..................................
Instructional DESIGN


ET502 Spring 2011
INFO
                Linda Lohr, Ed.D.
       ...
This class covers a systematic process of design that helps you create the best
instruction possible. In this class you us...
OBJECTIVES   Terminal Objective 1: Instructional design practice activities, 32%
             of the course grade, 130 poi...
You will apply information gained from your mentor or subject
              matter specialist to the development of an ins...
Note: Students with disabilities who believe they may need accommodations in this class
should contact the Disability Acce...
Date             Content                            Reading & Assignments
Monday January    • What is instructional design...
Date                  Content                            Reading & Assignments
Monday January           • The importance o...
Date                 Content                             Reading & Assignments
Monday January       Visualizing training a...
Date                 Content                              Reading & Assignments
Monday Feb. 7         • The mighty (and fr...
Date                Content                             Reading & Assignments
Monday Feb 14        • How do I align       ...
Date                Content                              Reading & Assignments
Monday Feb. 21      Three Best Practices:
U...
Date                 Content                      Reading & Assignments
Monday Feb. 28       Three Best Practices:        ...
Date                 Content                        Reading & Assignments
Monday March 14
Spring break !

Monday March 21 ...
Date                  Content                         Reading & Assignments
Monday March 28       What are visual learner ...
Date                    Content                         Reading & Assignments
                        What is an instructi...
Date                   Content                        Reading & Assignments
                       Integration – Poster   ...
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Instructional Design Class Syllabus

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Instructional Design Class Syllabus in Spring 2011

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Instructional Design Class Syllabus

  1. 1. .................................. Instructional DESIGN ET502 Spring 2011 INFO Linda Lohr, Ed.D. Professor of Educational Technology McKee Hall, Room 501 University of Northern Colorado, Greeley, CO 80639 Voice: 970 351 2935 ~ FAX: 970 351 1622 E-mail: linda.lohr@unco.edu OFFICE HOURS: To be determined. Since this is a distance learning course, I plan to be very flexible with office hours in order to meet your needs. Be sure to contact me when you need help. If the class would like to meet face- to-face we can find a time when everyone is available. It might be good to formally meet each other at the start of the semester, mid-semester, and at the end of the semester. Since this class is scheduled as online, you do NOT have to meet face to fact. Doing so is optional. Blackboard Web address: http://bb.unco.edu REQUIRED Lohr, L. and Ursyn, A. (in press) Instructional Design for Teaching and READING Learning Visually. Prentice Hall. I provide this instructional text on the class Blackboard site COURSE This class teaches you how to create effective, efficient, and appealing DESCRIPTION information, job-aids, and self-paced instruction that become part of a larger LEARNING ENVIRONMENT. The Blackboard site that you use for this class is a learning environment. You learn in the Blackboard setting by interacting with other students, the Blackboard interface, myself, and self- paced instruction. In learning environments a teacher is usually not physically present, so the instructions must be very clear. The training, educational materials, and instructional support can be presented and experienced using a variety of formats and media; it can include any number of documents, booklets, textbooks, web sites, learning centers, access to a library, field trips, YouTubes, instructional simulations, and the like. The learner can go through material at their own speed, finishing a unit of instruction as fast or as slow as they want or need. Regardless of format, the learner gets plenty of feedback on how they are doing. You will not create all of the types of instructional support mentioned above, but you will have exposure to a variety of instructional strategies that can be used in learning environments. 1
