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.

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