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These modules are copyrighted. The one condition to meet in order to take, use, and modify the modules: the authors' names MUST be carried on the modules and derivative materials produced from them.
Ch. #1 should be used as a prelude to all learning modules.


Read Me First

Ch. #1 College Survival and the Science of the Learning Brain.Ed Nuhfer, CSU Channel Islands and Cynthia Desrochers, CSU Chancellor’s Office. These pages are from a chapter teaching about our nature as learners, how the brain learns, and why permanent learning occurs through the use of multiple tasks that stimulate various parts of the brain. Also included is a link to the effect of nutrition on the brain and a reflection exercise on how learning affects attitude and attitude affects learning.

Novice to Expert. Cynthia Desrochers, CO and Ed Nuhfer, Channel Islands. These pages address the distinction from novice learners from experts as well as the steps novices can take to become experts. Also included is a student self-assessment and activities to try in order to move towards becoming an expert such as talking with professors about the big picture, analyzing g how it applies in life, recognizing traits of being committed, and taking note on when and why the brain diverts attention.

Psychomotor - How Learning Physical Skills Can Teach Us Something. Maria Costa, CSU Los Angeles and Ed Nuhfer CSU Channel Islands. These pages describe what psychomotor learning is, its roles and responsibilities for teachers and students. Included is a short exercise on using the left hand to notice the difference in myelinized networks from unmyelinized networks.

The Affective Domain. Ed Nuhfer, CSU Channel Islands, Director of Faculty Development. This chapter shows the importance of our feelings towards learning and success. Exercises on identifying why/how things interest people including group work, talking personally with instructors, and integrating intentional affective activities.

Understanding Preferences and Cycles. Kimo Ah Yun, CSU Sacramento, Brett Christie, Sonoma State University, Ed Nuhfer, CSU Channel Islands and Cynthia Desrochers, CSU Office of the Chancellor. These pages discuss the misconception regarding matching teaching to learning styles and provide an overview of the learning cycle that is used for permanent learning. Also included is a link to a free self-assessment test regarding preferred learning style, a VARK learning inventory to compare to learning style, and reflective exercises students can do to monitor their use of learning cycles inside and out of class.

Events a Learner Can Expect to Experience. Ed Nuhfer, CSU Channel Islands, and Victoria Bhavsar, Cal Poly Pomona, Faculty Development. This section from the chapter goes over the assembly of the brain from low level thinking to higher order thinking, what happens at each step, and the associated feelings. Includes reflective exercise to determine developmental stages of the brain for self and others.

Cognitive Domain—Not All Challenges Are Alike. Cynthia Desrochers, Chancellor’s Office & Ed Nuhfer, CSU Channel Islands. This chapter shows why all questions are not alike according to Blooms taxonomy. Exercises to familiarize oneself with Bloom’s taxonomy and to build questions that require different amounts of cognitive thinking.

Ethical Reasoning for Difficult Decisions. Edward Nuhfer, CSU Channel Islands and Maria Costa, CSU Los Angeles. These pages discuss how to build an ethical framework for good decision making. A rubric for ethical decisions and reflective exercises to further address if actions are ethical are included. You can compare your decisions against USC’s Quiz on Academic Integrity at the link provided.

Real Life: Three Domains Acting in Concert. Edward Nuhfer, CSU Channel Islands, Maria Costa, CSU Los Angeles and Cynthia Desrochers, CSU Office of the Chancellor. These pages reflect on the affective, cognitive, and psychomotor domains in examples comparing and contrasting falling during snowboarding versus getting an answer wrong in class. These examples illustrate how perception affects success and enjoyment. Exercises discussion about the crash, reflecting on favorite and least favorite activities, and roles the three domains play in those activities.

Learning More by Learning to be Professional. Victoria Bhavsar, Cal Poly Pomona & Cynthia Desrochers, Chancellor’s Office. These pages discuss behaviors professional exhibit and how they overlap relationship building skills. Exercises include honing in on professional practices and rating one’s own professionalism.

Helping Ourselves through Ourselves: Metacognition and Reflective Thinking.Steven Fleisher, CSU Channel Islands; Kimo Ah Yun, CSU Sacramento.
This module shows the importance and use of being aware of our thinking and learning and how to use metacognition to become a better learner.

Helping Yourself through Helping Others: Working in Groups. Cynthia Desrochers, Professor and Faculty Director, CO Radhika Ramamurthi, CSU San Marcos, Associate Professor of Mathematics and Director, Faculty Center.
You will learn the benefits of learning in groups, the value of working cooperatively, and how you can improve group functioning.

Speaking, Discussing, and Questioning: Developing Useful Classroom Skills. Tasha Souza, Humboldt State University. 3 pages describing strategies useful for delivering speeches, participating in discussions, and asking questions in class. Features a self-assessment on preferred participation in activities and framing questions

Getting Into the Flow of an Online Course. Lee Altier, CSU, Chico.
 A 2 pg guide for students to organize and thrive in an online course. Reflective exercises dealing with perceptions of online courses and who to enlist for help.

Nutrition for Learning. Ed Nuhfer. Cal State, Channel Islands.
What you consume affects what you learn and retain. This paper discusses what “brain foods” you should eat and what to avoid to maximize brain functioning.