University of Wyoming
ITEC 5160 – Introduction to Instructional Design
Class will be delivered online in an asynchronous format.The Fall 2013 semester lasts from 08/26/2013 - 12/06/2013.
Instructor Information
Instructor: Tonia A. Dousay, Ph.D.
Office Hours: ED 325 or Skype (tadousay) 11:00AM - 12:00PM Mon/Wed
by appointment
Email: tdousay@uwyo.edu or tadousay@gmail.com Phone: 706-352-9459 (Google Voice)
www.pinterest.com/tadousay www.twitter.com/tadousay www.linkedin.com/in/tonia I am available to chat online during office hours or at other times by appointment to discuss course-related matters. While I make every attempt to be online during office hours, I may have an unannounced conflict. So, please schedule chats in advance when possible. I prefer being contacted via email, and attempt to respond to all messages within 24 hours. Please allow this amount of time for my response. Phone calls will be returned within 48 hours.
Course Orientation
This course generally follows the outline of the Smith and Ragan textbook. The calendar reflects activities and due dates. This course is structured to help students work on the same topic area at the same time. This is a graduate level course, and the community that comes from working together is as important as some of the content. We will use Ning as much as possible to facilitate community development. I expect you to login and contribute to discussions at least 3 to 4 times a week. Your consistent attention to the course will make it worthwhile. Threaded discussions require all of us to participate; if you only post material on a early in the week, then you risk missing posts that follow. Concentrate on frequent log-ins of shorter duration. Your colleagues need feedback. Although I will respond to weekly posts, it is your comments that will make this a good or bad course. Your experiences and posts will situate theory in reality.
Content delivery for this course is limited to online systems. Like any distance delivery, it has the advantage of being convenient, but the potential disadvantage of student isolation and communication or technological problems. I try to effectively communicate course expectations, but do not guarantee it. Do not hesitate to contact me if you have questions or concerns. Communication works best if you first try posting in this site and then try email. If I haven't responded to those methods within a reasonable amount of time (2-3 days), call me. When a message is sent, follow these guidelines:
1. Use the email system provided within the web site and make sure your email address is up-to-date (you can change it in with the "my profile" link in your eCollege home page).
2. Include at the end of the message a signature line with your complete name and accessible phone number.
Please recognize that this course is not my only responsibility. I am not available 7 days a week, 24 hours a day. I will check this course throughout the week, but will not check it or my email on weekends. If you write a message during those days, do not expect a reply until Monday, particularly if assignments are due.
Course Home includes the syllabus, brief instructor bio, course calendar, small group assignments, and information regarding the final project. Content-driven discussions will take place in eCollege, while technical and open discussions will occur in Ning.
Other course tools are linked in the tabs across the top of the page. I will use the Gradebook to provide feedback regarding course participation and assignments. Check this tab weekly to stay on top of your grade (and to ensure that I don’t make errors). If there is an asterisk in the grade column, it means I haven't graded that item yet. Email allows you to send a message to one person or the entire class. Doc Sharing is where we can upload documents to share with the class. You can make documents private (instructor only) or public (entire class). Currently you will find a PDF file of the reading we'll use to examine alternative design models (Gustafson & Branch, 2001). The Dropbox tab is an assignment management tool, which provides a place for you to submit assignments for grading and feedback. It is integrated with the Gradebook and uses an "inbox/outbox" paradigm as well as assignment baskets to organize work. You can find the available
dropboxes under the tab. In lieu of the built in Webliography, I prefer to use a collaborative Pinterest board. If you would like to be invited to pin to this board, please notify me.
Course Description
This course is an introduction to the theory and practice of instructional design. It includes an intensive study of the instructional design process and application of the process to solve instructional problems.
Course Goal
The purpose of this course is to analyze the systematic design and development of learning systems and to apply the process in solving instructional problems.
Course Objectives
Upon completion of this course, students will be able to:
1. Define major terms associated with instructional design and describe the major activities of the instructional design process.
2. Describe the major theory bases of instructional design; describe two philosophical positions and their impact on instructional design; and state your own philosophy of teaching and learning. 3. Describe instructional analysis, including its purpose, components, and considerations, both in
general and as specifically related to the learning environment.
4. Describe learner characteristics to include similarities and differences, cognitive categories, prior knowledge, and how such characteristics impact instructional strategies.
5. Recognize, write, and analyze learning goals and learning objectives; define and describe the different types of learning.
6. Determine appropriate assessment models; describe advantages and disadvantages of a variety of assessment types; develop item specifications and instrument blueprints for given objectives. 7. Describe the instructional strategy stage, including organizational and delivery categories, expanded
instructional events, and supplantive and generative strategies.
8. Describe and design strategy plans for problem solving, declarative knowledge, concept learning, principle learning, procedures learning, cognition strategies, attitude change, and/or psychomotor learning.
10. Describe formative and summative evaluation; identify purposes, procedures, and stages of formative and summative evaluation for a variety of media; and interpret evaluation data.
