Optional Readings (expand to see more)
Foundation of Learning Sciences (from Alyssa)
Bransford et al. (2000). Learning: From Speculation to Science.
Lee (2018) A Short History of Learning Sciences
Ertmer & Newby (1993) Behaviorism, Cognitivism, Constructivism - Comparing Critical Features From an Instructional Design Perspective
Crook, C. & Sutherland, R. (2017). Technology and theories of learning
Chi (2009). Active-Constructive-Interactive: A conceptual framework for differentiating learning activities
Sfard (1998). On two metaphors and the danger of choosing just one
Foundation of Cognitive Science (from Yoav & Jan)
Pashler et al (2008). Learning styles: Concepts and evidence.
Mayer & Sims (1994). For whom is a picture worth a thousand words?
Wilson (2002). Six views of embodied cognition.
Cambridge Handbook of Multimedia Learning, 3rd ed., chapters 1, 2, 5, 6 (ebook available in NYU library)
