KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COLLEGE OF EDUCATION
DEPARTMENT OF: Library Science and Instructional Technology
I.
Course Title: ITC 520 Instructional Design 3 s.h.; 3 c.h.
II.
Course Description:
The course will analyze all aspects of the instructional design process for the K-12 educator.
Starting with a foundation of learning theory principles, and a sensitivity to instructional
standards, the course will compare and contrast a number of instructional design models,
determining common and unique elements, such as the importance of recognizing cultural
diversity when analyzing an audience, processes, and strategies. Particular emphasis will be given
to the role and relationship of integrating educational technologies, and the instructional
development process.
Prerequisites: ITC 514 and 525 or permission of the Department
III.
Course Rationale:
Effective teaching is facilitated with the knowledge of good instructional design principles. In a
traditional classroom situation as well as an environment that is more learner-centered, the role of
the educator is enhanced through an understanding of and ability to use a systematic approach to
instructional design and development. Instructional design principles historically have addressed
the incorporation of educational technology into the teaching/learning process. As technology
continues to play an even greater role in education, educators must possess a knowledge and
understanding of instructional design principles to effectively harness the learning potential of
today’s educational technologies.
IV.
Course Objectives/Student Learning Outcomes:
A. Relationship to standards:
Course
Objectives
Upon completion
of the course the
student will be
able to:
1. Describe a
systematic
approach to
instructional
design.
Conceptual
Framework
PDE
SPA/AECT/NCATE
INTASC
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Instructional
Technology
Specialist
Standards: I.A.,
I.B., I.D; II.C.
Standard 1: Design 1.1;
1.2; 1.3; 1.4 Standard 5:
Evaluation 5.1; 5.2; 5.3;
5.4
INTASC
Standards
2, 3, 4, 6,
7, 8
2. Define the basic
phases of
instructional
design.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Instructional
Technology
Specialist
Standards: I.A.,
I.B., I.D; II.C.
Standard 1: Design 1.1;
1.2; 1.3; 1.4 Standard 5:
Evaluation 5.1; 5.2; 5.3;
5.4
INTASC
Standards
2, 3, 4, 6,
7, 8
3. Discuss the
relationship
Knowledge
Based Domains
Instructional
Technology
Standard 1: Design 1.1;
1.2; 1.3; 1.4 Standard 5:
INTASC
Standards
ISTE
ISTE-NETS
Technology
Standards for
Teachers
II A,B,C,D;
III A,B,C,D;
IV A,B,C
ISTE-NETS
Technology
Standards for
Teachers
II A,B,C,D;
III A,B,C,D;
IV A,B,C
ISTE-NETS
Technology
between
instructional
development and
technology.
C: Professional
Methodology
3. Technology
Integration;
Specialist
Standards: I.A.,
I.B., I.D; II.C.
Evaluation 5.1; 5.2; 5.3;
5.4
2, 3, 4, 6,
7, 8
Standards for
Teachers
II A, B, C, D;
III A, B, C,
D; IV A, B, C
ISTE-NETS
Technology
Standards for
Teachers
II A, B, C, D;
III A, B, C,
D; IV A, B, C
4. Describe a
team approach to
instructional
design and define
the roles of
potential
members.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Instructional
Technology
Specialist
Standards: I.A.,
I.B., I.D; II.C.
Standard 1: Design 1.1;
1.2; 1.3; 1.4 Standard 5:
Evaluation 5.1; 5.2; 5.3;
5.4
INTASC
Standards
2, 3, 4, 6,
7, 8
5. Describe the
role of
instructional
standards in the
design process.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Instructional
Technology
Specialist
Standards: I.A.,
I.B., I.D; II.C.
Standard 1: Design 1.1;
1.2; 1.3; 1.4 Standard 5:
Evaluation 5.1; 5.2; 5.3;
5.4
INTASC
Standards
2, 3, 4, 6,
7, 8
6. Discuss the
importance of
understanding
diversity when
analyzing an
audience.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Instructional
Technology
Specialist
Standards: I.A.,
I.B., I.D; II.C.
Standard 1: Design 1.1;
1.2; 1.3; 1.4 Standard 5:
Evaluation 5.1; 5.2; 5.3;
5.4
INTASC
Standards
2, 3, 4, 6,
7, 8
7. Define five
commonly used
ID models and
compare and
contrast their
differences.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Instructional
Technology
Specialist
Standards: I.A.,
I.B., I.D; II.C.
