SIMON FRASER
MEMORANDUM
UNIVERSITY
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To.................
Senate............
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From.
Office of the
.
-Dean-of Graduate Studi-es
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Subject.......
N.e.w...Graduate...
Course
..Proposals
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.Date.
?
ecmber
.
16, .1
.
980
?
............
Faculty of Education
MOTION: That Senate approve and recommend approval to
the Board, as set forth
in
S.81-25 - New Graduate
Course Proposals - Faculty of Education.
These changes were approved by the Executive Committee of the
Senate Graduate Studies Committee on December 15, 1980.
.
Bryan P. Beirne
Dean of Graduate Studies
/bjr
attachs.
0
SiMON FRASER UNIVERSITY
MEMORANDUM
Dr. BryanP. Bei me
Dean of Graduate Studies
Subject................................
NOV 1
3 1980
The
approved
Faculty
the attached
of Education
new course
at its meeting
proposals:
on octob4?,
1?a
FgUA^j
UL
?
OF
EDUC 851 Computer-Based Learning
EDUC 860 Contemporary Instructional Psychology
fl(
JWGI:nb
c .Executive Committee
Lnc losures
?1n ?
LDP
NOV
111930?
REGISTRARS
OFFICE
MAIL DEW .---
..
.
0
SIMON FRAbLK UN1VLS1U
New
Graduate Course Proposal Form
?
Form GS.8
r
AIENDAR INFORMATION:
'-I epartmeni:Education
?
_Course Number
?
851
Title: Computer-Based Learning
Description: This course will
examine the role of computers in education with an
emphasis on computer based learning using microcomputers.
?
.
?
.
Credit Hours:
?
5
?
Vector:
?
Prerequisite(s) if any:
An
appropriate
introductory course in computer science and/or consent ofinstructor,
2. ENROLLMENTAND.SCHEDuLING:
Estimated Enrollment:
15
When
will the course first be
offered: Pall 81
How often will the course be offered:
_once
per year
3. JUSTIFICATION:
There is
a
growing
interest on the part of teachers,
students, school boards
and the Ministr y
of
Education to develop
the use
of
computers in schools.
?
This
course will
provide teachers
with knowledge and skills
necessaly
-
to exploit this
technology.
4.
RESOURCES:
Which Faculty member will normally teach the course: _Prof. Robert Jones
What are the budgetary implications
of
mounting the course:Noneimmediately;
Should enrollment increase more equipment
and teaching assistance may be necessary.
Are there sufficient Library resources (append details):
Appended: ?
a) Outline of the Course
b) An indication of the competence of the Faculty member to give the course
c)
Library resources
Approved: ?
Departmental Graduate Studies Committee:
?
_Date
Faculty Grad
?
jjSflies
,
e ?
_.
Dat
Faculty: ?
J. VV,\
?
Date
Senate Gradu te Studies Committee:
?
Date
Senate:
?
Date
- ?
(1(1 ?
'1 /71
COURSE OUTLIN
The development and adoption of computer-based learning in education
has been restricted by 1) the high Initial cost and complexity of computer
technology, 2) the lack of adequate Instructional software and 3) a lack of
knowledge and skills in the design and use of computer based materials on the
part ofeducators.
With the arrival of relatively inexpensive and
technically less complex
microcomputers, the first two obstacles are rapidly disappearing. There is a
need to develop in educators a critical appreciation of the potential of com-
puters in education as well as the skills to effectively utilize this technology.
This course is designed for teachers who wish to investigate the various
applications of computers In education, to develop skills in selecting and
evaluating computer based learning materials, to develop skills in the design
?
-
?
of computer based learning programs, and to develop their own and their student's
?
( ?
computer literacy.
The course will cover the following topics:
1. Interface of the computer and education
a)
Developments In computer-based learning (CBL)
b)
Review of the research on CBL
c)
Microcomputer systems for education
2. Computer-based learning paradigms
- - ?
- a) Computer-assisted instruction (CAI)
b)
Computer-managed Instruction (CMI)
c)
Simulation and gaming
d)
Problem solving and modeling
3. Selection, evaluation and utilization of CBL materials
a)
Sources for CBL courseware
b)
Criteria for CUL materials
c)
Adapting and integrating CBL into the curriculum
0
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.'
