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Texas A & M University-Corpus Christi
College of Education Educational Technology Program
Spring 2011
syllabus ETEC 5304: Instructional Design-Online
instructor: Stephen Rodriguez, Ph.D.
office: Faculty Center 231; office hours: Tuesday, 2:30 -4:00;
Wednesday, 4:00 -7:00 PM; Thursday, 2:30 -4:00 or by
appointment
contact: phone: (361) 825-6033 office; (361) 980-7000 cell); 825-6076
fax; send all e-mail to the course BlackBoard site: secondary
e-mail: [email protected]
I. catalog Provides an introduction to instructional .design theory,
description: principles, and techniques and related learning theories.
Considers various instructional design models including to
the Instructional Systems Development Model.
Required text: Dick, W. & Carey, L. (2009). The systematic design of instruction
(7th ed.). Upper Saddle River, NJ: Pearson (ISBN: 978-0-205-58556-4)
Extended Description
This online course provides an introduction to instructional design, the process
of specifying conditions of learning. Primary areas of focus include instructional
systems design and instructional strategies. In order to maximize relevance, you
are required to identify a client for whom to create an instructional product.
Possible clients include local businesses, local teachers, A&M faculty, and the
local medical community. This is an applications course in which you produce
portfolio pieces. You analyze an instructional environment as well as design,
develop, and evaluate an instructional product as the major course project.
Objectives
At the end of the course, you will be able to:
1. Provide rationales for using a systematic approach to instructional design.
2. Identify and summarize the major elements commonly included in
instructional development models.
3. Define terms used to describe the phases and strategies of the instructional
design process.
4. Conduct a needs assessment.
5. Demonstrate the following competency in the completion of an instructional
development project:
a) identify an instructional problem,
b) plan and implement an instructional analysis,
c) analyze learner, task, and situational characteristics,
d) specify terminal and enabling learning objectives,
e) design criterion measures,
f) select appropriate instructional strategies,
g) select appropriate instructional media,
h) construct a prototype product,
i) prepare appropriate testing instruments and procedures,
j) plan and conduct formative evaluations, and
k) specify revisions resulting from formative evaluation.
6. Compare and contrast various instructional design perspectives and
philosophies.
7. Develop effective and efficient instructional products.
Unit Topics
Unit Date
Unit 1: Systematically Designed Instruction August 24 (Wed.) – August 28 (Sun.)
Unit 2: Needs Assessment/Analyzing the
Learning Context
August 29 (Mon.) – September 4 (Sun.)
Unit 3: Goal Analysis/Analyzing the
Learning Task
Sept. 6 (Mon.) – 11 (Sun.)
Unit 4: Analyzing the Learners Sept. 12 (Mon.) – 18 (Sun.)
Unit 5: Developing Objectives Sept. 19 (Mon.) – 25 (Sun.)
Unit 6: Assessing Learner Performance Sept. 26 (Mon.) – Oct 2 (Sun.)
Unit 7: Developing Strategies I Oct. 3 (Mon.) – 9 (Sun.)
Unit 8: Developing Strategies II Oct. 10 (Mon.) – Oct. 16 (Sun.)
Unit 9: Developing Strategies III Oct. 17 (Mon.) – Oct. 23 (Sun.)
Unit 10: Delivery and Management Systems Oct. 24 (Mon.) – Oct. 30 (Sun.)
Unit 11: Developing Instructional Materials Oct. 31 (Mon.) – November 6 (Sun.)
Unit 12: Designing and Conducting
Formative Evaluation
Nov. 7 (Mon.) – 13 (Sun.)
Unit 13: Revising Instructional Materials Nov. 14 (Mon.) – 20 (Sun.)
Unit 14: Summative Evaluation and
Grading
Nov. 21 (Mon.) – Nov.27 (Sun.)
thanksgiving weekend Nov.24, 25
Unit 15: Models Nov. 28 (Mon.) – Dec. 4 (Sun.)