  2. 2. This class covers a systematic process of design that helps you create the best instruction possible. In this class you use this process to develop a number of instructional products for use in learning environments. From the class textbook you will get the theory, and from the Blackboard site and activities you will get practice. The class also teaches you how to optimize the visual affordances that technology provides. You will create visual instruction, and you will also create strategies that ask learners to employ visualization and visual composition skills. Be sure you read this next part carefully. I am not teaching this class the same way this semester that it has been taught in the past. Therefore, anything you have heard about past ET502 classes may not apply to this one. In the past, we had students work in teams to create a design document and unit of instruction. You will still work in a team, but the team has only two people in it. One will be yourself; the other will be someone for whom you decide to develop instruction. You have a choice between 1) working with a mentor, someone’s whose teaching or instructional design you admire, or 2) working with a subject matter expert (someone who knows a lot about the topic you choose to teach in your self-paced lesson). You are strongly encouraged to choose a subject that is NOT familiar to you, because by doing so you learn how to present information to others who may be unfamiliar with the topic. If you choose to work with a mentor, you need to ask them if you can develop a short unit of instruction for them. Keep it really short, (perhaps 15 minutes long). I’ll help you figure out if your project is feasible. Usually you end up doing about 1/4th of what you originally plan. The purpose of working with a mentor is gaining feedback from someone whose teaching style or design skills you admire. If you choose to work with a subject matter expert, you will take a different strategy. Find someone who needs self-directed materials developed for them. You could even go to your dentist, doctor, local animal shelter (and many other places) and ask, “do you have a training need that I can help you with? It will end up being a set of instructions to help people do something.” Ask them to pick a task or a concept that they often have trouble teaching or explaining. Your subject matter expert can be anyone (even a friend or spouse) but they must be willing to explain the content to you and provide feedback to you. It will be your job to take the information they share, analyze it, and chunk it into meaningful units of information and instruction. You will also do this in a way that makes the instruction highly visual. 2
  3. 3. OBJECTIVES Terminal Objective 1: Instructional design practice activities, 32% of the course grade, 130 points, 10 points per project You will read the unit chapters and apply principles covered in the chapters and in the class discussion to the development of a variety of projects, which may include: 1. instructional storyboards that provide visual outlines of lesson content 2. a visual mnemonic that teaches 3. visual objectives 4. an instructional map 5. a visual that decreases cognitive load 6. usability tests of your developing project 7. signage for a learning environment 8. a job-aid to support learner organization 9. an instructional interface 10. an animation that effectively integrates lesson content 11. a poster that shows the big picture and details 12. an instructional story 13. a scaffolded lesson Terminal Objective 2: Completion of Unit Quizzes (25% of course grade, 100 points) You will participate in 10 unit quizzes, each worth 10 points Terminal Objective 3: Participation (18% of course grade, 70 points) You will contribute to the class process by actively participating in discussions and activities. The class has an open discussion forum, make sure you visit it each week. You will mostly likely want to visit the forum since it is a place where you can ask questions. This class is a challenging one for many because it requires you to be creative. If you are uncomfortable with the class please see me. I provide strong feedback and am actively interested in helping you get the grade you deserve. I will help you a lot, but you must help yourself an equal amount. I do not give weekly participation scores and will calculate these points at the end of the semester. I base this grade on how consistently you show up in the discussion area with good questions and comments. Avoid quick superficial comments. Put your energy into understanding unit information. You may miss a week and still be ok if overall you have been present for most of the class. Terminal Objective 4: Development of a Teaching/Design product (25% of course grade, 100 points) (This is created in lieu of a final exam and is not due until the end of the semester. Start working on this project as soon as possible.) This project will be a big part of your comprehensive exam portfolio, so make it as good as possible. You will want to show this to future employers or clients. 3
