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CSC 260: Introduction to Self Directed Learning: 1 hour
Description
The very dynamic nature of the field of computing requires specialized lifelong learning skills. Students will learn and experience how to be productive when learning about new technology on their own. This includes an understanding of the strengths and weaknesses of different types of resources, understanding of how to maximize the learning a given resource provides, and learning to create a plan for their own learning. The concurrent CSC 261 or CSC 266 course will be used as an example. Students will create a learning plan for CSC 463.
Goals for CSC 260 are:
- Teach students different skills for life long learning
- Prepare students to create an acceptable learning plan for 463
Course outcomes for CSC 260 are:
- Upon complete of CSC 260, students will:
- know how to choose the right resource for the learning objective
- know how to maximize the learning using a given resource
- have created a learning plan for CSC 463.
Program outcomes for CSC 260 are:
- Communicate effectively in a variety of professional contexts. (Computing student learning outcome 3)
- Learn new areas of technology. (Computing student learning outcome 6)
Integration
- Self-learning at the application level by
- having discussions about how to get the most out of online lessons
- demonstrating how to establish education goals, outcomes, and tasks to learn specific tasks.
- Note taking at the application level by grading the notes students take while in class and grading the notes
- Professionalism at the application level by holding discussions different ways to learn and the advantages of each
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- The main points that should be remembered (this is shorter than the summary and would vary from person to person)
- What was helpful to you?
- Type 2: An acceptable learning plan. Two draft and a final result. To be discussed later. No lates are allowed
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- Type 3: You are to react to current events/publications from TechNews or XRDS or other regular publication from ACM. The article must be relatable to learning. A reaction to an article includes enough to convince me that you have read the entire article and not just the headline or first paragraph. It should include a summary of what was said and your reaction. Be sure to give a complete reference to the item. These should be turned in within one week of the item being published. You may pick when. The one you pick must be unique to this course. It is due Nov. 4th.
- Type 4: 2 Learning reports. These are an organized summary (with reflections) on what you have learned about learning (both on your own and in class) up to the due date.
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- Type 3: 2 Learning reports. These are an organized summary (with reflections) on what you have learned about learning (both on your own and in class) up to the due date.
- Type 3: Other assignments
- TechNews (XRDS). You are to react to current events/publications from TechNews or XRDS or other regular publication from ACM. The article must be relatable to learning. A reaction to an article includes enough to convince me that you have read the entire article and not just the headline or first paragraph. It should include a summary of what was said and your reaction. Be sure to give a complete reference to the item. These should be turned in within one week of the item being published. You may pick when. The one you pick must be unique to this course. It is due Nov. 4th.
- Class discussion, quizzes, etc. This course works best if there is discussion. For each week, there is a class prep task. You need to do it to be prepared to discuss the topic of class that week. If necessary, quizzes will be given to encourage this.
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| | Extra credit
- There is no extra credit for this course.
Grades |
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- 2nd rough draft: 5%
- final draft: 20%
- Weekly learning: 35%
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- Reaction to ACM publications: 5%
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- Other assignments: 5%
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- Learning reports 30%
- 1st report 10%
- 2nd report 10%
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Tentative Schedule
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| 8/26: Introduction and Learning as a skill |
| 9/02: Resources |
| 9/07: Qualities of a leaning plan |
| 9/16: Setting goals |
| 9/23: Different ways of learning |
9/30:
Learning draft 1 due |
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8/26: Introduction and Bloom's taxonomy
Class prep: Read about Bloom's taxonomy and be prepared to discuss it |
9/02: Learning as a skill
Class Prep: Learning is a skill. Define a skill (vs. things that are not skills).Think about another skill you have. How did you develop that skill? How do you maintain it? How do you improve it? |
| 9/07: Resources |
| 9/16: Qualities of a good learning plan |
| 9/23: Setting goals |
9/30: Different ways of learning
Learning draft 1 due |
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| 10/07: Getting the most out of resources |
| 10/14: Topic selection and scoping |
| 10/21: Improving learning plans |
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