I
4. Design and production of CBL materials
a)
Principles of instructional design
b) Programming languages for education
c) Producing CBL programs
Course activities will consist of lectures, demonstrations, readings
and laboratories. Student evaluation will be based on short tests related to
the lectures and readings, on programming and evaluation assignments, and on a
final project consisting of the design and production of a computer-based
learning program.
RESOURCES
The Learning Resources Centre has four Apple II microcomputers with
magnetic disc drives, a graphics tablet and printer. A collection of sample
( ?
programs and microcomputer journals and newsletters is being developed. The
library has over eighty per cent of the books and journals on the reading list.
Robert Jones, the proposed instructor has over ten years experience in
educational technology. His doctoral work at the Ontario Institute for
Studies in Education was in computer applications and his current research
Interests are In the interfacing of television and computer technologies for
Instructional purposes. He has taught graduate level courses in microcomputers
for teachers and trainers at McGill and Concordia Universities.
0
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RECOMMENDED READINGS
.
Atkinson, R.C. Computer-Assisted Instruction: Final Report. Stanford, Ca.:
Institute for Mathematical Studies in the Social Sciences, Stanford
University, 1974.
Bailey, D.E. Computer Science in Social and Behavioral Science Education.
?
Englewood Cliffs, N.J.: Educational Technology, Publications, 1978.
Baker, F.B. Computer Managed Instruction: Theory and Practic
e
. Englewood
Cliffs, N.J.: Educational Technology, Public ations, 1978.
Barron, I. & Curnow, R. The Future With Microelectronics: Forecastin
g
the
Effects of Information Technology. New York: Nichols Publishing Com-
pany, 1979.
Bullock, D.H. Programmed Instruction. Englewood Cliffs, N.J.:
Educational
Technology Publications, 1978.
Computer Based Science Instruction. Proceedings of the NATO Advanced
Study Institute on Computer-Based Science Instruction, Louvain-
la-NeUVe,
Belgium, 1976.
Davis, W.D. & McCormack, A. The Information Age. Reading, Mass.: Addison-
o
Wesley Publishers, 1979.
Doer, C. Microcomputers and the Three R's: A Guide for Teachers. Rochelle
Park, N.J.: Hayden Book Company, 1979.
Dwyer, T. & Cutchfield,
N.
Basic and The Personal Computer. Reading, Mass.:
Addison-Wesley Publishing Company,
:
1978.
Dyer, C.A. Preparing for Computer Assisted Instruction. Englewood
Cliffs, N.J.:
Educational Technology Publications,
1971.
Edwards, J.B. Computer Applications in Instruction A Teacher's
Guide to Selection
and Use. Hanover, N.H.: Northwest Regional Laboratory, Timeshare, 1978.
Felden, J. 6 Pearson, P.K. The Cost of Learnin
g
With Computers: The-Report-of-the
Financial Evaluation of the National Development Programme
in Computer Assisted
ItAnin ?
London: Council for Educational Technology, 1978.
Hicks, B.L. & Hunka, S. The Teacher and the Computer. Philadelphia: Saunder, 1972.
Huntington, J.P. Co
m
puter Assisted Instruction Using BASIC. Englewood Cliffs, N.J.:
Educational Technology Publications. 1979.
Meredith, J.C. The CAI Author-Instructor: An Introduction and Guide to the Indepr
?
A
?
Preparation of Computer
Administratable
Instructional Materials in the
Conversational Mode. Englewood Cliffs, N.J.
?
Educational Technology.
Publications, 1971.
Poirot, J.L. & Groves, D.N. Computer Science for the Teacher. Manchaca, Texas:
Sterling Swift Publication Company, 1976
?
0
Rushby, N.J. An Introduction to Educational Computing. London: Croom Helm, 1979.
Serdel, R.J. & Ruben, M. Computers and Communications: Implications for Education.
New York: Academic Press, 1975.
The Use. of the Computer in Teaching Secondary School Subjects. Paris: Organization
for Economic Co-operation and Development, 1976.
JOURNALS FREQUENTLY REFERENCED:
AEDS Journal
British Journal of Educational Technology
\...
?
Byte
Calculators /Computers Magazine
Computers and Education
Creative Computing
Educational Communications and Technology Journal
Educational Technology
Instructional Innovator
Instructional Science
Journal of Computer Based Instruction
Journal of Educational Technology Systems
Programmed Learning and Educational Technology
Technological Horizons in Education
0.1
S
S
?
Date:
?