Required Texts
Smith, P. L., & Ragan, T. J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: Wiley.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Recommended Texts
These additional texts contain helpful information for anyone interested in instructional design. However, we will not be using them in this course.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. New York: Springer.
Dick, W., Carey, L., & Carey, J. (2011). The Systematic Design of Instruction (7th ed.). New York: Allyn and Bacon.
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2012). Designing Effective Instruction (7th ed.). Hoboken, NJ: Wiley.
Expectations
1. This course has been designed for 15 weeks and is event oriented. You will be able to access new instructional materials on Monday of each week. Access to earlier modules continues throughout the course. Specific objectives and events are noted within each week. Course work is expected to occur within eCollege and Ning.
2. When submitting assignments, use the following file naming convention: LNameFInitial_AssignmentCode.docx
For example, if I were to submit the Learner Analysis exercise, it would be named: DousayT_LA.docx
If your file has a name such as, "unit three assignment," which makes perfect to you, it is likely to be misplaced or overlooked when I am downloading files to grade.
3. Regular interaction is required in this course. Check the web site at the beginning of each week for announcements, readings, and assignments. Read and complete all assignments by the specified due date. Make discussion posts in an iterative and timely manner. Read, research, and react to other postings throughout the week.
Late Submission Policy
The late submission policy is intended to help those who have issues beyond their control submit a quality assignment with minimal interruption to the class. All assignments are due by 11:59PM on the date specified in the course schedule. Keep in mind that in the workplace, grace periods are rarely allowed. Submitting assignments late can cause gaps in learning new material; and can delay the grading process in this course. However, I am willing to provide opportunities to make-up work for course exercises. If you anticipate a legitimate absence or encounter an unavoidable situation, contact me before the assignment is due to discuss alternative arrangements. Make-up work for course participation and the final project will not be accepted. Additionally, any make-up work accepted will incur a 10% grade reduction per day unless prior arrangements are made.
Academic Honesty
As with all university courses, any written work a student submits is expected to be the student’s work done originally for this course and for this semester. Be careful about sharing your work with other students. Any work “borrowed” from other sources and represented as the student’s own or recycled from previous semesters will result in a failing course grade. Any student who knowingly assists another in committing an act of academic dishonesty will receive a failing grade in the course. Refer to the University Student Code of Conduct for additional information.
The University of Wyoming is built upon a strong foundation of integrity, respect and trust. All members of the university community have a responsibility to be honest and the right to expect honesty from others. Any form of academic dishonesty is unacceptable to our community and will not be tolerated (University of Wyoming, 2008, p. 3). Students should report suspected violations of standards of academic honesty to the instructor, department head, or dean.
Accessibility
A campus environment characterized by diversity, free inquiry, free expression has always been a top priority of the University of Wyoming. Civil discourse is an essential aspect of the search for and transmission of knowledge. Words and actions that promote and encourage self-worth, respect and dignity are consistent with the university’s mission. Conversely, words or actions that reflect prejudice, stereotypes and
discrimination are antithetical to the mission of the university and will not be tolerated. Specifically, racist and other discriminatory or harassing conduct based on gender, color, disability, sexual orientation, religious preference, national origin, ancestry or age impair and disrupt legitimate university functions. Every effort, within the context and protection of the First Amendment rights, will be expended to eliminate such conduct from the campus community. Teaching students to live productively in a multicultural/multiethnic society is a process that must take place within a constructive and harmonious environment. It is the obligation of the faculty, staff, students and the administration of the University of Wyoming to provide this environment.
It is the policy of the University to accommodate students with disabilities, pursuant to federal and state law. Any student who needs accommodation because of a disability should inform the instructor at the beginning of the course. Students with disabilities who seek accommodations must contact Student Educational Opportunity Services, Knight Hall room 330, at 766-6189.
Course Schedule
Instructional weeks open Monday mornings and close Sunday nights. Once opened, each unit will remain available throughout the remainder of the course for review purposes. In planning your work, I encourage you to remember the following:
• Typically, a three-credit hour course entails 45 hours of seat time and 90 hours of outside work. This works out to approximately nine hours per week, although each individual student may spend more or less time.
• Conversations run constantly through an instructional event. If you want to participate fully, you need to "be there" throughout the discussion, not a few times at the beginning or end of the week.
• This is the basic course in a series of three instructional design courses offered by the department. The required text is currently used in two of the courses. We will only use the first half of the text. However, I highly encourage you examine the other half and purchase some of the other ID texts listed in the syllabus. If you intend to be a professional in this field, you should set yourself an outside reading schedule and pursue information beyond that which is offered in this course.