Assignments for each unit can be found on the course web pages in the
Blackboard Learning System.
Assessment
1 Weekly submissions of deign docs 10%
2 Instructional Product 25%
3 Project Documentation 25%
4 Unit Discussions 20%
5 Quizzes 20%
Total 100%
In each unit under Assignments you will be given your activities for that unit
including, reading assignments, links to quizzes, progress that should be made
on your instructional product, and discussions of readings. Following is an
explanation of each:
Weekly submissions of deign docs 10%
Professional instructional designers are often required to submit ongoing design
work to their clients or supervisors. Each week you will turn in the draft work
you have completed for the Unit of the week. The instructor will review your
work, provide feedback, and allow you to resubmit your work for an improved
grade. Instructional design work—especially for those new to the field—often
requires multiple drafts to insure the work is done correctly. Your instructor
wishes to make the course an “opportunity for success,” so please stay on
schedule and submit your work in a timely manner. If you do so, you will earn
ten points for on-time submissions. If your work is late, you will not receive
points toward your ten point total.
Your submissions should reflect the readings. Dick, Carey, and Carey tell you
precisely what to do. Do as they recommend. Submit your work as an email
attachment in the Blackboard Learning System. Please label each submission
with your name, date, and the corresponding unit in which you are working. (ex.
Dr. Rodriguez, 1/29, Systematically Designed Instruction). Turn in the work you
complete by the end of each Unit.
1. Project Documentation (25%)
In addition to producing the instructional product, you will document the
analyses, design, development, and evaluation of the project according to
the evaluation criteria rubric. You will turn in your project
documentation with your final project. Project documentation refers to
the information you gathered and documents you created as you
developed your product. Your project documentation must include all of
your notes, drafts, and any materials used for your project. Your weekly
status reports are part of your project documentation.
Project Documentation Rubric
Title of Project:
Instructional Designer:
Project Documentation Exemplary Acceptable Poor Comments
I. Instructional Goal (2)
A. Rationale for
program (criteria for
selecting a goal)
B. Statement of
instructional goal
II. Analyses (13)
A. Context
Needs assessment
design
Data collection
Implications for
design
B. Learner
Methods of data
collection
Description of
general
characteristics
Implications for
design
C. Learning Task
Completeness of
diagram and sub
skills
Appropriate
relationships among
sub skills
Identification of sub
skills to be taught
and entry skills
III. Performance
Objectives (15)
A. Stated in
performance terms
B. No gaps
IV. Criterion-referenced
Tests (10)
A. Test blueprint
B. Relation of test
items to objectives
C. Appropriateness of
test design
V. Instructional strategy
and materials production
(35)
A. Compatible with
learning tasks and
audience
B. Rationale for media
selection
C. Appropriateness of
media selection
D. Instructional
Sequence
E. Application of
conditions of
learning
F. Attention to
cognitive processing
principles
G. Design
considerations
H. Structure and
organization
I. Instructional
sequence
J. Pre-instructional
activities
K. Information
presentation
L. Practice activities
M. Strategy for
teaching terminal
objective
VI. Formative Evaluation
(15)
A. Description of one-
to-one procedures
B. Results and
revisions based on
one-to-one
C. Description of small
group evaluation
procedures
D. Results and
revisions based on
small group
E. Field test
1. sample group
characteristics
2. instruments and
procedures used
for data collection
3. data analysis,
summary and
display
VII. Suggested Revision
(10)
A. Materials
B. Tests
C. Delivery
2. Instructional Product (25%)
You must produce an interactive, instructional product. This project
should be able to stand alone, that is, it should be able to provide all of the
instruction to learners without depending on a content expert. The
delivery system for this product may be any medium (print, audiovisual,
computer-based, etc.). You should choose a small problem area-- no more
than three hours of learner time.
You will be conducting your formative evaluation during Unit 12.
