COURSE PROPOSAL FORM: B
This form should accompany the WNMU Course Proposal Form A which is available from the
Office of Academic Affairs or the Chair of the Graduate Council.
COURSE INFORMATION:
Course Title: Instructional Design
Alpha Abbreviation & Complete Numerical Designation: ITD 555
Credit Hours: 3
Prepared By: Shirley Weaver
Date: 2/15/11
A.
INTRODUCTION
This course is one of a series of courses designed to prepare students to gain licensure as a
Technology Coordinator from the NMPED and/or to prepare students to work in the instructional
design field as a course developer or other related fields. Coursework may be completed by
students interested in completing an MAIS concentration in Education.
B.
GENERAL COMMENTS ON COURSE ACTIVITIES
In this course, students learn the foundational principles and elements of the instructional
systems development process, from analysis through evaluation. Students explore commonly
used instructional design models, such as ADDIE, and learn how to apply them in an education
or training environment. They gain an understanding of the preliminary phases of instructional
design models, such as writing instructional objectives and conducting analyses. Students also
focus on incorporating sound instructional strategies into the design and development of
instructional systems and into the development of prototypes in real-world instructional settings.
C.
PREREQUISITE KNOWLEDGE AND SKILLS
Students should be confident in basic computer and technology operations and concepts.
D.
INSTRUCTIONAL GOALS AND EXPECTED OUTCOMES
At the conclusion of this course, you will be able to:
1. Describe the field of Instructional Design
2. Determine the essential skills, dispositions, and knowledge base needed for a
successful career in the field of Instructional Design
3. Compare an alternative instructional design model with the ADDIE model
4. Collaborate with their team members to choose the topic and context for their
instructional module, assign group roles, and develop a fictional company identity
for their group project
5. Educate their peers about an aspect of the analysis stage
6. Collaboratively perform various types of analysis and construct their Instructional
Plan
7. Critique the principles of effective design applied in a case study example
8. Design the instructional strategies and plan the sequencing of instructional tasks
for their instructional module
9. Critique the characteristics of effective design and development reflected in the
materials from a past learning experience
10. Select and construct appropriate instructional materials for their instructional
module
11. Create a logo to represent their fictional company’s identity
12. Critique the implementation of a training and certification program as presented in
a case study
13. Construct an Implementation Plan and Facilitation Guide to direct the
implementation of the team's instructional module
14. Evaluate the Instructional Plan of another group from the perspective of both a
learner and an instructional designer
15. Develop the guidelines for the evaluation of their own instructional module
16. Reflect on how they will leverage the knowledge gained in this course in the future
to design effective learning experiences
17. Evaluate their group process and teamwork
E.
COURSE OUTLINE
Week 1 & 2: Introduction to Instructional Design
Week 3 & 4: Instructional Design Models
Week 5 & 6: Analysis
Week 7 & 8: Design
Week 9 &10: Development
Week 11 & 12: Implementation
Week 13 & 14: Evaluation
Week 15 & 16: Reflecting on the Field of Instructional Design
F.
EVALUATION
The following is an overview of the course format with a description of each course component:
Introduction
Each unit begins with an Introduction that presents an overview of content to be
addressed and establishes the context for the new knowledge.
Learning Objectives
The Learning Objectives articulate the knowledge and/or skills that students will
demonstrate in completing the assignments. They are related to the conceptual
framework, professional standards, and expected program outcomes.
Learning Resources
The Learning Resources provide new knowledge on the topic(s) covered within a unit
and are provided via multimedia and reading assignments. The Learning Resources
provide support, research, and information related to the topic(s) of the unit and will
inform the Discussion forums, Application Assignments, and the Reflection.
Online Discussion
Discussions will provide the student with an opportunity to interact with other students as
they exchange thoughts and points of view about the topics as well as student’s
educational experiences in general. Together students will brainstorm ideas, pose
questions about the Required Readings and resources, discuss their practice of new skills
and strategies, and support and respectfully challenge one another in your application of
new knowledge. .
Each Discussion consists of the following:
* Introductory information to be considered prior to making the initial Discussion
posting
* A Discussion activity, in which students are asked to interact with the members of
their discussion group to brainstorm ideas, practice using new skills and strategies, and
begin applying knowledge. For the online Discussion, students will be directed to:
Post thoughts/insights/ideas for your colleagues to consider.
