Learning About Learning — Quick Reference

Course Purpose

  • Provide resources/skills to succeed in the university classroom.
  • No single secret to learning; learning is effortful.
  • Goal: identify efficient/effective study strategies and replace inefficient ones.
  • Common pitfall: popular strategies (e.g., highlighting, rereading) feel productive but don’t yield durable memories.

Core Concepts

  • Learning is effortful but can be made more efficient with the right strategies.
  • Measure learning progress with better study methods, not just feelings of understanding.

Course Approach

  • You will encounter established principles, learn why they work, and replace disproven methods.
  • Emphasis on applying cognitive psychology ideas to your own classes.

Course Website & Modules (ICON)

  • Content delivered on ICON; modules represent different topics.
  • For each topic: assigned reading, a short response, activities, and a lecture with practical takeaways.

Syllabus & Policies (Overview)

  • Contact: best via email; online class with no required virtual meetings; occasional office hours or appointments.
  • Tech support: ITS Help Desk for computerCONFIG issues.
  • Late assignments: generally not accepted; emergencies considered with documentation.
  • Academic integrity and university policies are listed in the syllabus; accommodations available through Student Disability Services.

Assessments & Grading

  • No traditional exams/quizzes; focus on applying material in other classes.
  • Assignments/activities completed to a satisfactory level determine final grade.
  • Grading emphasis:
    • If you complete 9090%+ of assignments satisfactorily, you earn an AA.
    • If you complete 8080–8989% of assignments satisfactorily, you earn a BB.
  • Feedback provided to help improve performance on subsequent tasks.

Metacognition Journal

  • Major project introduced in module 33.
  • You will keep a metacognitive journal for 66 of the 88 weeks, including weekly summaries and reflections.
  • Entries should connect course material to how you study and perform in other classes.

Course Structure on ICON

  • Modules are two per week; each module includes introduction, objectives, and ordered content.
  • Activities typically include a lecture, readings, and a set of tasks (summaries, inventories, reflections).

Module 1: Orientation

  • Start with an introductory lecture and an introduction discussion (introduce yourself).
  • Assignment: a short reflection on why you are at Iowa, your goals, and what you want to experience.
  • Reading: "Your First Job" by Lemminson (02/2002); download or read inline.

Module 2: Mindset

  • Topic: Mindset and its impact on learning.
  • Activity: Mindset assessment (8 questions) via external site; submit results.
  • Reading: a short paragraph reflection.
  • Lecture: Mindset concepts; growth vs fixed mindset.

Module 3: Metacognition

  • Focus: using metacognitive strategies to monitor and adjust your learning.
  • Content: introduction to metacognition; planning for the metacognitive journal; early metacognitive activities.

Module Dates & Schedule

  • Plan to complete 22 modules per week; each module includes lectures, readings, and brief assignments.
  • The eight-week schedule is outlined in the syllabus with module dates as they approach.

Example Module Structure (General)

  • Each module includes:
    • Introduction and objectives
    • Content in a prescribed order (e.g., lecture first or readings first)
    • Assignments such as reflections, inventories, or a questionnaire
    • A concluding lecture or activity

Quick Reminders for Course Success

  • Four or fewer items is the recommended memory load for quick recall.
  • Check the syllabus first for answers; email the instructor for unresolved questions.
  • Check the ICON site regularly for announcements and module updates.
  • Complete two modules per week and follow the module order to avoid missing activities.

Final Orientation Tip

  • The course aims to help you actively apply learning principles to improve performance in other classes, not just to pass quizzes.