HSC 615: Instructional Design & Media Development for Healthcare Professionals

Transcription

1 HSC 615: Instructional Design & Media Development for Healthcare Professionals Catalog Description: HSC 615 Instructional Design & Media Development for Healthcare Professionals (3,0,3) Design, development, and use of interactive media and multimedia; includes integration of various models of instructional design, the fundamentals of technology, technology-based instructional tools, audio, blogging and other social network media. Students will utilize a variety of software applications to create presentations. Student Learning Outcomes: Following completion of this course, students will be able to: 1. Acquire a working knowledge of instructional systems design. 2. Analyze the underlying theories relating to learning and instructional strategies. 3. Analyze and discuss various learning theories and how they relate to instructional design 4. Apply the instructional design model to an instructional requirement. 5. Construct learning objectives and assessment items based on a given learning domain. Required Resources: Students must have Internet access for this course, with both video and audio capabilities. For problems with Blackboard, contact IT at NKU Support staff are available 24/7 for any computer issues and can remote into your computer to assist. The specific technology needs are listed at the end of the syllabus. Required text: Designing Effective Instruction, 5 th ed., Morrison, Ross, & Kemp, John Wiley &Sons, Inc Method of Instruction: This course will be taught as a web-based course using the course management system Blackboard; Blackboard provides a tutorial at if needed. Students will take major responsibility for research and discussion. Instruction and learning will occur via Discussion Board, online presentations, and assignments. Presentations using Powerpoint and/ortegrity voice over will be used. Students will be required to use various components of MS Office 2010 to complete assignments; consequently, students must be able to use those components. Method of Evaluation:

2 Students will be evaluated on the quality, using attached rubrics, of their participation in the, completed assignments, and an individual final project.

3 Assignments (50%) Students will be required to complete assignments, either individually or as part of a team, that require them to apply concepts learned relative to the topics covered in this course. All assignments are due on specified dates and will only be accepted after those dates if there are extenuating circumstances discussed with the Professor before the specified due date. Assignments submitted after the due date, but within one week of the due date, will receive a reduction in points equivalent to one full letter grade for that assignment. Barring documentation of extreme, extenuating circumstances, assignments will not be accepted more than one week after the due date. Discussion Board (20%) It is expected that students will check into the course site numerous times throughout the week to participate in discussions and complete assignments. Checking into the course once or twice to make all postings for the week is not acceptable as it prohibits meaningful class dialogue and the learning community environment necessary for this course. Based on the instructor s discretion, the DB will be graded sporadically throughout the course without notice to the students. Blackboard Discussion Specifics: In response to a question posted by the instructor, students are to post responses to the instructor and other students in a thoughtful and professional manner. The initial response must be posted no later than 11 PM Wednesday of each week with all postings to be complete by 11pm on Sunday. When responding to a posting, be sure to address the person with their first name (ex. Jane, have you considered.) Except for week 1 or if told otherwise, you are minimally required to post once with a reference to reflect your research and at least 2 other postings on different days to reflect discussion based on your peers postings. By posting the minimum, you can expect your grades to reflect the minimum effort. A rubric will guide your postings and will be available under course documents. You WILL NOT receive credit for your initial posting if made after 11pm on Wednesdays. Some of the characteristics of effective Discussion Board participation are: iscussion postings should show evidence of review of earlier postings; comments should not be isolated and disjointed. Communication skills, such as attentive and purposeful listening, interpretative and integrative skills are evident in well thought out postings. Be sure to reference your peer s name in your response. Postings must show evidence of research into the topic under discussion. comments. Students interact with other class members by asking questions or challenging conclusions Any material that is taken from another source must be properly credited Final Project (30%) Students will design and develop a prototype of an instructional module on a subject of their choice. The students will apply the instructional design process (from audience analysis to formative evaluation) to the prototype. Students must develop a presentation to be submitted for

4 instructor and peer review. In addition to using the APA format, it is expected that the writing will be grammatically correct, well organized, and comprehensive; resources must be sited using APA format. Students should not underestimate the magnitude of this project; do NOT wait until the end of the semester to initiate the project. The project must be posted to Blackboard no later than 11:00 p.m. EST on Monday during final exam week. The procedures and penalties for late submission are the same as for other assignments (described previously). Grading: Course requirements will be weighted as follows when calculating the final grade: Assignments 50% Discussion Board 20% Final Project _30% 100% A percentage grade will be calculated by totaling the number of points you earned in each category. A grade of B- or better is required for successful completion of this course. This percentage score will determine the letter grade as follows: Letter Grade Percentage Grade Grade Point A A B B B C C F Less than 77 0 Online Grade Book Students will have access to the online grade book via Blackboard. This grade book is confidential and only available to the individual student. It is anticipated that grades for Bb discussions and assignments will be posted within two weeks of receipt. Discussion Board postings that are made any time after the due date will not be accepted. A grade of C or higher is required in this course. If you earn less than a B-, you will be put on academic probation. ****For students to remain in Good Standing with the University, they must maintain a minimum 3.00 grade point average and/or earn no more than two grades of C or below (A C+ is considered above a C grade.) If students should fall below a 3.00 GPA, they will be placed on academic probation. Please note that no student will be allowed to graduate with more than two C grades or below in course work that contributes to the degree program. Students who have more than two C grades or below will need to repeat some course work to be in compliance with University s policy.****

5 Schedule of Topics: Week 1 Week 2 Weeks 3 Week 4 Week 5 Introductions Review syllabus and assignments Introduction to Blackboard Background of instructional design Introduction to instructional design process Identifying the need for instruction Learner and context analysis Needs analysis and instruments (1) Select design project topics and teams Conducting a task analysis Needs Analysis and instruments (2) Task analysis Instructional objectives Bloom s taxonomy Present needs analysis plan and instruments (peer review) Designing the instruction: Sequencing and strategies Gange s events Work on Needs analysis, instruments, and learner analysis Assignments Review Morrison, Chapters 1, 2, 3 and pp Complete Blackboard module Morrison, Chapter 4 Complete instructional goal for peer review Morrison, Chapter 5 Read Techniques for writing objectives Morrison, Chapters 6 & 7 Work on objectives and needs assessment Morrison, Chapter 8 Present Objectives for peer review Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Designing the instructional message Present objectives for peer review Needs analysis (2) Work on Mid-Point Design Document Developing instructional materials Rapid prototyping Submit Mid-Point Design Document draft for instructor review The many faces of evaluation Kirkpatrick s model Break (Fall/Spring) Developing evaluation instruments Conducting formative and summative evaluations Role of instructional designer Present evaluation plan for peer review and prototype Planning and project management Planning for instructional implementation, prototype, and project presentation and project presentation Present prototype for peer review Morrison, Chapter 9 Complete Mid-point Design Document draft Morrison, Chapter 10 Complete instructional approach for peer review Morrison, Chapters 11 and 12 Morrison, Chapter 13 Work on prototype Evaluation plan for peer review Morrison, Chapters 14 and 15 and prototype, prototype, and project presentation, prototype, and project presentation

6 Week 14 Present project presentation for peer review Present prototype for instructor review and project presentation Week 15 Work on final project Work on final project Week 16 Finals Week Final project due Monday by 11:00 PM