Read a sampling of colleagues' postings.
Respond to a designated number of postings.
Return to the Discussion in a few days to read colleagues’ responses to the
original posting and reflect on what was learned and/or any insights gained.
Application
In this course students will be collaborating with a team to create an instructional module
that will address an existing training or instructional need. As students become
acquainted with the steps in the ADDIE process of instructional design, the instructional
team will develop a plan for implementing an instructional module that reflects sound
principles of instructional design theory and practice. The group will create a small
instructional module of 30 to 60 minutes using the ADDIE process. Each member of the
team will be assigned a different stage within ADDIE and will facilitate his or her part in
the assigned unit. The team will develop an Instructional Plan by using a wiki to post the
different elements of the plan.
The Application Assignment is an opportunity for students to transfer new knowledge
and skills to an authentic context. Each Application Assignment requires independent
reflection, analysis, synthesis, and personalization of the concepts and strategies
presented during the unit.
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In Week 1 and 2, students will identify their own expertise and interests so that
the instructor can form collaborative student teams.
In Week 3 and 4, students will explore the ADDIE model, determine roles for
each group member, and identify the content that will be addressed by the
instructional module the team will develop. The group will also set up the wiki
that will be used as a collaborative tool for the project.
In Week 5 and 6, the group will complete the Analysis Document and post it to
the group’s wiki.
In Week 7 and 8, the group will complete the Design Document and post it to the
group’s wiki.
In Week 9 and 10, the group will create the resources and materials needed to
support the implementation of the instructional module, and complete the
Development Guide. The Development Guide and instructional materials will be
posted to your group’s wiki.
In Week 11 and 12 the group will complete its Implementation Plan and post it to
the group’s wiki.
In Week 13 and 14, the group will draft an Evaluation Plan that will be posted to
the group’s wiki. The final Implementation Plan will be submitted.
In the final weeks, students will be sharing final projects with the other teams and
reflecting on the final project from the perspective of the ADDIE model.
.
Reflection
In Week 16 a Course Reflection will provide students with an opportunity to review,
synthesize, and evaluate distinct concepts as they have affected the student’s practice.
The reflection paper should reflect knowledge gained through the course resources, the
readings, Discussions with class mates, Application Assignments, and personal
experience.
A suggested assignment length is provided for the Reflective Essay. Note: This page
length does not include (if applicable): Cover page, reference list, and appendices.
The Reflective Essay must follow American Psychological Association (APA)
guidelines.
Weighting
Assignment
Description
Analyze the needs of the selected group and
produce an analysis document according to
specified criteria.
10%
Assignment 1: Analysis
10%
Assignment 2: Design
Develop a design document according to specified
criteria.
Create a development guide describing the
Assignment 3: Development resources and materials needed to support the
implementation of the instructional module
10%
Assignment 4:
Implementation Plan
Complete Implementation Plan for the
Instructional Module according to specified
criteria.
10%
Assignment 5: Evaluation
Plan
Construct a plan for evaluation of the instructional
module.
10%
Student teams will review and assess one another’s
Assignment 5: Peer Review
instructional modules.
10%
Construct a reflection paper reflecting the
knowledge gained through the resources, the
readings, Discussions with class mates,
Application Assignments, and personal experience.
10%
Assignment 6: Reflection
Student participation is assessed through the participation in the discussion board. Participation
is weighted at 30%.
G.
LIBRARY RESOURCES: NEEDS AND AVAILABILITY
Resources are available online, on site or via interlibrary loan
H.
FACULTY RESOURCES: NEEDS AND AVAILABILITY
This course will be taught by one of the full-time faculty with a background in Educational
Technology.
I.
EQUIPMENT/SPACE: NEEDS AND AVAILABILITY (Please include ITV, WEB,
etc.)
This course will be delivered online.
J.
IS THIS CHANGE THE RESULT OF PROGRAM EVALUATION OR CHANGES IN
COMPETENCY REQUIREMENTS? PLEASE EXPLAIN.
No
Revised 3-31-09 mhb