OTL531K: Models of E-Learning and Instructional Design
Credit Hours:
Contact Hours:
3
This is a 3-credit course, offered in accelerated format. This means that 16 weeks of
material is covered in 8 weeks. The exact number of hours per week that you can
expect to spend on each course will vary based upon the weekly coursework, as
well as your study style and preferences. You should plan to spend 10-25 hours per
week in each course reading material, interacting on the discussion boards, writing
papers, completing projects, and doing research.
Faculty Information
Name:
Phone:
CSU-GC Email:
Virtual Office Hours:
Course Description and Outcomes
Models of E-Learning & Instructional Design introduces students to several notable design models, giving them
an opportunity to experiment with each one. In conjunction with the models, students will learn about the
methodology of K-12 e-learning and how to construct the total educational package, from objective to outcome,
within a specific design model. Students will also examine HTML code, Cascading Style Sheets (CSS), effective
use of layout, graphics, colors, and font styles and sizes as they relate to best practices in K-12 instructional
design methods.
Course Learning Outcomes:
1. Compare a variety of instructional design models and select the most fitting one to use when designing
a particular course.
2. Recognize methods of e-learning and separate those methods and pedagogies from other areas of
instruction design (i.e., design for corporate settings or for adult-learners).
Participation & Attendance
Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus.
Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some
reason you would like to drop a course, please contact your advisor.
Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget
your time carefully and keep an open line of communication with your instructor. If you are having technical
problems, problems with your assignments, or other problems that are impeding your progress, let your
instructor know as soon as possible.
Course Materials
Required:
Clark, R.C., & Meyer, R. E. (2011). E-Learning and the Science of Instruction. (3rd Ed.). San Francisco, CA: John
Wiley & Sons, Inc. ISBN-13: 9780470874301
**All non-textbook required readings and materials necessary to complete assignments, discussions, and/or
supplemental or required exercises will be provided within the course itself. Please read through each course
module carefully.
Course Schedule
Due Dates
The Academic Week at CSU-Global begins on Monday and ends the following Sunday.
 Discussion Boards: The original post must be completed by Thursday at 12 midnight MT and Peer
Responses posted by Sunday 12 midnight MT. Late posts may not be awarded points.
 Mastery Exercises: Students may access and retake mastery exercises through the last day of class until
they achieve the scores they desire.
 Critical Thinking Activities: Assignments are due Sunday at 12 midnight MT.
Week
#
1
2
Readings





Chapters 1, 2 & 3 in E-learning and the Science of Instruction
Koller, D. (June 2012). What we’re learning from online education.
Retrieved from http://www.ted.com/talks/daphne_koller_what_
we_re_learning_from_online_education.html
Chapters 4 & 5 in E-learning and the Science of Instruction
Kasraie, N., & Kasraie, E. (2010). Economies of elearning in the 21st century.
Contemporary Issues in Education Research, 3(10), 57-62.

Chapters 6 & 7 in E-learning and the Science of Instruction

3





4
Assignments
Chapters 8, 9 & 10 in E-learning and the Science of Instruction


Discussion (25
points)
Critical Thinking
(75 points)
Discussion (25
points)
Critical Thinking
(75 points)
Discussion (25
points)
Critical Thinking
(75 points)
Discussion (25
points)
Critical Thinking
(75 points)

Chapters 11 & 12 in E-learning and the Science of Instruction
5
6
7






Chapters 13, 14 & 15 in E-learning and the Science of Instruction
Du, J., Yu, C., & Anthony, A. O. (2011). Enhancing collaborative
learning: Impact of question prompts design for online discussion.
Delta Pi Epsilon Journal, 53(1), 28-41.
Chapter 16 in E-learning and the Science of Instruction

Chapter 17 in E-learning and the Science of Instruction

8



Discussion (25
points)
Critical Thinking
(75 points)
Discussion (25
points)
Critical Thinking
(75 points)
Discussion (25
points)
Discussion (25
points)
Portfolio (350
points)
Assignment Details
This course includes the following assignments/projects:
Module 1
Critical Thinking: E-learning: Explanation and Evaluation (75 points)
1. Create a brainstorming web utilizing an online tool. You are welcome to use whichever tool you
want for your web creation, and here are some options for free, online mind mapping tools:
bubbl.us, free mind, wise mapping, and mindomo. In this assignment, include three main
categories: (a) the definition of e-learning, (b) explanation and evaluation of the human
learning processes, and (c) how to apply instructional effectiveness. Also include a minimum of
three sub-categories for each main category. You are welcome to include more, but you must
have a minimum of 12 bubbles organized into three sections. This is your pre-writing activity.
2. Save your online brainstorming web.
3. Write a 2-3 page paper, following all of CSU-GC’s writing and APA rules. Include the following
content in your paper: (a) the definition of e-learning, (b) explanation and evaluation of the
human learning processes, and (c) how to apply instructional effectiveness.
4. Either include a link (if housed online) to your online brainstorming web in your paper or attach
it to your paper and submit everything as one Word document.
Module 2
Critical Thinking: Matching Words and Graphics Presentation (75 points)
Part 1: Create a 10-15 slide presentation with graphics and words on every slide for an adult audience
teaching how to match words and graphics effectively. You may choose from any of the following
presentation tools: Power Point, Google Presentations, Slide Rocket, Prezi or Empressr. Content of the
presentation must include information on the following:
 layout



