(EDT 629) Online Instructional Design & Development
Syllabus of Record
Catalog Description: This course is designed to provide educators with the ability to
create instructional content on the Internet, paying attention to issues salient of instruction.
These issues include theory and research in the area of web-based instruction, online
pedagogical design and development, web design, and use of web-based learning
environments (like Blackboard).
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards
Unit Standards: National Council for the Accreditation of Teacher Education (NCATE) and
Michigan Department of Education (MDE)
Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS),
Council for Social Foundations of Education (CSFE) and College of Education Research
Standards
Course Standards and Assessments:
Program Standards: National Educational Technology Standards for Teachers (NETS-T):
III. TEACHING, LEARNING, AND THE CURRICULUM
Teachers implement curriculum plans, that include methods and strategies for applying
technology to maximize student learning. Teachers:
A. facilitate technology-enhanced experiences that address content standards and
student technology standards. [Theme: Technology]
B. use technology to support learner-centered strategies that address the diverse needs
of students. [Theme: Diversity]
C. apply technology to develop students’ higher order skills and creativity.
D. manage student learning activities in a technology-enhanced environment.
VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES
Teachers understand the social, ethical, legal, and human issues surrounding the use of
technology in PK–12 schools and apply that understanding in practice [Theme: Diversity].
Teachers:
C. identify and use technology resources that affirm diversity.
Common course assessments: Online instructional plan
Major Topics:
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Building an educational website
Advanced web design languages and environments
Pedagogical design issues for web pages (HTML, CSS, etc.)
History of Internet use in educational settings
Introduction to Web-based learning environments
Research and theory on Web-based instructional design
Synchronous communication for instruction
Use of asynchronous communication in learning
Facilitating asynchronous discussions for learning – strategies and guidelines
Online and web-based activities that promote learning
Assessing student learning in online environments
Course Knowledge Base
Advice for Instructors Making the Transition to Online Instruction (2005). Distance
Education Report, 9 (22), 5-6. Available online via WilsonSelect.
Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with
distance education to traditional classrooms in higher education: A meta-analysis.
The American Journal of Distance Education, 16(2), 83-97. Available online via
EBSCO (Academic Search Premiere).
Allan, B., & Lewis, D. (2006). The Impact of Membership of a Virtual Learning Community
on Individual Learning Careers and Professional Identity. British Journal of
Educational Technology, 37 (6), 841-852. Available online via WilsonSelect.
Bannan-Ritland, B. (2002). Computer-mediated communication, elearning, and
interactivity: A review of the research. Quarterly Review of Distance Education, 3(2),
161-180. Available online via EBSCO.
Calandra, B., Fitzpatrick, J. & Barron, A. E. (2002). A Holocaust Website: effects on
preservice teachers' factual knowledge and attitudes toward traditionally
marginalized groups. Journal of Technology and Teacher Education, 10(1), 75-93.
Available online through WilsonSelect.
Cox, G., Carr, T., & Hall, M. (2004). Evaluating the use of synchronous communication in
two blended courses. Journal of Computer Assisted Learning, 20(3), 183-193.
Available online via EBSCO.
Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: a review of the
quantitative research literature on learner comprehension, control and style. Review
of Educational Research, 68(3), 322-349. Available online via EBSCO.