Rubric

Mapping Cognitive Science Against Learning Approaches

Analysis of a Learning Activity

This rubric may be used to compare to learning approaches such as your Capstone
project or to the evaluation of something as complex as a learning theory. If what
the cognitive scientists are saying is valid, then we as teachers and designers and
theorists should be informed by the findings of cognitive science. This rubric is
worked from the brain-based motivation considerations and from Gredler,
Schumann/Scherer and the material on how the neurons and glia operate. Apply
this rubric to a learning activity, provide talking points related to learning theories
and strategies applied, and prepare a summary slide and virtual tour of your efforts.

● Include your assessment as to Schumann/Scherer Planes of Stimulus

Appraisal (relevance, self and social status, novelty, pleasantness, and
coping) are addressed/not addressed.
● Include your assessment as to the appropriate application of learning
theories to include enhancements you think may be necessary
● Provide a short statement on learning strategies applied in the course
● Include your assessment concerning achievement of course goals and
objectives
● A direct tour of the site on Zoom is encouraged.

Accounted
For?
Y = Yes
Element of Motivation N= No Comments
NA = Not
Applicable
? = Cannot
Determine
Presentation
Material is relevant to the needs Y Material meets requirements
and goals of the learner for content to acquire credit
in the Instructional Science
and Technology (MIST)
program. The course
provides information on ID
to prepare students for
future success.
Material and/or Y Material included content
presentation/stimulus is novel, is new to learners in regards to
something new and interesting to the field of Instructional
 the learner
Presentation approach is
intrinsically
pleasant/interesting/stimulating
/ thought provoking
Wording, visuals, audio, language
is manageable and useable to the
receiving group or individual
In terms of a theory, does the
theory provide/consider the
above?
Practice
Opportunities are provided to
develop proficiency in application
of the skill, knowledge, ability or
concept
Practice opportunities
appropriate to the objective(s)
are provided
Practice activities, to include
repetition and spiraling, are
designed to develop automaticity
in responses and execution if
appropriate
Practice is relevant to needs and
goals of the learner
Learner can see that
skill/competency acquisition is
Design. Readings were
relevant and presented in a
clear and easy to follow
manner.
Y Materials presented allowed
for stimulating engagement
and learning to take place
throughout the course.
Y Learning outcomes were at
the top of each week to let
Learners know what to
expect. All tools provided to
learners were easy to find,
applicable to the field, and
usable in the learner's future
careers.
Y Presentation was clear and
stimulating to the learners in
both information given and
feedback provided.
Y Professor stressed the
importance of the course as a
learning experience and
allowed learners to turn in
drafts for review and
improvement prior to final
submission.
Y Assignments aligned with
course expectations outlined
in syllabus.
N Automaticity is not the goal,
rather reflection and
application of knowledge
acquired through assigned
readings. Information
increases as Depth of
Knowledge grows.
Y Knowledge of all aspects of
Instructional Design will aid
the Learners in their future
careers.
Y Professor provides feedback
weekly to Learner
 taking place
Practice requirements are within
or slightly above learner’s
competency level
Learner can perform practice
requirements.
Practice is designed to lead to the
desired outcome.
Practice, while not necessarily
pleasant, generates a feeling of
accomplishment.
Does the learning approach
provide for practice?
Production and Posting
What is produced is informed and
scaffolded by practice—may even
be concurrent with practice, i.e.,
repetitive practice may not be
part of the learning task such as
writing a paper, but the writing is
both practice and production at
the same time.
Opportunity is provided to apply
the skill, knowledge/ability or
concept being learned
Production reinforces practice
activities
Whatever is produced by the
learner is posted or provided to
group for peer view and learning
Does the approach require
production or evidence of skill,
assignments.
Y Assignments are presented
within the learner's potential
competency level. Material is
provided to aid in the growth
of learning.
Y This is seen in discussion
forum and assignment
completion.
Y Assignments and readings
provided helped establish
knowledge that would be
tested in the Final Exam.
Y The feeling of
accomplishment was
bolstered by peer and
professor feedback
throughout the course.
Y Many opportunities for
practice are provided
throughout the course.
Y Forum posts and papers
were created with the
assistance of examples and
rubrics that guided the end
result.
Y Skills and knowledge being
learned are then being
applied to the deliverables
for the course
Y Practice is enmeshed within
production throughout the
course.
Y Forums and group projects
allow for peer view. Some
aspects, such as the case
study, are not shared with
the group.
Y Through the creation of
forum posts, capstone
 knowledge, ability or concept
acquisition?
Participation/Collaboration
There is opportunity for
synchronous or asynchronous
review of posted products
Teacher and peer feedback
promotes a Community of
Practice/Wisdom/Knowledge
Teacher and cohort are able to
see who is contributing and how
they are contributing to
knowledge sharing
Variation in task readiness and
ability to contribute is dealt with
by group effort to meet goals
Virtual opportunities to meet and
collaborate are provided for and
proposal, case study, and
final exam the student must
demonstrate their
understanding of the
learning material.
Y Deliverables are posted and
students and Professor are
given an opportunity to
reflect and provide feedback
asynchronously.
Y Student and professor
feedback is given in a timely
manner. In addition to
assignments, the professor
provides a Sharing is Caring
Discussion, Share Resources
and Findings and Ask Your
Instructor forum. Feedback is
also given via LMS when
multiple choice and short
answer quizzes are given. At
the end of the course,
students are assigned
peer/self evaluation forms.
Y Team assignments such as
case studies fulfill this
requirement. Additionally,
students can share resources
related to course through a
Share Resources and
Findings forum.
Y Students are given content to
learn, followed by case study
assignments to work through
as a team. Students are
assigned different roles
(Coordinator, Researcher,
and Recorder) for team
assignments to ensure
workload is evenly
distributed.
Y Instructor provides By
Appointment office hours day
 if face to face meetings are not
feasible and the instruction is
online or blended
Does the learning approach
provide for collaboration?
and evening. Students are
encouraged to utilize Zoom
for collaborating on team
deliverables.
Y Absolutely. Teams were
encouraged to take on
specific roles for
assignments, switch roles,
collaborate via Zoom and
Google technology, and
provide feedback to other
teams in course.