Standard 1: Design 1.1;
1.2; 1.3; 1.4 Standard 5:
Evaluation 5.1; 5.2; 5.3;
5.4
INTASC
Standards
2, 3, 4, 6,
7, 8
ISTE-NETS
Technology
Standards for
Teachers
II A, B, C, D;
III A, B, C,
D; IV A, B, C
8. Discuss the
purpose for and
strategies of an
analysis phase of
instructional
design.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Instructional
Technology
Specialist
Standards: I.A.,
I.B., I.D; II.C.
Standard 1: Design 1.1;
1.2; 1.3; 1.4 Standard 5:
Evaluation 5.1; 5.2; 5.3;
5.4
INTASC
Standards
2, 3, 4, 6,
7, 8
ISTE-NETS
Technology
Standards for
Teachers
II A, B, C, D;
III A, B, C,
D; IV A, B, C
9. Discuss the
purpose for and
strategies of a
design phase of
instructional
design.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Instructional
Technology
Specialist
Standards: I.A.,
I.B., I.D; II.C.
Standard 1: Design 1.1;
1.2; 1.3; 1.4 Standard 5:
Evaluation 5.1; 5.2; 5.3;
5.4
INTASC
Standards
2, 3, 4, 6,
7, 8
ISTE-NETS
Technology
Standards for
Teachers
II A,B,C,D;
III A,B,C,D;
IV A,B,C
10. Discuss the
purpose for and
strategies of a
development
phase of
instructional
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Instructional
Technology
Specialist
Standards: I.A.,
I.B., I.D; II.C.
Standard 1: Design 1.1;
1.2; 1.3; 1.4 Standard 5:
Evaluation 5.1; 5.2; 5.3;
5.4
INTASC
Standards
2, 3, 4, 6,
7, 8
ISTE-NETS
Technology
Standards for
Teachers
II A,B,C,D;
III A,B,C,D;
ISTE-NETS
Technology
Standards for
Teachers
II A, B, C, D;
III A, B, C,
D; IV A, B, C
ISTE-NETS
Technology
Standards for
Teachers
II A, B, C, D;
III A, B, C,
D; IV A, B, C
IV A,B,C
design.
11. Discuss the
purpose for and
strategies of an
implementation
phase of
instructional
design.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Instructional
Technology
Specialist
Standards: I.A.,
I.B., I.D; II.C.
Standard 1: Design 1.1;
1.2; 1.3; 1.4 Standard 5:
Evaluation 5.1; 5.2; 5.3;
5.4
INTASC
Standards
2, 3, 4, 6,
7, 8
ISTE-NETS
Technology
Standards for
Teachers
II A,B,C,D;
III A,B,C,D;
IV A,B,C
12. Discuss the
purpose for and
strategies of a
formative and
summative
evaluation phase
of instructional
design.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Instructional
Technology
Specialist
Standards: I.A.,
I.B., I.D; II.C.
Standard 1: Design 1.1;
1.2; 1.3; 1.4 Standard 5:
Evaluation 5.1; 5.2; 5.3;
5.4
INTASC
Standards
2, 3, 4, 6,
7, 8
ISTE-NETS
Technology
Standards for
Teachers
II A,B,C,D;
III A,B,C,D;
IV A,B,C
B. Relationship to conceptual framework:
General Education
Communication
Interpersonal Skills
Critical Thinking
Content Specialization
Scholarly Inquiry
Reflective Wisdom
Integration of Discipline
Professional Methodology
Cultural Awareness and Acceptance
Organization and Classroom Management
Technology Integration
The students demonstrate their ability to communicate
effectively through written projects and assignments, in
class discussion, and on-line discussions.
The students demonstrate their interpersonal skills
during class discussions and working on small group
projects.
The students discuss a variety of technology related
issues that are used by teachers in determining methods,
and strategies for teaching and learning.
This course introduces students to the, research, trends
and issues specific to the field of instructional design.
Students are required to do their own research based on
the instructional design topic of the class to bring
something other than the information in their text to the
discussion.
In this course, the students use instructional design
models to develop lessons and unit plans that effectively
integrate technology.
Information concerning the integration of multicultural
issues using technology is discussed in this course.
This course involves students with the issues related to
classroom technology integration.
V.
Assessment:
A. Assessment will be based on a subset of the following:
B. Core Assignment
(see attached)
C. Assignments
D. Quizzes, tests, exams
E. Projects (individual and small group)
F. Grading Policies
VI.