graphics
colors
font styles
Include all of the required in-text or picture citations and a reference page at the end and submit your
presentation to the Week 2 Assignments page. If you create a Power Point, you can upload your
presentation right to the assignment section. If you create your presentation using a Web-based
application, copy the URL of your presentation and paste it into a Word document. Upload that Word
document with your presentation link to the assignment section. Your instructor will be able to access
your presentation from there.
Part 2: You must also write a transcript of your presentation in a Word document – i.e., what you would
say if you were actually in front of your intended audience and giving your presentation. Submit this to
the Week 2 Assignments page as well.
Again, your presentation must be 10-15 slides long and all writing must be in conformity with CSUGlobal’s APA and writing expectations.
Helpful Resources: Click the following live links for help getting started with these presentation tools:
 Help with PowerPoint creation
 Help with Google Presentation creation
 Help with Slide Rocket creation
 Help with Prezi creation
 Help with Empressr creation
Module 3
Critical Thinking: Video: Comparing Speech and Printed Text & Analyzing Redundancy Issues (75
points)
Create and upload a three to five minute video (with auditory and visuals, not a talking head) that
describes the following: (a) how to present words as speech instead of on-screen text, (b) benefits of
spoken text instead of printed text, (c) when it is good to use printed text, and (d) five redundancy issues
to avoid.
You are welcome to use whichever tool you want for your video creation, and here are some options for
free, online video tools: xtranormal, jing, or profcast. You must, however, host your video online
(upload it to YouTube, for example) as you cannot upload a video or audio file to the Assignments page.
Instead, you must upload a Word document with a URL link to your video. Your instructor will access
your video through the link you supply.
Module 4
Critical Thinking: Segmenting a Lesson (75 points)
Create a 10-15 slide presentation, with graphics and words on every slide, for an adult audience. You
may choose from any of the following presentation tools: Power Point, Google Presentations, Slide
Rocket, Prezi or Empressr.
In the presentation, teach what extraneous material is, how to avoid it, when to segment a lesson, and
how to segment one (include layout, graphics, colors, and font styles). Also, include all of the required
in-text or picture citations and a reference page slide at the end. You are required to use a minimum of
one outside reference.
Submit your presentation to the Week 4 Assignments page. If you create a Power Point, you can upload
your presentation right to the assignment section. If you create your presentation using a Web-based
application, copy the URL of your presentation and paste it into a Word document. Upload that Word
document with your presentation link to the assignment section. Your instructor will be able to access
your presentation from there.
Part 2: You must also write a transcript of your presentation in a Word document – i.e., what you would
say if you were actually in front of your intended audience and giving your presentation. Submit this to
the Week 4 Assignments page as well.
Again, your presentation must be 10-15 slides long, cite at least one outside source, and all writing and
source citation must be in conformity with CSU-Global’s APA and writing expectations.
Helpful Resources: Click the following live links for help getting started with these presentation tools:
 Help with PowerPoint creation
 Help with Google Presentation creation
 Help with Slide Rocket creation
 Help with Prezi creation
 Help with Empressr creation
Module 5
Critical Thinking: Worked Examples: Brainstorm Web and Written Analysis (75 points)
The Module 5 assignment will be a paper discussing worked examples. First, however, create a
brainstorming web utilizing an online tool. Your web must either be able to be attached to your paper
or must be housed online so that you can provide your instructor with a link to your web. You are
welcome to use whichever tool you want for your web creation, and here are some options for free,
online mind mapping tools: bubbl.us, free mind, wise mapping, and mindomo. Consider trying a tool
different from the one you used for your Module 1 assignment.
Brainstorm and include in your paper the following: (a) what are worked examples, (b) benefits of
worked examples, (c) worked example principles, (d) unknowns with worked examples, (e) list design
guidelines for transfer worked examples, and (f) how to create a worked example.
Your paper should be 3-5 pages, include either a link to or an appendix of your brainstorming web, and
follow all of CSU-GC’s writing and APA rules.
Module 6
Critical Thinking: Assessing Thinking Skills (75 points)
Create and upload a three- to five-minute video (with auditory and visuals, not a talking head) that lists
and describes how to incorporate the five learner control principles and three thinking skills in an elearning course.
You are welcome to use whichever tool you want for your video creation, and here are some options for
free, online video tools: xtranormal, jing, or profcast. You must, however, host your video online
(upload it to YouTube, for example) as you cannot upload a video or audio file to the Assignments page.
Instead, you must upload a Word document with a URL link to your video. Your instructor will access
your video through the link you supply.
Module 8
Building Effective E-learning Courses (350 points)
For your final Portfolio Project, you will complete two different tasks: Part 1 is a presentation you will
