Design for Learning (Elective)

Design for Learning

Instructor: Yi-Hwa Liou

Course Objectives:

Students are expected to be able to:

  1. Learn the fundamental theory and knowledge of learner-/user-centered course design.
  2. Learn to use Pinterest as a useful learning technology tool that helps users to gather, organize and share online resources.
  3. Develop an understanding of the ways in which Pinterest serves as an important proxy to the development of networked collaborative communities.
  4. Utilize Pinterest to create and perform learner-/user-centered course projects.

Course Activities:

  1. Individual learning tasks
  2. Small group tasks and discussion
  3. Whole class tasks and discussion
  4. Engage in virtual learning community
  5. Role play

Course Requirements:

Throughout the course, students are required to:

  1. Complete all the required course readings and tasks and be prepared to contribute to conversations and activities.
  2. Attend all classes and participate actively in class discussion and activities.
  3. Notify the instructor if you are unable to attend class prior to the class meeting and complete assignments and hand them in on time.
  4. Follow appropriate use of copyright material (e.g., full citation of published materials) and provide new and original work.

Each student’s course performance will be evaluated by:

  1. Class attendance and participation (20%)
  2. Self-Reflection on Visual Literacy (10%)
  3. Self-Review and Reflection on the Use of Pinterest (10%)
  4. (Individual Midterm Project) Review and Reflection on 10+ Pinterest Boards (20%)
  5. (Individual Project) Create your own set of Pinterest Boards in support of your course design activity (20%)
  6. (Team Project) Create a full lesson plan (F-1) and perform teaching to the class (F-2) using resources gathered from your team’s sets of Pinterest Boards (20%)

Course Reading:

  1. Gordon, D., Meyer, A., & Rose, D. H. (2016). Universal design for learning: Theory and practice. Wakefield, MA: CAST Professional Publishing.
  2. Hayden, B. (2012). Pinfluence: The complete guide to marketing your business with Pinterest. Hoboken, NJ: John Wiley & Sons, Inc.
  3. Miles, J. G., & Lacey, K. (2013). Pinterest power: Market your business, sell your product, and build your brand on the world’s hottest social network. Columbus, OH: McGraw-Hill Education.
  4. Schiro, M. (2013). Curriculum theory: Conflicting visions and enduring concerns. Thousand Oaks, CA: Sage Publications, Inc.
  5. Walter Foster Creative Team, Nye, J. (2014). Pinterest perfect!: Creative prompts & pin-worthy projects inspired by the artistic community of Pinterest. Irvine, CA: Walter Foster Publishing.
  6. Wiles, J. W., & Bondi, J. C. (2011). Curriculum development: A guide to practice (8th Ed.). Boston, MA: Pearson.
  7. Other readings are assigned for each week.

Supporting Readings:

  1. Bresmer, A., Hynes-Musnisky, E., Newlin-Wagner, S., & Sikinger-Golde, K. (2015). Introduction Social Media as a Component of Reading Courses. Research & Teaching In Developmental Education, 32(1), 56-63.
  2. Gavin, R. (2014). Let’s get visual. Australian Giftguide, 18-20.
  3. Holtz, S. (2012). Picture perfect. Communication World, 29(6), 8-10.
  4. Leland, K. (2015). Top ways to gain support using Pinterest. Nonprofit World, 33(2), 8-9.
  5. Morgan, C. (2014). Using Pinterest and Secret Pinboards for Media Pitching. Public Relations Tactics, 21(3), 14.
  6. Phillips, B. J., Miller, J., & McQuarrie, E. F. (2013). Dreaming in pictures: Pinterest and the visual imagination. American Academy Of Advertising Conference Proceedings, 126.
  7. Pinterest deserves your interest. (2013). Senior Market Advisor, 14(8), 11.
  8. Price, K. B. (2013). Using Pinterest as a training and development tool. T+D, 67(11), 76-77.
  9. Robinson, R., & sahu, U. (2012). Pinning with Pinterest. Global Cosmetic Industry, 180(7), 22-24.
  10. Silbermann, B., Sharp, E. (2013). Pinterest. Fast Company, (179), 110.
  11. Taylor, C. (2014). Use visual search to stimulate potential. Communication: Journalism Education Today, 48(2), 2-9.
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