Course Outline:
A. Instructional Design Overview
B. Learning theories
C. Underpinnings of Instructional Design
1. Conceptual Framework
2. Planning Process
D. Recognized Instructional Design Models
1. ASSURE Model
2. ADDIE Model
3. Dick and Carrie
4. Elaboration Theory
5. Component Display Theory
6. Kemp Design Model
7. Rapid Prototyping Model
8. Others as appropriate
E. The Instructional Design Process
1. Identifying the Need for Instruction
2. Learner and Contextual Analysis
3. Goal Analysis
4. Task Analysis
5. Instructional Objectives
6. Sequencing
7. Strategies
8. Designing the Instructional Message
a. Pre-instructional strategies
b. Message design for text
c. Pictures and graphics for instruction
9. Developing Instructional Materials
d. Heuristics for Developing Instruction
e. Group Presentations
f. Self-Paced Learning
g. Small-Group Formats
h. Putting Pen to Paper or Fingers to Keyboard
10. Evaluation
i. Formative, Summative, and Confirmative Evaluations
j. Link Between Assessment and Objectives
k. Validity and Reliability of Tests
l. Standards of Achievement
m. Student Self-Evaluation
11. Developing Evaluation Instruments
a. Testing knowledge
b. Testing skills and behavior
c. Attitudes
F. Evaluating the Design – Conducting Formative and Summative Evaluations to Assess the
Program, Course, Unit, or Lesson Design
G. The Role of the Instructional Designer
H. Planning and Project Management
I. Planning for Instructional Implementation
J. Elements of Instructional Design
VII.
Instructional Resources:
Bitter, G. Legacy, J. (2006) Using Technology in the Classroom. Brief Edition Pearson:New
Jersey
Bransford, John. (1979). Human cognition : learning, understanding, and remembering . Belmont,
CA: Wadsworth Pub. Co.
Briggs, L. Gustafson, K., Tillman, M, editors (1991) Instructional Design Principles and
Applications second edition Educational Technology Publications
Brown, A. Green, T. (2006) The Essentials of Instructional Design: Connecting Fundamentals
Principles with Process and Practice New Jersey:Pearson
Cavanaugh, Cathy (2006) Clips from the Classroom Learning with Technology Pearson:New
Jersey
Dick, W. Carey, L., Carey, J. (2005) The Systematic Design of Instruction 6 th edition Pearson,
Boston
Gagne, Robert M. (1970). The Conditions of Learning (2nd ed.). New York, Holt, Rinehart and
Winston.
Gagne, Robert M. (Ed.). (1987). Instructional Technology : Foundations . Hillsdale, NJ: L.
Erlbaum Associates.
Gagne, Robert M., & Briggs, Leslie J. (1974). Principles of Instructional Design . New York,
Holt, Rinehart and Winston.
Jonassen, D. (2002) Computers as Mindtools for Schools - Engaging Critical Thinking 2nd edition
Prentice Hall New Jersey
Kaufman, Roger A., Herman, Jerry, & Watters, Kathi. (1996). Educational Planning: Strategic,
Tactical, Operational . Lancaster, PA: Technomic Pub.
Kaufman, Roger A., & Zahn, Douglas. (1993). Quality Management Plus: The Continuous
Improvement of Education . Newbury Park, CA: Corwin Press.
Lamb, Annette, (1998). Internet Teaching Tools. Olathe, Kan: RMI Media Productions.
Lever-Duffy, J. McDonald, J. Mizell, A. (2005) Teaching and Learning with Technology Allyn
Bacon Boston
Morrison, G., Ross, S., Kemp, J. (2004) Designing Effective Instruction 4th edition Wiley: Jersey
Newby, T. Stepich, D. Lehman, J. Russell, J (2006 ) Educational Technology for Teaching and
Learning 3rd edition Pearson New Jersey
Reigeluth, Charles editor (1999) Instructional-Design Theories and Models A New Paradigm of
Instructional Theory Lawrence Erlbaum New Jersey
Reiser, R. and Dempsy, J. (2007) Trends and issues in instructional design and technology 2 nd
edition Prentice Hall New Jersey 2007
Rothwell, William and Kazanas, H.C. (1998) Mastering the Instructional Design Process a
systematic approach second edition W Wiley San Francisco
Shambaugh, Neal and Magliaro, Susan (2006) Instructional Design A Systematic Approach for
Reflective Practice Pearson, New York
Schweizer, Heidi. (1999). Designing and Teaching an On-line Course: Spinning Your Web
Classroom. Boston: Allyn & Bacon.
Seels, Barbara, Glasgow, Zita (1998) Making Instructional Design Decisions 2 nd edition Prentice
Hall New Jersey
Smaldino, S. Russell, J. Heinich R. Molenda M (2005 Instructional technology and Media for
Learning 4th edition Pearson New Jersey
Teaching and Learning at a Distance: What it takes to effectively design, deliver, and evaluate
programs. (1997).SanFrancisco: Josey-Bass Publishers.
Thorsen, C. (2003 ) TechTactics Instructional Models for Eductioal Computing Allyn Bacon: New
York