create relaying the steps and strategies for constructing an effective e-learning course from scratch.
Part 2 is a written reflection of the skills you have gained through taking this course. You will submit
both parts separately to the Week 8 Assignments page.
Part 1: Presentation
Create a 25-30 slide presentation with graphics and words on every slide for an adult audience teaching
them how to create an effective e-learning course from scratch. You may choose from any of the
following presentation tools: Power Point, Google Presentations, Slide Rocket, Prezi or Empressr.
Include the main points of what you’ve learned from the lectures, readings, assignments, and discussion
boards.
If you create a Power Point, you can upload your presentation right to the assignment section. If you
create your presentation using a Web-based application, copy the URL of your presentation and paste it
into a Word document. Upload that Word document with your presentation link to the assignment
section. Your instructor will be able to access your presentation from there.
Use a minimum of five outside sources; all citations must be in conformity with CSU-GC’s writing and
APA rules. The CSU-Global Library is a good place to find these sources. Include all of the required intext or picture citations for information and images used in your presentation, and a reference page
slide at the end. Submit to the Week 8 Assignments page.
Helpful Resources: Click the following live links for help getting started with these presentation tools:
 Help with PowerPoint creation
 Help with Google Presentation creation
 Help with Slide Rocket creation
 Help with Prezi creation
 Help with Empressr creation
Part 2: Transcript and Reflection
First, write a transcript of your presentation in a Word document – i.e., what you would say if you were
actually in front of your intended audience and giving your presentation. Then, in the same document,
write 3-5 page personal reflection of how you will incorporate what you learned in this course into your
personal and work-related projects and endeavors. Ensure both the transcript and the reflection are
clearly marked so your instructor knows when the transcript ends and your reflection begins. Submit to
the Week 8 Assignments page.
Course Policies
Late Work
Students are permitted a 7 day grace period during which they may submit a Critical Thinking assignment after
the original due date without penalty. Papers submitted between 8 and 14 days after the original due date will
be accepted with a potential 10 percent reduction in grade for late submission. Papers submitted 15 or more
days beyond the original due date may not be accepted unless prior arrangements have been made with the
instructor. No Portfolios will be accepted late and no assignments will be accepted after the last day of class
unless a student has requested an incomplete grade in accordance with the Incomplete Policy.
Course Grading
Grading Scale and Policies
20% Discussion Participation
45% Critical Thinking Activities
35% Final Portfolio Paper
A
95.0 – 100
A-
90.0 – 94.9
B+
86.7 – 89.9
B
83.3 – 86.6
B-
80.0 – 83.2
C+
75.0 – 79.9
C
70.0 – 74.9
D
60.0 – 69.9
F
59.9 or below
FN*
Failure for Nonparticipation
I**
Incomplete
* Students who stop attending class and fail the course for nonparticipation will be issued the “FN” grade. The FN grade may have
implications for financial aid and scholarship awards.
** An “I” grade may be assigned at the Instructor’s discretion to students who are in good standing (passing) in the course. Students
should have completed a majority of the coursework in order to be eligible for the “I” grade. Students should request an "I" grade from
the Instructor with a written justification, which must include explanation of extenuating circumstances that prevented timely
completion of the coursework. If the request is approved, the Instructor will require a written agreement consisting of a) the specific
coursework to be completed, b) the plan to complete the coursework, and c) the deadline for completion. The agreement will be kept on
file at CSU-Global Campus. An incomplete course must be satisfactorily completed within the time frame stipulated in the agreement, but
no later than the end of the following semester from the date the “I” was given. An incomplete not removed within one year shall
convert to an F and be included in the computation of the student’s grade point average.
Academic Integrity
Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other
work designated by the instructor of the course. Academic dishonesty includes cheating,
plagiarism, unauthorized possession of academic materials, and falsification. The Student Handbook
provides information on how students can avoid plagiarism by understanding what it is and how to use library
and internet resources appropriately with proper citation. Please refer to the Academic Catalog for complete
policies regarding plagiarism and academic dishonesty.
APA
Students are expected to follow the CSU-Global APA requirements when citing in APA (based on the APA Style
Manual, 6th edition). For details on CSU-Global APA style, please review the APA resources located under the
Library tab in Blackboard.
Netiquette
All posts and classroom communication must be conducted in a professional and respectful manner in
accordance with the student code of conduct. Think before you push the Send button. Did you say just what you
meant? How will the person on the other end read the words?
Any derogatory or inappropriate comments regarding race, gender, age, religion, sexual orientation, are
unacceptable and subject to disciplinary action.
If you have concerns about something that has been said, please let your instructor know.
Institutional Policies
Refer to the Academic Catalog for comprehensive documentation of CSU-GC institutional policies.