Description of Course and Targeted Student Population

Brain Based Living was conceived as a course targeted to the general public with little to no experience with neuroscience.  The course would utilize real world problems, often with a personal slant, to provide context and meaning to the neuroscience content.  Indeed, project based learning has been identified by the American Association for the Advancement of Science (AAAS), National Research Council (NRC), and  Howard Hughes Medical Institute (HHMI), as essential for the reformation of science education. 

The course could be presented in a more traditional instructor led format, with a social constructivist pedagogical foundation, or a blended learning environment, depending on the presentation forum (cMOOC, small online class/xMOOC, or in person brick and mortar classroom respectively).  However, students would benefit most from the opportunity for self reflection and group interaction found with social constructivism, yielding ownership of the material and lasting knowledge development. 

Despite the original target population for the course, it could be readily altered to fit various student populations and difficulty levels.  The basic module outline would continue to be based on real world problems, but the amount of in depth knowledge required would be tailored to the specific population.  The course could ultimately be utilized in a high school classroom up to a graduate level, including a general interest version. 

An example of a learning module would be to compare and contrast different products marketed for cognitive enhancement or maintenance, such as a crossword puzzle.  Students would explore the claims made and whether or not these claims had been backed up with research. They would use their newly developed critical thinking skills to decipher research done on the methods and relate that back to their newly acquired knowledge in learning and memory.  To adapt this module to different competency levels the facilitator/instructor could provide links to sources of varied difficulty, from NY times articles to primary literature.  Additionally, the amount of assigned work could be varied from an independent research project to watching assigned videos and participating in discussion or taking a quiz.

Finally, the course would utilize a variety of interactive materials when possible, including web2.0 technology.  This site includes 4 potential learning objectives and the respective assessment activities associated with those objectives, screencast-o-matic, blogger, wikispaces, and the concept mapping tool, inspiration 9. 

The ultimate goal of the course would be to not only enhance student knowledge of neuroscience content but to empower students to create knowledge and critically evaluate information presented.  We as humans are lifelong learners and how exciting it could be to finish a course with the feeling that no matter the perceived difficulty level of the material it is possible to learn a great deal and have fun doing it.

Learning Objectives and Final Outcome For Course

The Course Objective: Students will critically evaluate real world problems, often with a personal context, through the application of acquired knowledge of neuroscience and critical thinking, resulting in a deep understanding of neurobiology and the development of critical thinking skills to an exemplary level.

The course objective can be tailored to different student populations by altering the degree of complexity of neuroscience content and critical thinking problems.

Four example learning objectives for the course are as follows, with the Bloom's assessment level in parentheses:

Learning Objective 1: After completing assigned readings and watching required videos the student will be able to explain one basic neurobiological aspect of the brain chosen from approved topics with 100% accuracy based on a detailed rubric. (Comprehension)

Learning Objective 2: After watching a required video lecture and completing research and reflection on a relevant neuropsychological disorder student will be able to demonstrate their understanding of the mind body connection.  Students will complete and post into their scientific online learning journal their screencast-o-matic videos and individual research on a relevant neuropsychological disease to an exemplary level.   (Application)

Learning Objective 3: After students have completed individual research and reflection, students will be broken up into teams to compare and contrast different proposed forms of brain maintenance.  Work will be documented using wikispaces following a detailed rubric to an exemplary degree. (Synthesis and Evaluation)

Learning Objective 4: After completing assigned readings and watching required videos including a tutorial on concept mapping, student will utilize concept mapping software to map out a decision.  The map will be based on knowledge of dual process theory, and the final product will include at least one paragraph critically evaluating that map based on a detailed rubric to an exemplary degree. (Evaluation)

Final Objectives for Course Site

1. Description of the course content and student population
2. List of learning objectives and final outcome for the course
3. Discussion of why the 4 assessment tools would be appropriate choices for the course, the students, and the objectives.
4. Notes on why your taxonomy of assessment choices is best for your students.
5. Notes on how you will prevent plagiarism in this online course.
6. You will also need to describe how you have addressed authenticity, diversity, and creation of a student-centered learning environment in your plans.