Credit: Three semester hours
Time: 5:30-8:45 PM Thursdays
Location: Dunn 210
Purpose: This course serves as an overview of the entire Instructional Design (I.D.) Process, from content and goal analysis to the completed Instructional Plan. In addition to presenting and analyzing the I.D. process, this course provides opportunities to practice I.D. skills such as: Content Analysis, Preparation of Objectives, Instructional Strategy Development, Formative Evaluation, and Summative Evaluation.
The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice, Brown and Green, 3rd Edition. ISBN 978-1-138-79707-9 (Required)
The Craft of Research, Booth, Colomb, Williams. ISBN 9780226065663
The primary thrust of IT 651: Systematic Instructional Design is the production of an instructional design project. It demonstrates the candidate’s ability to design an original workshop that should take about seven hours to teach in an organization; such a workshop might be part of a school’s staff development programming. The objective of this course is to give our candidates the ability to plan, deliver, and evaluate a mid-sized training program on a specific topic. The length and duration of the course they design is roughly 1-2 days of instruction.
Conclusion & Next Steps
Final Project: This will be a compilation of the first 9 projects (100 points)
Individual Critique - Each student will be assigned one of the project drafts to critique. These should be at least five pages in length. (50 points)
Final Presentation: This will be 20-25 minute presentation of the instructional design project. (500 points)
Scoring Rubric for each of the graded components of the course.
Regular attendance and participation in all activities are considered essential to this class. The quality of team work relies on the team efforts and contribution of each team member. Meanwhile, a collaborative environment fosters individual's growth in learning. Should situations arise which prevent class attendance, please notify the instructor in advance. Given the format of the class, even excused absences may result in a lower grade for he student (at the discretion of the instructor).
Academic Integrity and Plagiarism:
All participants should aspire to high standards of academic honesty. Any single instance of academic dishonesty will result in failure of the assignment in question, and possibly failure of the class and/or expulsion from the program. Participants in this class are expected to properly reference sources when using information from others.
Participants who have documented learning, emotional, and/or physical disabilities, can get academic accommodations through Accommodative Services (110-112 Sisson Hall, SUNY Potsdam. Telephone: 267-3267). Please also see instructor during office hour to discuss this. General information on accommodations can be found at: http://www.potsdam.edu/support/oas/index.cfm
190-200 points 4.0
180-189 points 3.7
170-179 points 3.3
160-169 points 3.0
150-159 points 2.7
140-149 points 2.3
130-139 points 2.0
Course Schedule: (subject to change as needed)
|9/3||Course Introduction. What is an Instructional
Designer? What does and Instructional Designer do?
Scenario role playing. Overview of Texts/Syllabus
Read and take notes: Chapters 1 & 2 (Before you begin designing instruction)
Prepare 1 minute "Elevator Pitch" for project topic, including identified client for next class.
|9/10||Read and take notes: Chapter 3 (Needs analysis). Project Proposals due, groups formed.|
|9/17||Read and take notes: Chapter 4 (Task analysis). Needs Assessment draft due.|
|9/24||Read and take notes: Chapter 5 (Analyzing learners). Task Analysis draft due.|
|10/1||Read and take notes: Chapter 6 (Instructional Goals and Objectives). Learner Analysis Due|
|10/8||Read and take notes: Chapter 7. (Organizing Instruction) Instructional Goals and Learning Assessment Due|
|10/15||Read and take notes: Chapter 8. (Learning Environments and Instructional Activities). Instructional Plan and Instructional Materials Due.|
|10/22||Read and take notes: Chapter 9. (Evaluate Learner Achievement) Context Analysis Due|
|10/29||Read and take notes: Chapter 10. (Determine the Success of the Instructional Design Product and Process). Formative Evlauation due.|
|11/5||Read and take notes: Chapter 11& 12 (Instructional Media Production Management & Visual Design for Instructional Media).(no class, AECT Conference) Conclusion and Next Steps due.|
|11/12||Draft of Final Project Due.|
|11/19||5 Page Individual Critique of projects due.|
Presentation of Final Projects.
5:45 - Emily, Kerry, Ben - Tech Workshops for SOEPS
6:15 - Jon, Mohammed, Matt - Canton BLCMS
Indiana State: Aligning Assessments with Objectives