27 Oct. 80
SFU LIBRARY COLLECTION EVALUATION?
(To be completed only for new course or program proposals.)
EDUCATION
1.
Course No. and Name or Program: No.886; No.860; No.851
Date to be offered: ?
Fall 1981
2.
Resources currently in collection:
Reading lists. No. and % of titles available: 110
?
63 2
Related materials in general collection:
Monographs:
?
1000+
Serials Subscriptions: 50+
Backfiles:
Other:
S
3. Recommended additions to collection:
(Indicate approx. no. oftitles, vols.,
date, as appropriate)
Monographs:
?
75
New serials subscriptions: 5
Serials backfiles:
Other (specify) :.
Total
TIMATED COST
750.00
75.00
$825.00
4. ?
Comments:
The library's holdings are generally adequate to support the
course at the 800 level.
(
^
7
For L1rary
?
For Faculty Pepartmvnt
SIMON FRASER UNIVERSITY
New Graduate Course Proposal Form
?
Form GS.8
CALENDAR INFORMATION:
,Department.
?
Course Number: Educ. 860
Title: Contemporary Instructional Psychology
Description: See attached
Credit Hours:
?
5 ?
Vector: ? Prerequisite(s) if any:2 undergraduate
courses in educational
psychology, or equivalent
2. ENROLLMENT AND SCHEDULING:
EstimatedEnroflment:
?
10 ?
When will the course first be offered: Fall, 1981
Flow often will the course be. offered: Once a year
3. JUSTIFICATION:
See attached
S.
i. RESOURCES:
Which Faculty member will normally teach the course: P.H.Winne,R.Marx
Whtare the budgetary implications of mounting the course: Assignment of¼_FTEper
semester in which course is offered.
Are there sufficient Library resources (append details): ?
yes
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course
c)
Library resources
Approved: Departmental Graduate Studies Committee:
Faculty Gra t S i
Faculty:_____________________________
Senate Grad
Studies Committee:
Senate:
Date______________
Date
WcI7i
Date
Date
?
S
Bite
(C IP(1 /71
,
Education 8605
Contemporary Instructional Psychology
• Description: Critical analysis and synthesis of recent theoretical and em-
pirical research in instructional psychology and cognate areas.
Emphasis will be given to designing effective instructional
environments using principles gleaned from behavioral, cognitive,
and phenomenological perspectives.
Justification: Instructional psychology is a developing specialized area in education
defined as the scientific study of ?
responses to en-
vironments engineered to control their learning. As such,
it is
a meeting ground for many other areas of research, including but
not limited to: learning, human abilities and individual dif-
ferences, motivation, teaching, curriculum design, and measurement.
Instructional psychology is a theoretical
foundation for practices enacted by. counsellors, teachers, coaches,
social workers, and other human services whose objectives are to
design, implement, and adapt environments to help a client or
pupil acquire and maintain capabilities not previously achieved.
Thus, all students pursuing studies concerned with knowledge and
skills for helping others learn can profit from this course.
Illustrative Outline:
Education 860 - Contemporary Instructional Psychology
Nature of instruction and theories of instruction
A. Components: content, task, learner, instructional stimuli
(•
?
B. Views of strategy
1. Instruction as design
2.
Instruction as dynamic and responsive problem solving
3.
Instruction as communication
C. Criteria for theories of instruction
II The learner
A. Learning per se
1. Behavioral analyses
2.
Cognitive analyses, including social learning theory
3.
Phenomenological analyses
B. Intralearner variables
- .- -----------Motivational influences-
2. Aptitudes, including developmental abilities
III Content and Task
A.
Content structures and cognitive structures
B.
Task analyses - components and sequences
C.
Elements of instructional design
IV Instructional events
A. Instructional stimuli
.
- textual, behavioral, learner-supplied
B. Cycles of instruction - preparation, presentation, practice, feedback
1. From the instructor's perspective
2.
From the learner's perspective
C. Gauging interactive and longitudinal effects of instruction
References
Books
Anderson, O.R. Quantitative analysis of structure in teaching. New York:
Teachers College Press, 1971.
Anderson, R.C., Spiro, R.J., & Montague, W.E. (Eds.) Schooling an
acquisition of knowledge. Hillsdale, N.J.: Lawrence Eribaum, 1977.
Ausubel, D.P., Novak, J.D., & Hanesian, H. Educational psychology: A cog-
nitive view, 2 ed. New
York:
Bolt, Rinehart, & Winston, 1978.
