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Members

 * Rachel Fales
 * Peggy Lawson
 * Valerie Wells
 * Megan Buyks

Assignment Description
For each of the content units (unit 2 thru 7), there will be a group presentation. The topics of the group presentations are based on the major topics presented in this course:
 * Cognitive Approaches to Learning
 * //** Developmental Approaches to Learning - Due Date Oct 18-24 **//
 * Constructivism
 * Social Approaches to Learning
 * Technology and Learning

However, the focus of the presentations is to be on what these topics mean in an applied sense. Within this, there is a broad range of possibilities for both the presentation content as well as the way it is presented. Creative ideas are encouraged, though you need to make sure that all of the students in the course will have ready access to your presentation. Most of this course presents learning theories in an abstract or theoretical perspective. The purpose of this assignment is to link theory with practice: that is, to link the theoretical ideas presented to an actual learning context which, ideally, will highlight both the positive and negative aspects of the theory, as well as the limitations and constraints of applying the theory to a real education setting.

During Module 1, you will be requested to sign up for a group presentation, based on the unit topic that is most interesting to you. There is a thread in the discussion forum called ‘Small Group Signups”. Sign up is on a first-come, first-serve basis, so if you have particular interest in a topic, sign up early! A maximum of 4 students can work in each group. Once everyone has signed up for their groups, a private, project discussion area will be created for each group. The group will then prepare a presentation, which they will present to the rest of the class. Note that these presentation groups will be used as part of two other assignments in the course: 1) Thought Question 3 will be completed as a group and at the end of the course, and 2) you will be expected to discuss your Concept Map with this group before discussing it with the class as a whole. Periodic checks of these private forums will be made by the instructor to make sure that everyone is participating.

In addition to preparing and presenting to the class, the group is expected to submit a two page summary of what went on during their presentation, including any additional insights they may have made concerning their topic, their presentation, or the perspectives brought to the discussion by other students in the class. Additionally, if there is more than one section of ETEC 512, the presenting group is expected to look at the other cohort’s presentation on the same topic, and post a brief, 1-2 paragraph response to it. Your response should focus on how your presentation is related to or fits in with the other group’s presentation. Note that if there are multiple sections being taught at the same time, we have structured the course such that all sections will have access to each others presentations in an ETEC512 Symposium site (and this will be the only point of overlap). While everyone is encouraged to check out the other group’s presentation it is a requirement only for the presenting group. It is likely that you will compile some useful resources in the process of developing the group presentation. You will likely want to list these resources as part of your presentation, however, they should also be listed in del.ic.ious, which is a social bookmarking site that is associated with this course. Information on how to log on and post to this site is found in Unit 2 (Module 2).

At or near the end of each groups presentation, the instructor will post a comment about the presentation and/or the ensuing discussion. These comments will likely not be evaluative of the presentation per se. Rather, they are intended to reflect on the process of the presentation. The instructor will provide an evaluation of the presentation privately to the group.

Approach

 * Outline the readings (primary and secondary sources) and post this outline to the group.
 * Provide a brief overview of the readings based on the outline.
 * Define key terms or methodological and theoretical concepts that are challenging.
 * Design handouts, discussion questions and presentation media for clarifying the readings.
 * Design activities for the group with attention to inclusive participation. Possible activities include
 * 1) Discussion focus questions and moderation of discussion forums
 * 2) Chat / Live Forums or Live Classroom
 * 3) Wiki / Interactive
 * 4) WebVoice & Podcast, etc

Maybe we could divide up the readings to start?

Readings
Required:
 * Campbell, R. (1997). Jean Piaget's Genetic Epistemology: Appreciation and Critique. This is a revised version of two lectures presented at the Institute of Objectivist Studies Summer Seminar, Charlottesville, VA, July 7 and 8, 1997. Available online at: http://hubcap.clemson.edu/%7Ecampber/piaget.html
 * **CCM: **Miller, P. H. (2002). //Theories of Developmental Psychology, 4th Ed //. (pp. 367-396; Vygotsky’s Socio-Cultural Approach). New York: Worth.
 * **CCM **: Driscoll. M.P. (2005). //Psychology of Learning for Instruction //(pp. 227-244; Ch. 7 – Interactional Theories of Cognitive Development). Toronto, ON: Pearson.

Supplemental: > http://links.jstor.org/sici?sici=0013-189X%28199504%2924%3A3%3C12%3ATIOLSV%3E2.0.CO%3B2-2
 * Piaget, J. (1968). //Genetic Epistemology //: //<span style="color: black; display: block; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">A series of lectures delivered by Piaget at Columbia University //<span style="color: black; display: block; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">, Published by Columbia University Press, translated by Eleanor Duckworth. Available online at: <span style="color: black; display: block; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">http://www.marxists.org/reference/subject/philosophy/works/fr/piaget.htm
 * <span style="color: black; display: block; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">Cole M. and Wersch, J. V. (1996). Beyond the Individual-Social Antimony in Discussions of Piaget and Vygotsky Available online at: <span style="color: black; display: block; font-family: 'Verdana','sans-serif'; font-size: 9.5pt;">http://www.massey.ac.nz/%7Ealock/virtual/project2.htm
 * <span style="color: black; display: block; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">Davydov, V. V. (1995). The influence of L. S. Vygotsky on education theory, research, and practice. //<span style="color: black; display: block; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">Educational Researcher, 24 //<span style="color: black; display: block; font-family: 'Verdana','sans-serif'; font-size: 9.5pt; line-height: 115%;">, 12-21.