Therefore, schedule the formative evaluation with your client for this
unit as soon as you have committed to a project and make sure you have
your instructional materials completed on time.
You will have due dates for your project throughout the semester;
however, you will not turn in your project until the end of the semester.
Do not let yourself get behind. You must submit an instructional product
either online or in hard copy.
Your instructional product should be designed based on the information
gathered for your project documentation and will be evaluated using your
project documentation and the instructional design principles covered in
the course.
Instructional Product Rubric
Title of Project:
Instructional Designer:
Instructional Product- Exemplary Acceptable Poor Comments
Gains and directs
learners’ attentions using
ARCS
Informs learners what is
expected of them
(objectives)
Assesses those stated
expectations
Stimulates recall of
prerequisite
learning
Requires learners to
interact
continuously with
content
Provides sufficient
guidance for
student success
Requires learners to
frequently generate
assessable products
Requires learners to use
higher order
thinking
Includes graphics with--
____ (5) balance
____ (5) unity
____ (5) simplicity
____ (5) emphasis
Provides for retention and
transfer
Grade
3. Discussions (20%)
Reading online discussions start at the beginning of the unit and end
when the next unit starts.
Participating: Each week you will participate in online discussions
(computer conferences) of the required readings. You should read the
required readings and enter a response to questions posted by moderators
of the discussion by Wednesday. The moderators of the discussion will
evaluate you using the Online Discussion rubric which can be found on
the Blackboard Learning System.
Moderating: Each of you will serve as a moderator for one conference.
The moderator has to post chosen questions by the Tuesday during his or
her week in Discussions> Unit (#).
At the end of the unit, each moderator will evaluate the other moderators
and each class member using the Moderator Evaluation rubric and the
Participation Rubric. Send the evaluations to the instructor via email in
the Blackboard Learning System.
4. Quizzes (20%)
For some units you will complete a quiz. Quizzes are located on the home
page. All quizzes need to be turned in by the beginning of the next unit.
Dates can be found in the calendar.
Weekly Expectations
For Student
By Wednesday of each week you should have completed the required
readings for the unit. This includes readings from the textbook and the
course web pages.
By no later than Wednesday, post a substantial answer to at least one
question posted by the moderators of the discussion group. A substantial
answer references the required reading, includes personal or professional
experience, and contains at least 50 words.
Begin project tasks outlined in the unit’s course web pages. Complete a
project status report
If the unit has a quiz, take the unit’s quiz.
By the end of the unit on Sunday, contribute meaningfully to the online
discussion.
Policies and Procedures
Attendance:
I expect that you will complete all assignments according to the schedule. You
are responsible for communicating with me and with the members of your group
in a timely and regular manner.
Time Requirements:
Regular 3-credit graduate courses require approximately 3 hours of class time
per week plus 9 hours of study time. Therefore, expect to spend a minimum of 12
hours each week for 15 weeks on this class. Because this is an online course, you
may have to spend even more time than 12 hours some weeks.
Late Work:
Assignments are due on the dates indicated in the syllabus and schedule. Due
dates are particularly important when someone else is relying on your
contributions. Late work will be penalized according to the following schedule:
Days Late Deduction
1 10%
2 15%
3-6 25%
7-13 35%
14 or more 50%
Grades of "INCOMPLETE" will be given only for certifiable medical reasons or in
other extraordinary circumstances. Requests for incompletes must be made in
writing and must include:
Documentation
Advanced notice
Date that coursework will be submitted.
If the coursework is not submitted by that date, the Incomplete will become
permanent.
APA Format:
Follow the fourth edition of the Publication manual of the American
Psychological Association (APA) and related electronic resources for all citations
and references, including electronic media such as CD-ROM, email the Web, and
electronic journals.
Copyright / Plagiarism:
The handouts used in this course are copyrighted. By "handouts," I mean all
materials generated for this class, which include but are not limited to self-
assessments, exams, lab problems, in-class materials, review sheets, and
additional problem sets. Because these materials are copyrighted, you do not
have the right to copy them, unless I expressly grant permission.