Bandura, A. Social learning theory. Englewood Cliffs, N.J.: Prentice-Hall,
1977.
Carroll, J.S. & Payne, J.W. Cognition and social behavior. Hillsdale, N.J.:
Lawrence Erlbaum, 1976.
Cronbach, L.J. & .Snow, R.E. Aptitudes and instructional methods. New York:
Irvington, 1977.
Cagné, R.M. The conditions of learning, 3 ed. New York: Holt, Rinehart, &
Winston, 1977.
Gagné, R.M. & Briggs, L.D. Instructional design: Principles and applications,
2 ed. New York: Holt, Rinehart, & Winston, 1979.
Glaser, R. (Ed.) Advances in instructional psychology (Vol. 1). Hillsdale,
N.J.: Lawrence Erlbaum, 1978.
Glass, A.R., Holyoak, K.J., & Santa, J.L. Cognition. Reading, Mass.:
Addison-Wesley, 1979.
Guthrie, J.T. Cognition, curriculum, and comprehension. International
Reading Association, 1977.
Kail, R.V. & Hagen, J.W. (Eds.) Memory in cognitive development. Hillsdale,
N.J.: Lawrence Eribaum, 1976.
Kash, M.M. & Borich, G.D. Teacher behavior and pupil self-concept. Reading,
Mass: Addison-Wesley, 1978.
Kintsch, W. The representation of meaning in memory. Hillsdale, N.J.:
Lawrence Erlbautn, 1974.
Klahr, D. (Ed.) Cognition and instruction. Hillsdale, N.J.: Lawrence
Erlbaum, 1976.
Lesgold, A.M., Pelligrino, J.W., Fokkema, S.D., & Glaser, R. (Eds.)
Cognitive psychology and instruction. New York: Plenum, 1978.
Meichenbaum, D. Cognitive behavior modification: An integrative approach.
New York: Plenum Press, 1977.
?
. .
?
0
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Resnick, L.B. (Ed.) The nature of intelligence. Hillsdale, N.J.: Lawrence
Erblaum, 1976.
Rosenthal, T.L. & Zimmerman, B.J. Social learning and cognition. New York:
Academic Press, 1978.
Sieber, J.E., O'Neil, H.F., & Tobias, S. Anxiety, learning, and instruction.
Hillsdale, N.J.: Lawrence Eribaum, 1977.
Wickeigren, W.A. Learning and memory. Englewood Cliffs, N.J.: Prentice-
Hall, 1977.
ffi
I
.
I
-3--
Journals
American Educational Research Journal
British Journal of Educational Psychology
Canadian Journal of Education
Cognition
Cognitive Psychology
Instructional Science
Journal of Applied Behavioral Analysis
Journal of Educational Psychology
Journal of Educational Research
Journal of Experimental Education
Journal of Experimental Child Psychology
Journal of Experimental Psychology: Human Learning and Memory
Journal of Research and Development in Mathematics Education
Journal of Research in Science Teaching
Journal of Verbal Learning and Verbal Behavior
Memory and Cognition
Psychological Bulletin
Psychological Review
Review of Educational Research
Annual Series
Annual Review of Psychology
National Society for the Study of Education Yearbook
Review of Research in Education ?
-
It
In
0
-9
I
Date:
?
27
Oct. 80
I 7
-A
SFU
LIBRARY
COLLECTION EVALUATION
?
(To be coapletid only for new course or program proposals.)
EDUCAT
ION
1.
Course
No. and
Nam. or Vrograa: No.886; No.860; No-851
Date
to
be
offered:
?
Fall 1981
2. Resources currently in collection:
*eadin lists. No. and 2 of
titles available:
110 ?
63 2
Related eaterials in general collection:
monographs:
1000+
Serials SubscttptiOfl$
50+
$ackf
ties:
Other:
•
?
3. *ecoeaendsd additions to collection:
?
f3
T
^IMATEDC
OS
(lndlcat..apprOz.
no.01 titles, vols.,
date, as appropriate)
Monographs;
?
15 ?
750.00
New
serials subscriptions: S
?
75.00
Serials backf
its.:
Other
(specify):
Total ?
$825.00
4. ?
Coient$:
The library's hàldings are generally
adequate to support
the
cour at the 800
level.
r Library
?
For
Faculty i,epartment
