Course Syllabus for EDIT 5317 Instructional Design Foundations Summer I, 2011

Transcription

1 Course Syllabus for EDIT 5317 Instructional Design Foundations Summer I, 2011 INSTRUCTOR: Steven Crooks OFFICE/PHONE: ED 264, ext. 297 OFFICE HOURS: T&TH2:00-4:30 p.m., and by appointment COURSE INFORMATION Course Credit: Class Time: Location: 3 semester hours Asynchronous Online--Blackboard REQUIRED TEXT Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011).Designing Effective Instruction (6 th Edition). Wiley ISBN: COURSE DESCRIPTION In this course, you will study and apply a systematic approach to designing instructional materials. The course emphasizes solving real-world learning problems through the application of contemporary instructional design principles and models. COURSE PURPOSE The purpose of this course is to provide you with theoretical and experiential knowledge about instructional design. You will have the opportunity to design an instructional product on a topic of your choice and evaluate instructional products created by other class members. RELATIONSHIP TO CONCEPTUAL FRAMEWORK As part of the College of Education, EDIT courses are guided by the COE conceptual framework Professional educators opening doors to the future. In keeping with the conceptual framework the activities of this course are consistent with the knowledge, skills and dispositions identified by the EDIT program for the masters program which in turn shape the EDIT program learning outcomes.instructional design is perhaps the most foundational knowledge domain in the field of instructional technology. Issues of diversity and the use of technology are integrated into the activities and projects for this class. STUDENT LEARNING OUTCOMESWITH CORRESPONDING ASSESSMENTS

2 Student Learning Outcomes Describe and explain the essential elements of the systematic approach to instruction Conduct and explain the importance of a needs assessment. Write instructional goals Conduct a front-end analysis Write performance objectives Develop effective assessment instruments Develop an instructional strategy Develop prototype materials Conduct formative and summative evaluations Assessments Essay question in final examination. Evaluation of discussion postings. and essay question in final examination.. ASSESSMENT OF STUDENT LEARNING OUTCOMES Knowledge of instructional design principles will be assessed on the basis of accuracy, organization, use of information, and logical structure explicit in the responses to the final exam questions and the course discussions. Application of instructional design principles will be assessed on the overall quality of the final instructional product as reflected in the decisions made, the alternatives considered, the information consulted and the justifications for decisions. Evaluation of instructional design practices will be assessed based on the quality of your two evaluation reports and your class participation. It is very important that you are active in the online course in order to give and receive feedback to other class members. ASSIGNMENTS The following assignments and point distribution will be used in calculating final grades for the course: Student Activity Points Assignment Specifics Instructional Design Project Part I 50 Topic and Instructional Aim Instructional Design Project Part II 200 Front End Analysis Instructional Design Project Part III 200 Instructional Strategies Plan Peer Evaluation Assignments Peer Review Assignments Online Discussion Participation Discussion Assignments

3 Final Examination 150 Take Home Final Exam Total Points 1000 EVALUATION PROCEDURES AND GRADING POLICY Written work is expected to be neat, correctly spelled and mechanically correct. Assignments are due on the dates indicated in the course outline. Late assignments and assignments not meeting the above criteria will not receive credit. Grades will be assigned according to the following criteria. A= 900+ B= C= D= F= <600 METHODS Instructional methods will include readings, online discussions, written examination, peerevaluation, and individual projects. CLASS POLICIES/STATEMENTS Attendance.Regularly accessing the Blackboard course will be an important part of the learning experience for you this semester. (Note: Allowed absences include illnesses, medical appointments, and other emergencies that have been documented.) Plagiarism.Plagiarism is presenting someone else's ideas or work as your own. Plagiarism includes not only copying verbatim, but also rephrasing the ideas of another without properly acknowledging the source. Learners must take great care, whether in a draft or final version of a paper or project, to distinguish their own ideas and language from information acquired from outside sources. Sources include published primary and secondary materials, electronic media, and information and opinions gained through other people. Disability Statement. Any student who, because of disability, may require special accommodations in order to meet the requirement of this course should contact the instructor as soon as possible. Needs Assessment Goal Analysis Learner Analysis Learning Context Analysis INSTRUCTIONAL UNITS

4 Instructional Task Analysis Writing Instructional Objectives Developing Appropriate Assessment Instruments Developing Effective Instructional Sequences Developing Effective Instructional Strategies Designing Effective Instructional Messages Developing Effective Instructional Materials Conducting Formative Evaluations Conducting Summative Evaluations Schedule of Class Activities Days Topics Readings & Assignments Module 1: Introduction to Designing Effective Instruction (DEI) Instructional Design June 1- June 10 Introduction to Instructional Design Selection of Instructional Design Topics Readings Chapter 1:Introduction to the Instructional Design Process Assignments Due Monday June 6 th Introduction posts &Discussion 1initial responses to the TTU Wiki Submit ID topic and general instructional aim to instructor Due Wednesday June 8 th Discussion 1 replies to another initial post Due Friday June 10 th Discussion 1 responses to any replies to your initial post Module 2: Front-End Analysis June Conducting Task and Goal Analyses Writing Instructional Objectives Readings Module 2, lessons 1, 2, & 3 (Material located on Blackboard) Chapters 2, 4, 5, 11, & 12 (DEI) Assignments

5 Classifying Instructional Objectives Due Monday June 13 th Discussion 2 initial responses to TTU Wiki. Due Wednesday June 15 th Submit front-end analysis (i.e., goal analysis, task analysis, instructional objectives, & objective classification.) Note: One copy should be sent to the instructor and another copy should be sent to the person you were assigned to review. Discussion 2 replies to another initial post Due Friday June 17 th Discussion 2 responses to any replies to your initial post June 18- July 1 Module 3: Instructional Strategies Designing an Instructional Sequence Designing Instructional Strategies Designing the Instructional Message Developing Instructional Materials Readings Module 3, lessons 1, 2, 3, & 4 (Material located on Blackboard) Chapters 3, 6, 7, 8, 9,&10 (DEI) Assignments Due Monday June 20 th Module 2 peer review. (Note: One copy of your review should be sent to the instructor and another copy should be sent to the person whose material you reviewed.) Discussion 3 initial responses to TTU Wiki. Due Wednesday, June 22 nd

6 Post revised copy of front-end analysis to course web site. Discussion 3 replies to another initial post Due Friday, June 24 th student feedback. Note: Copy the instructor with your . Discussion 3 responses to any replies to your initial post Due Friday July 1 st Submit Instructional Strategies Design Plan with Revised Front-End Analysis.