Adult Education & Training
School of Education
EDAE639 – Instructional Design
Facilitator:
Karen Kaminski, Assistant Professor, Chair -Adult Education & Training
213 Education Building
Colorado State University
Fort Collins, CO 80523-1588
Office: 970-491-3713, Work Cel 970-214-6970
Fax: 970-491-1317
Karen.Kaminski@colostate.edu
Time/Date/Place:
We will use RamCT for online asynchronous discussion and posting of course
assignments. See the Course Schedule for a schedule of topic discussion time
frames and modality.
Office Hours:
By appointment– please contact me via RamCT email or phone.
Required Texts:
Smith, P. & Regan, T. (2005). Instructional Design, 3rd Ed.
(2005)
ISBN: 978-0-471-39353-5
Gustafson, K. L. & Branch, R. M. (2005). Survey of Instructional
Development Models. (4th Ed.) Syracuse, NY: ERIC
http://www.eric.ed.gov/PDFS/ED477517.pdf. You can purchase a print
copy of this book from the CSU bookstore.
Additional Course Materials:
Additional readings are listed in the course schedule.
RamCT Help:
Online: www.help.RamCT.colostate.edu Phone: CTSS Help Desk: 970-491-7276
Email: RamCTStudent@colostate.edu
Catalog Description: Upon completion of this course, you will be able to design a course including the
instructional materials, program planning, assessment, and evaluation.
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Credits:
Three semester credits (3-0-0)
Prerequisite: Prefer EDAE520, EDAE620, EDAE624, and EDRM600
Mode of Delivery
This is an alternate delivery distance education course using online asynchronous discussion (RamCT).
Learners will use RamCT, course Wiki, and/or other educational media to communicate, create learning
projects, and post assignments.
Instructional Methodology
Learning will be facilitated through assigned readings, instructor guided discussions, collaborative
learning exercises, and guided critical self-reflection.
Master of Education in Education and Human Resource Studies
School of Education in the College of Applied Human Sciences at Colorado State University
Facilitator Roles and Responsibilities
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My goal during online discussions is to allow each of you to fully voice your ideas and struggle
to understand concepts in a way that is most meaningful for you. Thus, I am committed to
reading every comment posted in the discussions, but I will limit my feedback to points of
clarification or to redirect the conversation as needed. I am involved in your discussions, but do
not want to control your conversations.
You can expect the most pointed and detailed feedback from me on individual assignments and
through personal correspondence (email, phone calls etc.)
You can expect responses to email/phone calls within 48 hours or less during weekdays and on
the weekends. If I am going to be away from my computer for a period longer than two, I will let
the class know.
I am committed to fostering discovery in this class. I expect the course to fulfill your needs, and
to do this I will encourage personal discovery of issues of relevancy and immediacy to each of
you and your situation.
I expect to learn in this class, along with you. I will understand new viewpoints and have my
ideas challenged. I will not be an ultimate authority, but a facilitator and co-learner.
I will do my best to announce any changes made to the course calendar as far in advance as
possible.
Please communicate with me during the semester if you are stuck on an assignment, unclear
about a topic, concerned about your grade etc. Do not wait until the end of the semester to see
me if you are having difficulties. I always have time for students!
Learner Roles and Responsibilities
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Typically, students will work 8-12 hours per week, per 3-credit class. This usually means
working 1-2 hours per day during the week and dedicating additional time as needed each
weekend to the class.
This is a graduate level course and thus, is not a passive class. Be prepared to be a full, active,
and conscious participant in all portions of this class. I am not the ultimate authority or sole
source of knowledge, but a partner in exploration.
You are expected to engage in both critical and creative thinking. Critical thinking will allow
you to view situations and topics in a new light. Creative thinking will allow you to begin to
create your own knowledge from these views.
You have the right for information in this class to be relevant, immediate, and to fulfill your
need(s). It is your responsibility to structure class readings, assignments and discussions in a
way that reach these needs. If your needs are not being met, you have the responsibility to
discuss this and try to reach a solution.
If you experience technical issues with RamCT, contact the help desk (information listed above).
If you experience issues submitting assignments, let me know and an alternate submission
method can be used. If temporary technical or computer issues inhibit your class participation
please call me to discuss options.
If you are going to be away from class/Internet access for longer than three days, you must let
me know beforehand.
If you begin the semester and find that extenuating circumstances are interfering with your
schoolwork, you need to discuss that with me as soon as the difficulties begin. It is much easier
to work out a plan for completing your work before you get behind; please see the Incomplete
Policy at the end of this document.
You are expected to carefully read and know the information contained in this syllabus.
You have the right to discuss and add to these ideas with the class and myself at any point to help
them better fit this class and your needs as a learner.
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Assignment Guidelines
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If you anticipate issues in submitting an assignment on time you MUST let me know
BEFORE the due date and we will discuss options. Any assignments submitted after the
due date, and without prior communication with me, may not receive full points.
Assignments may be submitted earlier than the assigned due dates.
If you would like feedback on a draft of an assignment, you may email it to me at least
seven days in advance of the due date). Please provide information on what item(s) you
would like me to focus on (i.e. organization, APA citations, relevancy to the topic, etc.)
I will grade and return all assignments to you in a timely manner, generally within a week
or less of submission. If the timeframe will be longer than a week, I will inform the class.
All assignments have a learning rational behind them. No work will be done in this class
to keep you “busy”. If you question the learning rational of any coursework, please let me
know and I’d be glad to discuss any concerns.
