Ed Tech 503

 

Course Goals and Objectives

The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, apply instructional design models in realistic contexts, and employ a number of communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according to their use

4. Compare and contrast the major elements of three theories of learning as they relate to instructional design

5. Define the word “systematic” as it relates to instructional design

6. Relate the design of instruction to the term “educational (or “instructional”) technology”

7. Describe the major components of the instructional design process and the functions of models in the design process

8. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)

9. Build an instructional design product that integrates major aspects of the systematic process and make it available on the web.

a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses

i. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products

i. Carry out at least one type of formative evaluation

ii. Create a plan for remaining types of formative evaluation

10. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

11. Apply state and national content standards to the development of instructional products

12. Meet selected professional standards developed by the Association for Educational Communications and Technology

13. Use various technological tools for instructional and professional communication

Course Text & Materials

Smith, P. L. & Ragan, T. J. (2004). Instructional design (3rd Ed.). Danvers, MA: John Wiley & Sons.

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