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:

1. Teach students different skills for life long learning
2. 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:

1. Communicate effectively in a variety of professional contexts. (Computing student learning outcome 3)
2. Learn new areas of technology. (Computing student learning outcome 6)

Integration

1. 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.
2. Note taking at the application level by grading the notes students take while in class and grading the notes
3. Professionalism at the application level by holding discussions different ways to learn and the advantages of each

Details

• Professor:
• Office:
• Class Time: 9:00-9:50am W
• Class Location:
• Textbook:

Course Content

Policies

• Use of Internet Resources
• Integrity
• Late Policies

Assignments

• Type 1: Weekly assignment: Standard late policy applies.
  • Task: Find an online source that talks about learning. Read it and respond to it. Submit the final report as a pdf in Canvas.
  • You may skip 2.
  • Requirements:
    1. Each must be focused on learning at the professional level and applicable to technical learning
    2. At least 51% must be from Percipio found under the ACM learning centered. I suggest that you use terms such as "lifelong learning", "effective learning strategies", or "learning strategies". Failure to do 51% from Percipio will result in a 15% drop of your grade for this section.
    3. The source can be a video, book, etc. You should allocate (on average) about 15 minutes. If it is a book, find a chapter and read that chapter.
    4. The writeup needs to contain the following:
       1. Complete detail to find the resource easily and completely. For Percipio, it means the complete title and format. For a book, it means which chapter. For a website, the actual URL's of the pages used. If it is from Percipio, this needs to be very clearly stated.
       2. Amount of time spent "reading" the material
       3. A summary of what was discussed
       4. Relating it to what has been already discussed during class (if this applies)
       5. The main points that should be remembered (this is shorter than the summary and would vary from person to person)
       6. 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
• 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.

Extra credit

• There is no extra credit for this course.

Grades

Your grades are made up of:

1. Learning plan: 30%
   1. 1st rough draft: 5%
   2. 2nd rough draft: 5%
   3. final draft: 20%
2. Weekly learning: 35%
3. Other assignments: 5%
4. Learning reports 30%
   1. 1st report 10%
   2. 2nd report 10%

Your grades are made up of:

• Grade scale
  • 93% <= average <= 100% -> A
  • 90% <= average < 93% -> A-
  • 87% <= average < 90% -> B+
  • 83% <= average < 87% -> B
  • 80% <= average < 83% -> B-
  • 77% <= average < 80% -> C+
  • 73% <= average < 77% -> C
  • 70% <= average < 73% -> C-
  • 67% <= average < 70% -> D+
  • 63% <= average < 67% -> D
  • 60% <= average < 63% -> D-
  • 0% <= average < 60% -> F

Tentative Schedule

Wednesday
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?
9/09: Resources Class Prep: take online survey by 8:00am (eastern time) on the 9th
9/16: Qualities of a good learning plan
9/23: Setting goals
9/30: Different ways of learning Learning draft 1 due
10/07: Getting the most out of resources
10/14: Topic selection and scoping
10/21: Improving learning plans
10/28: Is this all doable?
11/04: AI roles in learning
11/11: Learning draft 2 due
11/18: Getting the most out of a single learning session
11/25: Thanksgiving Break
12/02: Final draft due

Campus Integrity Policy

The student handbook (p. 156) states: “Any act of deceit, falsehood or stealing by unethically copying or using someone else’s work in an academic situation is strictly prohibited.

1. A student found guilty of plagiarism or cheating will receive an “F”(zero) for that particular paper, assignment or exam. Should this occur, the professor will have an interview with the student and will submit a written report of the incident to the academic dean.
2. If a second offense should occur, the student will be asked to appear before the professor, the academic dean and the vice president for student development.
   
   

The student should realize that at this point continuation in a course and even his/her academic career may be in jeopardy. In the event of a recommendation for dismissal, the matter shall be referred to the Student Development Committee.”

AI Use Policy

It is expected that any coursework (including, but not limited to, essays, papers, exams, projects, and lab reports) submitted by a student will be a product of their own creation, demonstrating their achievement of the learning outcomes related to the assigned task. With this in mind, note that submitting work that includes unauthorized or undocumented use of Artificial Intelligence (AI) may be considered as cheating or plagiarism. If you are unsure about appropriate use of AI on a given assignment, talk with your professor.

Services

The Americans with Disabilities Act (ADA) is a law which provides civil rights protection for people with disabilities. Bethel University, in compliance with equal access laws, requests that students with disabilities seeking to acquire accommodations make an appointment with the Center for Academic Success—Disability Services. It is located in the Miller-Moore Academic Center, 033. You may also phone 574-807-7460 or email rachel.kennedy@betheluniversity.edu for an appointment.

Education Majors:

Please use the link below to review all appropriate standards. Standards