It is your responsibility to ask me if you are unclear or have questions about any
assignment.
Assignment Policy
All assignments should be submitted as attachments in the discussion forum designated. Please
create a new Thread with your name in the heading. Assignments should also be posted in the
Assignment Drop Box. I will provide general feedback in the discussion and more
specific/personal feedback in the Drop Box.
Unless otherwise specified, assignments should be written in MicroSoft Word. Some
assignments will be papers, others will be instructional tools or materials or creative works. Use
11 or 12 point font, double space for papers and appropriate formatting for practical assignments
(not all assignments will be in a paper format). Please do not include a cover page, though do be
sure to include your name on your assignment submissions. For papers, follow APA version 6.
Course Goals
This course is a second-year graduate level course designed to introduce participants to the systematic
process of instructional design. In this course you will apply knowledge and skills that you have gained
in the first year of the program to effectively design and develop a learning event of your choosing.. The
purpose of this course is to introduce or reintroduce the adult educator to the instructional design
process..
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Course Objectives
At the end of the course the participants will be able to:
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Describe an instructional design model and its components
Develop an instructional unit or program following the model
Define a problem or need
Assess the learners
Write objectives
Select appropriate technology and delivery
Design learning assessments
Design program evaluations
Discuss program marketing plans
Discuss program budgets
Learning Activity Descriptions
See the Course Assignments Page
Assessment Plan
There are a total of 200 possible points for this class.
Problem/Need Statement
Learner Analysis
Written objectives
Learning Assessments
Content Outline
Program Evaluation
Your Visual of ID Model
Final Project Sharing
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Grading will be as follows:
1. A+ 199-200
2. A 182-198
3. A- 180-181
4. B+ 179
5. B 162-179
6. B- 160-161
7. C+ 159
8. C 142-158
9. C- 140-141
10. D 120 – 139
11. F Less than 120
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CSU Incomplete Policy
At the discretion of the instructor, a temporary grade of “I” may be given to a student who demonstrates
that he/she could not complete the requirements of a course due to circumstances beyond the student’s
control and not reasonably foreseeable.
A student must be passing a course at the time that an incomplete is requested unless the instructor
determines that there are extenuating circumstances to assign an incomplete to a student who is not
passing the course. When an instructor assigns an “I”, he/she shall specify in writing the requirements the
student shall fulfill to complete the course as well as the reasons for granting an “I” when the student is
not passing the course. The instructor shall retain a copy of this statement in his/her grade records and
provide copies to the student and the department head or his/her designee.
The student should not register for the course the following semester (to complete the coursework). After
successful completion of the makeup requirements, incomplete grades will be changed by the instructor
of record or the department head, in absence of the instructor of record.
After one year, an incomplete will be automatically changed to an “F” (failure) (by the University) unless
the course has been previously completed and a grade change submitted by the instructor or the
department head. The temporary grade of “I” must be changed to a grade (e.g., A, B, C, D, F, S, U) based
on the announced grading scheme used in the course prior to the student being awarded his/her diploma
from Colorado State University.
You must complete an Incomplete Form with your Instructor to receive an incomplete in a class.
CSU Academic Integrity
Academic integrity is integral to the success of the University and to you as a learner. Academic
integrity is conceptualized as doing and taking credit for one’s own work. Academic dishonesty
undermines the educational experience at Colorado State University. Examples of academic dishonesty
include (but are not limited to) cheating, plagiarism, and falsification. Plagiarism includes the copying of
language, structure, images, ideas or thoughts of others and is related only to work submitted for credit.
Please see the CSU General Catalog (1.6 Page 8) for further information.
We ask that you commit to the CSU Honor Pledge: “I have not given, received, or used any unauthorized
assistance”. For more information please see: http://tilt.colostate.edu/integrity/honorpledge/index.cfm
This course adheres to the Academic Integrity Policy of the Colorado State University General Catalog
and the Student Conduct Code.
CSU Exam Proctoring
The learning activities in the AET program typically do not require proctoring. Any proctored
exams will follow the CSU Online Plus Proctoring Guidelines:
http://www.online.colostate.edu/answers/services/proctoring.dot
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Schedule of Assignments
August 19
Introductions & Syllabus
Survey of Instructional Design Book
Discuss Instructional Design Models, Courses vs Programs
August 26
Discuss chapters 1 & 2
September 2
Discuss chapters 3
Instructional Analysis: Context
September 9
Discuss Chapter 4
Instructional Analysis: Learner
Post Problem/Need statement by Sept. 16th
September 16
Discuss chapter 5
Instructional Analysis: Tasks
September 23
Discuss chapter 6
Learning Assessment and Writing Objectives
September 30
Discuss chapters 7
Instructional Strategy
Post Audience analysis by Oct. 7
Discuss chapters 8 - 11
Instructional Strategies
Post Written objectives by October 14
October 7
October 14
Discuss chapters 12 - 16
Instructional Strategies
October 21
Discuss chapter 17
Implementation
Post Learning assessments by Oct. 28
October 28
Discuss chapter 18
Management
Post Content outline By Nov. 4
November 4
Discuss chapter 19
Formative and Summative Evaluation
Return to Survey Book
November 11
Discuss marketing
November 18
Thanks Giving Break
November 25
Discuss budgets
Post Visual of ID Model by Dec. 2
December 2
Discuss Chapter 20
Conclusions and Future Directions
Post final project by Dec. 9
December 9
Wrap-up and final questions – Review peer’s projects
Post Evaluation plan by Nov. 18
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