  4. 4. You will apply information gained from your mentor or subject matter specialist to the development of an instructional product. You will: 1. Work with a mentor or subject matter specialist to identify a training or educational need 2. Apply information and skills gained from Units 1 – 10 to the design and development of an instructional project designed to meet the needs identified (item 1 above). Units 1 - 10 walk you through the instructional design process needed to complete this objective. You will write instructional objectives based on a need, create relevent learning strategies, and formatively evaluate (usability test) your product. 3. Meet the criteria for effective design as covered in Units 1 – 10. GRADING The University of Northern Colorado has instituted a plus / minus grading SCALE system. At the end of the semester, grades will be awarded using the following scale 376+ points = A 360 points = A- 344 points = B+ 332 points = B 320 points = B- 304 points = C+ 292 points = C 280 points = C- 264 points = D+ 252 points = D 240 points = D- Below 240 points = F The course is criterion referenced. Criterion referenced, as you learn in this course, is is grading based upon a set of achievable and clearly defined objectives. You learn what it takes to make the grade you want. Of course, you have to do the work that has been specified for the A. If not, you will receive a grade based upon the criteria provided. 4
  5. 5. Note: Students with disabilities who believe they may need accommodations in this class should contact the Disability Access Center (970-351-2289) as soon as possible after the start of class to better ensure that such accommodations are implemented in a timely fashion. The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated and recognized as a source of strength. We expect that students, faculty and staff within CEBS will be accepting of differences and demonstrate diligence in understanding how other peoples’ perspectives, behaviors, and world views may be different from their own. Further more, as stated by UNC “The University will not engage in unlawful discrimination in educational services against any person because of race, religion, gender, age, national orgin, disability, or veteran status. It is the University’s policy to prohibit discrimination in educational services on the basis of sexual orientation or political affiliation.” See http://www.unco.edu/hr/AAEO_TitleIX.htm Tentative Schedule Expect some changes in the Unit Assignments. Dr. Anna Ursyn, co-author of the textbook, will be developing the visual exercises to go along with each unit. What is listed now may not be the only assignment or option available to you. The chapter you are required to read and the quiz will not change. Date Content Reading & Assignments* * All unit assignments are due Monday, midnight, at the start of the next unit. Monday January • Say hello in the class No reading assigned 10 Blackboard area. Unit 0 Starts 10 points for saying hello and sharing basic • Post a picture of information about yourself with us. Tell us yourself (research what your short term and long term goals shows that using are. Share anything you would like us to pictures makes online know about you. learning seem more personal.) During this class you will create written and visual materials. We would like permission • Start visualizing & from you to use your work as examples in verbalizing your best our textbook, at conferences, on website, instructional journal articles, etc. If you would like your experiences (you work to be included please sign the form we don't have to share it have included in the Blackboard discussion just yet, but get area. You will need to scan your signature started thinking about or digitally create it on the form included. the best learning experience you can remember.) Do a good job of finding examples because you will be using these experiences for a few weeks. 5
  6. 6. Date Content Reading & Assignments Monday January • What is instructional design? Reading: Chapter 1 17 • What are learning Unit 1 Starts environments? Discussion: forum open, • Why are instructional participate one or more times designers and learning environments important Assignments: today? Thoroughly describe your best instructional experience. Given what you learned in chapter 1, explain why the best instructional experience was good, why it worked for you. Provide a visual of the experience. Include, if possible, visual elements or artifacts of the experience. You can use any means you like to produce the visual. Given the limited time of one week you may want to sketch your idea and either photograph or scan the sketch. It is OK to use stick figures and scribbles, as long as they communicate.(This is the Unit 1 project, due Monday January 24 midnight). This assignment allows you to practice both visualizing and verbalizing an idea, fact, feeling, or experience. Quiz: Take the Unit 1 quiz by midnight Monday (you can take it earlier) 6
  7. 7. Date Content Reading & Assignments Monday January • The importance of Reading: Chapter 2 24 imagination Unit 2 Starts • The role of imagination in Discussion: forum open, Unit 1 project due, instructional design participate one or more times midnight • The importance of Unit 1 quiz due, visualization Assignments (choose one): midnight • Synectic strategies to help Option a: you visualize Market a product visually (create a visual message that creates an association between the product and something desireable.) For example, make an association between the product and some admirable trait or experience, such as beauty, intelligence, humor, leadership, excitement, drama, thrill, energy. Market any of the following: • A cookie • A computer monitor • A button • Any thing you want Option b: Think about your strengths and identify something for which you excel, and share at least three visuals that depict your skill. Create a visual that shows different parts or perspectives of the skill. If you are a good manager you might create a visual of a confident beehive queen who is able to motivate her worker bees. 7
