EDET / AEET 722 Instructional Design and Assessment

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1 I. Descriptive Information EDET / AEET 722 Instructional Design and Assessment A. Course Number/Title Instructional Design and Assessment B. Catalog Description: Principles and models of instructional design and the assessment of learning. Applications of the instructional design process and assessment criteria to develop instruction and assessment tools for technology-based environments. C. Course Credit: 3 Graduate Hours D. Prerequisites: None E. Intended Audience: Graduate students enrolled in the Educational Technology, Special Education, Educational Administration, Counselor Education, Leadership or Community degree programs. Classroom teachers and administrators interested in instructional design principles and assessment of learning. F. Instructors: Cheryl A. Wissick II. Course Goals and Objectives A. Goal The goal of this course is to gain experiences and understanding of Instructional Systems Design (ISD) that includes the following steps: Analyzing: process of defining what is to be learned and the context in which it is to be learned Designing: process of specifying how it is to be learned Developing: process of authoring and producing the instructional materials Implementing: actually using the materials and strategies in context Evaluating: process of determining the adequacy of the instruction.

2 B. Objectives Standard 1: Design 1.1 Instructional Systems Design Identify a variety of instructional systems design models and apply at least one model Analyzing a Write appropriate objectives for specific content and outcome levels b Analyze instructional tasks, content, and context c Categorize objectives using an appropriate schema or taxonomy Evaluating a Utilize a variety of assessment measures to determine the adequacy of learning and instruction b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. Standard 2: Development Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. Standard 5: Evaluation 5.1 Problem Analysis (Key word: analyze) Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-Referenced Measurement Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. III. Required Readings Brown, A. & Green, T. D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River: NJ: Pearson ISBN IV. Academic Course Requirements Academic Responsibility: Students should read the University policy with regard to Academic Responsibility. Violations could result in permanent expulsion from the University. In general,

3 all work from others must be properly referenced, and projects completed for other courses should not be submitted for credit in this course. The full policy can be found at Complete weekly work on Blackboard as listed on evaluation and grading - Discussion board, blog, wiki, quizzes TBA - Review of Case Studies to prepare for final exam Group project (topic TBA) Team work, role playing - Selection and application of one ISD model - Needs Analysis, Learner Analysis, Task Analysis - Apply instructional design principles to select appropriate technological tools for the development of instructional multimedia book. - Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. - Develop & implement formative assessment - Propose process for summative evaluation - Documentation of complete process Final Exam - Analysis: Case Study in Instructional Design V. Administrative Course Requirements Attendance requirements: Students enrolled in the College of Education classes are subject to University regulations regarding class attendance as set forth in the catalog. Students are responsible for all assigned work and are responsible for any announced changes/ additions/ deletions to the syllabus and schedule. It is the responsibility of each student to check the class website and regularly during the course. It is each student s responsibility to confirm that the address in the Blackboard system is the address that he or she checks regularly. Assignments should be submitted before the posted due dates/times. Work submitted after the due date/time may not receive credit, regardless of the excuse. Failure to submit a required assignment may result in a grade of F. A grade of Incomplete may be assigned at the discretion of the instructor. VI. Methods of Evaluation and Grading Grading will be based on points for individual activities, case studies, online class participation (2 classes) and group project process and product. Grades will be based on a percentage of total points. A=90%, B=80-90% etc. Specific information will be provided as assignments are posted. VI. Major Topics: Instructional Systems Design Analysis: Content, Context, Learners, Diverse Needs, Task, Goals, Standards Design: Media choice, matching technology to needs Development: Instruction, Visual Literacy Implementation: Formative Evaluation, Feedback, Evaluation: Integrating evaluation feedback into instruction, Summative Evaluation

4 VIII. Mode of Instruction Universal Design for Learning: A key premise of Universal Design for Learning is that curriculum or a program should include alternatives to make it accessible and appropriate for students with different backgrounds, learning styles and abilities in widely varied learning contexts. The "universal" in Universal Design for Learning does not imply one optimal solution for everyone. Instead it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress. Students seeking additional accommodations may seek assistance from the Office of Disability Services. Multiple formats for submission of all projects will be reviewed on an individual basis. Blackboard modules, Readings, Group Discussion, Individual Wikiprojects, Group projects, Virtual Meetings, Web Site review and simulations. IX. Bibliography Books The Alliance for Technology Access, (2000). Computer and Web resources for people with disabilities: A guide to exploring today s assistive technology, 3 rd edition, : Salt Lake City, Utah: Publishers Press. Dick, W., Carey, L., & Carey, J. O., (2005). The systematic design of instruction. Boston: Allyn & Bacon. Ertmer, P. A., & Quinn, J. (2007). The ID casebook: Case studies in instructional design. Upper Saddle River, NJ: Pearson. Lindsey, J. D., (2008). Technology and exceptional individuals. Austin, TX: Pro-Ed. Lohr, L. L., (2008). Creating graphics for learning and performance. Upper Saddle River, NJ: Pearson. Mayer, R. E. (ed.) (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press. Reiser, R. A., & Dempsey, J. V. (2002). Trends and issues in instructional design and technology. Upper Saddle River, NJ: Pearson. Online books: Emerging Perspectives on Learning, Teaching and Technology edited by M. Orey Powerful PowerPoint for Educators Web Sites Alliance for Technology Access National Consortium on Universal Design for Learning Resources for Web Accessibility Primer on Universal Design Trace Research and Development Center Additional Journals and Articles Additional articles on current issues related to technology access by diverse populations will be selected from a variety of journals WebNet Journal Educational Technology Review Journal of Special Education Technology Special Education Technology Practice Journal of Interactive Learning Research Technology and Disability T.H.E. Journal Class time: Course materials, including the lectures and demonstrations, will be available on a class website within the USC Blackboard environment. Students will undertake all work independently unless otherwise noted. Students enrolled in this course must have access to a computer with internet connectivity and an account for regular communication with the instructor. All assignments will be submitted electronically. Class Website The University of South Carolina uses the course management program Blackboard for online courses and course support. As previously

5 noted, students in this class must have access to a computer with Internet connectivity on a regular basis. All public libraries in South Carolina should have computers with Internet access. To access the class website point your browser to After successfully logging in, you will see classes listed. Students who need help with Blackboard may call or Please do not contact the instructor if you cannot access Blackboard or receive any kind of error message, please write to bbsupport.edu. Communicating with the Instructor in or Web-based Course Much of the communication between the instructor and students enrolled in a web-based education course takes place through . Because the instructor receives a large number of messages routinely, it is essential that you clearly identify yourself and clearly state the nature of your note in the subject line and you can insert 722 in the header. If you are leaving a phone message and number, include your full name, area code and number, and the times you can be reached. Please remember that the technology you need for this course (including a computer, Internet access, Blackboard, an account and so on) may not always be available when you need it. So do not wait until the last minute to complete or submit an assignment.

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