As commonly defined, plagiarism consists of passing off as one's own the ideas,
words, writings, etc., which belong to another. In accordance with this definition,
you are committing plagiarism if you copy the work of another person and turn
it in as your own, even if you should have the permission of that person.
Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust
among colleagues without which research cannot be safely communicated. If you
have any questions regarding plagiarism, please consult the latest issue of the
Texas A&M University Student Rules, under the section "Scholastic Dishonesty."
Americans with Disabilities Act:
The Americans with Disabilities Act (ADA) is a federal anti-discrimination
statute that provides comprehensive civil rights protection for persons with
disabilities. Among other things, this legislation requires that all students with
disabilities be guaranteed a learning environment that provides for reasonable
accommodation of their disabilities. If you believe you have a disability requiring
an accommodation, please contact: Disability Services, Texas A&M University-
Corpus Christi, 6300 Ocean Drive, Unit 571, Driftwood 101, Corpus Christi, TX
78412-5717
Email Address—[email protected]
Phone Numbers Main Office: 361.825.5816; Fax: 361.825.2536; Text:
361.850.3180; Exam Services: 361.825.2259
Code of Integrity:
Experience has long shown that sensitive issues relating to integrity are best
handled by clearly defining expectations and guidelines in advance so that all
participants understand the issues and do not accidentally or intentionally
violate them. The following are offered to ensure open communication on
potential issues to maximize understanding between student and instructor.
Students should consult the Texas A & M University Regulations for guidelines
for scholastic integrity regarding originality, plagiarism, etc. The publication
manual for the American Psychological Association should be consulted
regarding appropriate methods for citing the works of others and the style and
format for presenting literature references.
Course products and evaluations: the guiding principle of academic integrity is
that a student's submitted work must be his/her own. Since the course objectives
focus on the processes of developing course related materials, as well as the
materials themselves, it is expected that all course products will consist of work
done specifically for this course. Products completed for previous or concurrent
course credit cannot be used for assignments for this course. If you wish to
continue a theme or content area used in another course, inform the instructor
and supply any requested existing materials at the start of this course. Any
intended projects relating to other courses should be approved at the start by all
instructors and should reflect unique elements and sufficient development effort
for all courses involved.
Group projects are intended to allow several students to work as team members
on projects that benefit jeopardize the work of, the other members. Any problems
in working with teams should be brought to the attention of the instructor
immediately so that solutions may be enacted to ensure that all members benefit
from the experience.
Related Issues:
Courses such as this require time and activity considerations, which differ from
those of many other classes. You cannot afford to get behind, since many topics
and assignments are based on the skills and products of previous assignments;
there is no meaningful way to "cram" with computer related exercises and still
experience the benefits of the sequence of activities. Plan your computer
materials so you are ready to develop or present your materials on time. Contact
the instructor if you are having any problems with assignments or concepts.
There is a reliance on technologies in this course which greatly impact the need
to have assignments done on time. Waiting until the last minute and not having
the opportunity to complete an assignment will be the responsibility of the
student. This is especially important when relying on "community" resources or
networks, which might experience an overload if several individuals are rushing
at the last minute.
If problems are incurred, it is the student's responsibility to find solutions with
sufficient time to complete the required task. Do not wait until a due date is near
to discover/report lack of access to software, inability to connect to a network,
etc. While the instructor will help wherever possible, it is the students'
responsibility to maintain individual resources (modems, phone lines, Internet
access, network software, software compatibility, etc.)
Syllabus Disclaimer
This syllabus has been created as a guide to the class and is as accurate as
possible. However, all information is subject to change as class needs change.
Any changes will be posted on the Blackboard Learning Systems
Announcements.
Blackboard Learning Systems
Blackboard Learning System Help: Island Online
URL: iol.tamucc.edu
Phone: (361) 825-2825
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