Date Topic Due Week 1 Foundations of Instructional Design
26 Aug 1. Complete Personal Introduction assignment by Wednesday evening and respond to others introductions1
2. Review the syllabus, group designations, assignments, final project description, and post questions or comments about what you find1
3. Complete Readiness Activity 4. Read S&R2 Chapter 1
5. Respond to Chapter 1 discussion prompts3
6. Begin looking for a “site” for instructional design purposes
28 Aug - PI 30 Aug - RA
Week 2 Needs Assessment
02 Sep 1. Read S&R pp 41-48
2. Respond to Needs Assessment discussion prompts3
3. Post Learning Site Identification assignment to SGD4 by Wednesday
4. Begin Needs Assessment assignment
04 Sep - LS
Week 3 Learning Theories I
09 Sep 1. Read S&R Chapter 2
2. Respond to Learning Theories discussion prompts3
3. Continue working on Needs Assessment assignment
Week 4 Learning Theories II
16 Sep 1. Post Needs Assessment to SGD by Monday 2. Respond to Learning Theories discussion prompts3
3. Draft and post philosophy rational3
16 Sep - NA
Week 5 Learning Contexts
23 Sep 1. Read S&R pp 41-43 and 49-55
2. Respond to Learning Context discussion prompts3
3. Submit Learning Context to Dropbox by Sunday
29 Sep - LC
Week 6 Learner Analysis
30 Sep 1. Read S&R Chapter 4
2. Respond to Learner Analysis discussion prompts3
3. Begin Learner Analysis assignment
Week 7 ID Models I
07 Oct 1. Read Gustofson & Branch (Doc Share) 2. Respond to ID Models discussion prompts3
3. Begin Personal ID model assignment
Week 8 ID Models II
14 Oct 1. Post Personal ID Model to SGD by Monday 2. Respond to ID Models discussion prompts3
3. Submit Learner Analysis to Dropbox by Sunday
14 Oct - PM 20 Oct - LA
Week 9 Instructional Analysis I 21 Oct 1. Read S&R Chapter 5
2. Respond to Information Processing Analysis discussion prompts3
3. Begin Information Processing Analysis assignment Week 10 Instructional Analysis II
28 Oct 1. Post Information Processing Analysis to SGD by Friday
2. Respond to Prerequisite Skills and Objectives discussion prompts3
3. Begin Prerequisite Skills Analysis assignment
01 Nov - IP
1 Posted to Ning group discussion 2 S&R = Smith & Ragan required textbook
Date Topic Due Week 11 Prerequisites & Learning Objectives
04 Nov 1. Post Prerequisite Skills Analysis to SGD by Friday
2. Begin changes to previous assignments for Final Project
08 Nov - PS
Week 12 Assessing Learning I 11 Nov 1. Read S&R Chapter 6
2. Respond to Assessing Learning discussion prompts3
3. Begin Assessment Item Specifications assignment Week 13 Assessing Learning II
18 Nov 1. Submit Assessment Item Specifications to Dropbox by Sunday
2. Respond to Non-Traditional Assessments discussion prompts3
Week 14 Instructional Strategies I 25 Nov 1. Reach S&G Chapters 7 and 17
2. Submit Assessment Item Specifications to Dropbox by Saturday
3. Respond to Instructional Strategies discussion prompts3
4. Begin Instructional Strategies Design assignment
30 Nov - AI
Week 15 Instructional Strategies II
02 Dec 1. Respond to Implementation discussion prompts3
2. Post Instructional Strategies Design to SGD by Friday
06 Dec - IS
Week 16 Final Project
09 Dec 1. Submit Final Project to Dropbox by Friday 13 Dec - FP
Assignments
This section lists and explains assignments due and points possible. See the “Late Submission Policy” section if you are unable to submit an assignment on time. All assignments should be submitted via Dropbox in eCollege, and should be posted by 11:59PM on the date it is due. Individual descriptions of assignments are available in eCollege. Assignments that do not receive full credit may be resubmitted once. Corrections based on feedback must be submitted within a week of receiving the original grade for consideration.
Code Title Due Points
PI Personal Introduction 28 Aug 1
RA Readiness Activity 30 Aug 1
LS Learning Site Identification 04 Sep 4
NA Needs Assessment 16 Sep 6
LC Learning Context 29 Sep 3
PM Personal ID Model 14 Oct 3
LA Learner Analysis 20 Oct 6
IP Information Processing Analysis (prev. 28 Oct) 01 Nov 4
PS Prerequisite Skills Analysis (prev. 04 Nov) 08 Nov 4
AI Assessment Item Specifications (prev. 24 Nov) 30 Nov 4
IS Instructional Strategies Design (prev. 02 Dec) 06 Dec 4
FP Final Project (prev. 10 Dec) 13 Dec 30
Participation Participation includes, but is not limited to, consistent engagement in class and small group discussions that is indicative of reflection and study, providing timely, thoughtful, and supportive feedback to group members, submitting assignments on time, and positively contributing to the learning community.
N/A 305
Code Title Due Points
TOTAL POINTS POSSIBLE 100
Grading Scale
The grading scale for this course is as follows. Final scores will not be rounded up.
Grade Points
A ≥ 90
B 80.0 – 89.9
C 70.0 – 79.9
D 60.0 – 69.9
F ≤ 59.9
Please note that the syllabus is a working document to help guide us through the course content in a meaningful way. The instructor reserves the right to modify this document at any time.