  8. 8. Date Content Reading & Assignments Monday January Visualizing training and Reading: Chapter 3 31 performance Unit 3 Starts • Who are instructional Discussion: forum open, Unit 2 project due designers? participate one or more times Unit 2 quiz due • Are you an instructional Assignments: designer? Describe how different media might be used to effectively • What is a visual information communicate information, job- intervention? aids, training and education. • What is a job-aid? Create a robot that performs at least two of the four • What is a training interventions mentioned. Draw intervention? the robot, showing how the robot provides information, job- • What is an educational aids, training , or education. intervention? Quiz: Take the Unit quiz by the • What is the role of visuals? end of next Monday (you can take it earlier) 8
  9. 9. Date Content Reading & Assignments Monday Feb. 7 • The mighty (and fractal) Reading: Chapter 4 Unit4 Starts, 2 visual objective. Why is it parts mighty? Discussion: forum open, Unit 3 Quiz due participate one or more times Unit 3 Project due • What are the essential parts of an objective? Assignment (choose one) § Use the objective • What do you mean by format shared in the fractal? chapter for teaching a mnemonic learning • Is fractal a good thing? strategy (for example, Every Good Boy Does • Why is alignment of Fine teaches the notes objectives important? on a music scale: E, G, B, D & F). Visit the unit discussion area to ask questions and to discuss this § Create your own visual unit's topic. objective, making sure that it shows the four essential parts of the objective. Quiz: Take the Unit quiz by the end of next Monday (you can take it earlier) 9
  10. 10. Date Content Reading & Assignments Monday Feb 14 • How do I align Reading: Chapter 4 Unit 4 Continues Behaviors/Outcomes with Unit 4 exercise 1 Degree of Learning Discussion: forum open, due Assessment? participate one or more times Unit 4 quiz due • How do I align Learner Assignment: Create a poster Characteristics with showing other teachers how to Instructional Strategies? write an objective. Make sure you include the four parts of the Visit the unit discussion area to objective (ABCD), and, show ask questions and to discuss this the importance of aligning those unit's topic. objectives. 10
  11. 11. Date Content Reading & Assignments Monday Feb. 21 Three Best Practices: Unit 5 starts Best Practice 1: Create Visual Reading: Chapter 5 Unit 4 exercise 2 Learning Environments due • What is a learning Discussion: forum open, environment? participate one or more times • What four types of Assignment: (Choose one): interaction are important for learning environments? Show four types of interaction for one of the topics below : • How is a learning • Zoo animals environment different from • Greek mythology traditional classrooms? • Parts of a computer • You choose a topic • Is a learning environment the same thing as an online classroom? Quiz: Take the unit quiz by the end of next Monday (you can If this were a traditional take it earlier) Instructional Design class you would find much of this information in a chapter titled Instructional Strategies 11
  12. 12. Date Content Reading & Assignments Monday Feb. 28 Three Best Practices: Reading: Chapter 6 Unit 6 Best Practice 2: Manage Unit 5 project due Cognitive Load Visually Discussion: forum open, participate one Unit 5 quiz due or more times If this were a traditional Instructional Design class Assignment (choose one): you would find much of Choose a complex topic and make it less this information in a complex through the use of visuals chapter titled Learner (signs, symbols), and visual strategies Analysis (color coding, size, etc.) • The solar system • Architectural styles • The table of elements • Animals in the zoo Quiz: Take the unit quiz by the end of next Monday (you can take it earlier) Date Content Reading & Assignments Three Best Practices: Reading: Chapter 7 Monday March 7 Best Practice 3: Usability Unit 7 test/formatively evaluate Discussion: forum open, participate one Unit 6 project due (assessment) or more times Unit 6 quiz due • What is a usability Assignment: Dr. Anna Ursyn will create test? this activity. • What is formative Create a quick prototype of a web site evaluation? (Anna has a website that will help you • Is a usability test prototype) teaching about (choose one): and formative • cats evaluation the same • dogs thing? • cats and dogs • What is the • a topic of your choice difference between usability and Students will usability test your site from aesthetics? both art and design perspectives. • How are the terms effectiveness, Quiz: Take the unit quiz by the end the efficiency, and first Monday after Spring break. appeal operationalized for usability? 12