Talking Points

1. Provide an example(s) of Behaviorist elements in the learning activity or that

could enhance it if included.

● A final exam was used to determine if learning took place during the course.
● Students were motivated to participate for the reward of a grade. Better
presentation of understanding of the material resulted in better grades. Do
good, get good grade (mouse gets the cheese).

2. Provide an example(s) of Cognitivist elements in the learning activity or that

could enhance it if included.
● Content stimulated the learners by providing real world case studies. For me,
the case studies related to experiences I’ve had in the real world.
● Term paper on “What is happening in instructional technology” was
encouraged to be written on trends that are in line with students interests. In
this case, it could have been written on prior experience or knowledge of the
learner.
● Rubric and template were provided to the learner for the final paper.
● Study guide was provided to the learner for the final multiple choice/short
answer final.

3. Provide an example (s) of Constructivist elements in the learning activity or that

could enhance it if included.
● Harasim (2017) states, “Knowledge is thus viewed as dynamic and changing,
constructed and negotiated socially, rather than something absolute and
finite” (p 62).
● Constructivist elements are found in the Case Study group assignment.
● Information on how to work well as a team was presented with the article
Forming, Storming, Norming, and Performing
https://www.mindtools.com/pages/article/newLDR_86.htm.
 ● A team activity was also incorporated during Orientation of the course.
● The Op-Ed article creation with a partner was very reflective of
Constructivism as well.

4. Provide an example of Connectivist elements in the learning activity or that could

enhance it if included.
● All assignments that linked an online article to review display Connectivism.
● Holding weekly reviews of material through zoom with Learners.
● Hosting a guest speaker in the field of Instructional Design via zoom.
● Use of iLearn as a LMS.

5. Provide an example of Collaborativist (Community of Practice/Wisdom/Inquiry)

elements in the learning activity or that could enhance it if included.

● Forum posts allowed for students to share a variety of perspectives and bring
their own background knowledge and experiences.
● Responding to other student posts created a need to read and understand
other student perspectives and learn from their experiences.
● The case study required a group of students in the class to work together and
analyze a specific topic.
● The Op-Ed had a group of students examine a learning theory and write their
thoughts on the subject.