Course Description
Systematic procedures for designing, developing, evaluating, and revising instruction to meet identified goals and objectives.
Additional Requirements for Graduate Students:
Graduate students will be required to design, develop, and
field test one lesson from their course project with a small
group of students from the target population. This field test
must demonstrate competence with formative evaluation
procedures and a report of the evaluation's results with
suggestions for revisions must be included in the course
project documentation.
Athena Title
Intro to Instructional Design
Equivalent Courses
Not open to students with credit in EDIT 4170 or EDIT 6170
Non-Traditional Format
This course will be taught 95% or more online.
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Course Objectives
At the end of the course, participants will be able to: 1. demonstrate an understanding of the instructional design and development process. 2. demonstrate the following competencies in the completion of an instructional development project: a) identify an instructional problem; b) plan and implement an instructional needs assessment; c) analyze learner, task, and situational characteristics; d) specify terminal and enabling learning objectives; e) prepare macro-instructional designs using instructional curriculum maps; f) prepare micro-instructional designs via the events of instruction; g) select appropriate instructional strategies; h) select appropriate instructional media; i) construct a prototype; j) prepare appropriate assessment/testing instruments and procedures; k) plan and conduct formative evaluations; l) plan and conduct a field test of the prototype; m) specify revisions resulting from field test. 3. compare and contrast various instructional design perspectives and philosophies.
Topical Outline
Introduction to the systems approach to instructional design (objs. 1 and 3) Instructional congruency Macro- vs. micro-instructional design Constructivism and instructional design Instructional analysis: Learning context (situation) (objs. 2a and 2b) Describing the learning environment Determining resources and constraints Instructional analysis: Learner (obj. 2c) Learner characteristics Similarities and differences among learners from different cultures Prior learning Instructional analysis: Task (objs. 2c, 2d, 2e) Identifying instructional goals Identifying learning outcomes Learning hierarchies Elaboration theory Developing and writing instructional objectives (obj. 2d) Designing and developing assessment measures (obj. 2j) Designing and developing instructional strategies (objs. 2f and 2g) Events of instruction ARCS Model of motivational instructional design Designing education and training for cross-cultural settings Production of instruction (objs. 2h and 2i) Formative and summative evaluation (obj. 2k, 2l, 2m) Rapid prototyping Diffusion, dissemination, and implementation
Syllabus