  13. 13. Date Content Reading & Assignments Monday March 14 Spring break ! Monday March 21 What are visual learner Reading: Chapter 8 Unit 8 starts selection strategies? Unit 7 project due Discussion: forum open, participate one Unit 7 quiz due What visual principles, or more times actions, and tools enhance learner Assignment: Choose one selection? Create a poster that emphasizes What do learner something you find important. For objectives related to example: learner selection principles look like? Create a poster that emphasizes the key message or primary feeling you get from: Visit the unit discussion • a musical composition area to ask questions and • a movie to discuss this unit's • a book topic. • a game • a statement of quotation Create signage for a learning environment Quiz: Take the unit quiz by the end of next Monday (you can take it earlier) 13
  14. 14. Date Content Reading & Assignments Monday March 28 What are visual learner Reading: Chapter 9 Unit 9 starts, part organization strategies? 1 of 2 Discussion: forum open, participate one Unit 8 project due What visual principles, or more times Unit 8 quiz due actions, and tools enhance learner Assignment: Choose one below. Make organization? sure that your image shows some type of relationships between visual elements What are generative organizational strategies? • Use flowers to describe the solar system (how does the size or What do learner color of the flower communicate objectives related to something about the planets?) organizational principles • Use something familiar to look like? describe something unfamiliar • Use two visuals to “tell a story” Visit the unit discussion or create a message where both area to ask questions and visuals become part of the story to discuss this unit's topic. Quiz: Take the unit quiz by the end of next Monday (you can take it earlier) 14
  15. 15. Date Content Reading & Assignments What is an instructional Reading: Chapter 9 Monday April 4 interface? Unit 9 , part 2 of 2 Discussion: forum open, participate one continues What metaphors are or more times Unit 9 exercise 1 relevant for an due instructional interface? Assignment: Use symbols from one Unit 9 quiz due system to explain another system (for Why are metaphors example desktop metaphors are used to effective? help people learn about computer systems (folders are used to help people What challenges are understand files). present when metphors are used? Quiz: Take the unit quiz by the end of next Monday (you can take it earlier) Visit the unit discussion area to ask questions and to discuss this unit's topic. Date Content Reading & Assignments Monday April 11 What are visual learner Reading: Chapter 10 Unit 10 , part 1 of 3 integration strategies? Unit 9 exercise 2 Discussion: forum open, participate one due What visual principles, or more times actions, and tools enhance learner Assignment (choose one) integration? • Create a book where visuals and words communicate more How are Mayer's effectively than visuals alone or multimedia principles words alone. used in animations? • Create a storyboard for your final project in this class • Create a storyboard for a project of your choice Quiz: Take the Unit quiz by the end of next Monday (you can take it earlier) 15
  16. 16. Date Content Reading & Assignments Integration – Poster Reading: Chapter 10 Monday April 18 Unit 10, part 2 of 3 What are generative Discussion: forum open, participate one Unit 10, exercise 1 integration strategies? or more times due Unit 10 quiz due What do learner Assignment: This is an exercise created objectives related to by Dr. Anna Ursyn, the co-author of the integration principles textbook. look like? Quiz: Take the Unit quiz by the end of next Monday (you can take it earlier) Date Content Reading & Assignments The Story Metaphor Reading: Chapter 10 Monday April 18 Unit 10 part 3 of 3 What are story Discussion: forum open, participate one Unit 10 exercise 2 structures? or more times due Why are stories effective Assignment: This is an exercise created instructional strategies? by Dr. Anna Ursyn. Create a container for story. How do you write an instrucctional story? Quiz: Take the Unit quiz by the end of next Monday (you can take it earlier) Date Content Reading & Assignments Monday April 25 Scaffolding a lesson Reading: Chapter 11 Unit 11 Starts visually Unit 10 exercise 3 Discussion: forum open, participate one due What is scaffolding? or more times Why is scaffolding Assignment: Scaffold your final project important? Quiz: Take the Unit quiz by the end of How do you scaffold? next Monday (you can take it earlier) What do objectives that are scaffolded look like? Scaffolding and ADDIE Monday April 2 Turn in your final project Finals week Unit 11 project due Unit 11 quiz 16

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