Rubric

Mapping Cognitive Science Against Learning Approaches

Analysis of a Learning Activity
IST 520
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.

Element of Motivation
Presentation
Material is relevant to the needs
and goals of the learner
Material and/or
presentation/stimulus is novel, is
something new and interesting to
the learner
Accounted
For?
Y = Yes
N= No Comments
NA = Not
Applicable
? = Cannot
Determine
Y The materials are relevant to
the students’ needs to use in
the capstone project and
apply what they have learned
in their real-life. The
students need to learn about
the learning theory and
instructional theory.
Y The material is interesting
and uses internet resources
to optimize the attainment of
learning acquired.
 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 theory, does the
theory provide/consider the
above?
Practice
Opportunities are provided to
develop proficiency in the
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
Y The IST 520 course focuses on
creating pleasant and thought-
provoking presentations to
enhance cognitive learners
rather than increase the
cognitive load of the learner.
Y The given instructions are
clear, the language
understanding, and the clarity
of the audio so that no
additional load is added to the
brain and enhance involvement
with learning.
Y Each lesson concept is
connected to the other lesson
concept applying the
constructivist learning
theory and Cognitivist
learning theory.
Y IST 520 assists us to develop
an outline for the design and
implement learning activities
into our capstone project and
work requirements such as
5p Rubric.
Y The instructor in this class
provides practice activities in
order to develop a certain level
of knowledge and enhance the
cognitive strategies of the
learners.
Learners must write in a
discussion forum, as well as,
write a critical analysis
assignment.
Y The instructor is giving
feedback in a timely manner at
certain points of learning
instructions to reinforce
learning. Further, the learner
can review the instructions

The practice is relevant to the
needs and goals of the learner
The learner can see that
skill/competency acquisition is
taking place
Practice requirements are within
or slightly above learner’s
competency level
The learner can perform practice
requirements.
The practice is designed to lead to Y
the desired outcome.
Practice, while not necessarily
pleasant, generates a feeling of
accomplishment.
Does the learning approach
provide for practice?
Production and Posting
material/activities several
times to remedy any
misunderstanding or
misinterpretation.
Y The instructor is providing
an instrumental practice to
the learners’ needs.
Y The instructor is providing
suitable constructive and
effective feedback, the
learners are capable of
improving their learning and
accomplish the task
correctly. As a result, they
can see the gain of that
specific skill or competency
that occurred.
Y The instructor provides
practice often within or
slightly above learn’s the
competency level. As my
experience in this class, some
topics are slightly above my
competency level.
Y Learners can perform practice
requirements when they have a
fully cognitive understanding
of the content presented. If not
the students have the
opportunity to ask the
instructor for clarification.
The desired outcomes will be
apparent in the capstone
project and applying what
learners learned in the
workplace.
Y Determine by learner’s
grade.
Y The course approach
provides for practice to
ensure that learning occurs
 What is produced is informed and Y
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 Y
the skill, knowledge/ability or
concept being learned
Production reinforces practice
activities
Whatever is produced by the
learner is posted or provided to
the group for peer view and
learning
Does the approach require
production or evidence of skill,
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
The IST 520 focuses on
products such as writing
assignments, capstone
project, and teamwork
assignments.
The students learned about
the learning theory and
instructional theory thus,
they can implement what
they learned in their
Capstone project.
Y Production and practice are
required to assess our
knowledge.
Y The purpose of discussion
forums is to allow students
to post their finished
products for colleagues to
view and give feedback on.
Y This shows on the discussion
forum.
Y This course features
synchronous opportunities
that allow the students to
receive immediate feedback
from the teacher and fellow
students. Also, students can
review their production
anytime. The instructor uses
a Virtual office to provide
feedback and give
orientation on the next topic.
Y This is a good example of the
online community of practice
that gives the teacher and the
students the opportunity to
share knowledge and discuss
the topic.
 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
if face to face meetings are not
feasible and the instruction is
online or blended
Does the learning approach
provide for collaboration?
Y The instructor is able to see
which students are actively
contributing to the
discussion forums.
Y Students have had different
levels of experience which
will help them to be managed
and organized when they are
assigned a team project.
Y A virtual meeting is a crucial
opportunity because the
instructor will go more into
depth with current topics.
Y The students are given team
projects and work they
complete by collaborating
with each other.

Talking Points

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

enhance it if included.

● Behaviorist elements are assessed through the achievement of goals indicated by the
correct response to stimuli in the discussion forum and presentation.

● Negative consequences of failure to score B or higher in the course are clearly stated in
the syllabus.

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

enhance it if included.
● The instructor uses the cognitivist learning theory principle by encouraging us to recall
existing knowledge and connect with the information needs, then, the learning occurs in a
meaningful way.
● By providing assignments such as Critical analysis learners become encouraged to use a
high order of thinking activities.
● Repetition of using the 5P analysis rubric triggers myelination and enhances learning.

3. Provide an example (s) of Constructivist elements in the learning activity or that could
enhance it if included.
● The instructor uses a discussion forum to create a discussion open-ended question
to promote an individual learner's reflection and express his or her experience and
 encourage his or her to respond to one or more other students.
● Social learning is encouraged through forums, video conferences, and group
projects.

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

enhance it if included.

● In this course, the instructor provides resources such as youtube videos, audio files,
and text.

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

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

● A group project is the evidence of the collaborative theory through the google doc.
● Through discussion forums, students are able to share information, learning, and
build knowledge together.