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University of the Incarnate Word
School of Education
EDIT 6343 Foundations of Instructional Technology
COURSE OUTLINE
Spring 2003
Instructor:
Nick Sanders
Dreeben School of Education
Room 148
Office Phone: 210-289-5029
E-mail: sandersn@universe.uiwtx.edu
Office Hours: Monday: 4-6 PM ; Friday: 10-11AM
Other times by appointment
Course Rationale: Students new to Instructional Technology frequently are focused on
the hardware aspects of the IT field. The field does have a “soft” side, which involves the
process used in planning, producing, and evaluating instruction. Instructional Technology
draws its knowledge base from communications theory, media research, programmed
instruction, and instructional systems design, performance technology and diffusion and
adoption research. Behaviorism, cognitive psychology, and constructivism have also had
a role in the development of the field. Although knowledge of hardware is important to
the profession, students in this course will see the need for them to see beyond hardware
and even software, and concentrate on the theories and practices, as well as the issues and
trends, in the “systematic approach to the design, production, evaluation, and utilization
of complete systems of instruction.”
Research and Presentation Tools: Access to the Internet, World Wide Web, UIW
Blackboard, Yahoo E-mail, MS Word processing software, and PowerPoint graphic
presentation software.
To complete this course you will need unlimited access to a computer and requires
essentially unrestricted access to an Internet browser such as Netscape Navigator 5.0 or
higher. Persons having limited browser access such as those with American On-Line
(AOL) accounts are advised to use a different Internet Service Provider (ISP).
Students who do not have a personal computer and/or Internet access are welcome to use
the UIW Media Center and the labs in McBee Library to complete assignments.
Course Audience: Core course for all Instructional Technology (IT) majors, other
education majors who wish to have a specialization in IT, doctoral candidates who need
to take one Instructional Technology course, and other graduate students in related areas
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Text:
Trends and Issues in Instructional Design and Technology
by Robert A. Reiser (Editor), John V. Dempsey (Editor)
Description of the Course:
Requirements: Taught as a seminar, students are responsible for completing all
readings and participating in class discussion activities. Students will actively participate
in teams for research and presentation purposes. Students are expected to use the Internet
for collaboration (e. g. Blackboard and e-mail). Presentation graphic programs are
strongly encouraged for class reports.
1. Regular class attendance. One absence must be excused by contacting the
instructor before hand. Excessive absences will endanger your further completion
of the course; a meeting to assess your continuation in the course may be
necessary.
2. Thorough reading and study of assigned materials.
3. Demonstrate a cooperative attitude and teamwork in-group assignments.
4. Effective participation in class discussion. Materials assigned for class sessions
are to be studied in preparation for class discussion.
5. Satisfactory completion of exams or equivalent assignments as approved by
instructor.
6. The instructor expects the student to demonstrate the ability to clearly and
effectively communicate orally by: a. Speaking in complete sentences, b. Using
correct grammar, and c. Enunciating clearly.
7. The instructor expects the student to demonstrate the ability to clearly and
effectively communicate in written form by: a. Writing in complete sentences and
paragraphs according to rubrics presented by the instructor; b. Using correct
grammar, spelling, and punctuation.
8. All assignments are due on the assigned dates, or with the permission of the
instructor. Incompletes are given only under unusual circumstances. Late work
will not be accepted.
9. Good quality print is required for all assignments. The student must hand the
instructor a hard copy of each assignment (or disk, CDROM). Also, a digital copy
is to be put in the “digital drop box” of the instructor on Blackboard. You may
submit your assignments by sliding a “well marked” container with your work
under the office door of the instruction (Gorman Bldg, Rm 148). Keep a copy of
all your work.
10. The instructor expects all students to adhere to the academic honesty policy of the
University of the Incarnate Word as stated in the Student Handbook.
11. Review of the Grading Policy and Teaching Philosophy of the instructor is to be
done before the second session of the course. Questions and suggestions
concerning grading or teaching approaches should be submitted in writing by email to the instructor before the second meeting of the course.
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Course Requirements: Specific
1. Final Exam: All exams will contain questions that are included in class
discussions and may not be found in textual material for assigned readings.
2. Research Citations and References: Each student is expected to select
scholarly articles to support work on class projects. Academic research papers on
the Internet will also be acceptable. However, if the paper does not demonstrate
good academic writing, citations, and credible references, the grade on the
critique may be lowered. See rubric “Scale for Evaluating Writing” posted in the
“Course Documents” section of Blackboard.
3. Group Participation. Each member of the class may be required to work in a
group. Working in groups is rewarding and helps assure that the components of
the plan reflect multiple perspectives and that the best ideas emerge through the
online dialogue and discussions between members of the group. Similar to
collaborative learning, collaborative intellectual work requires that members of
the group have specific roles and responsibilities and that each member is
accountable for his or her assigned roles and tasks.
4. All papers may be rewritten; however, due to the course length of eight weeks,
students wanting to rewrite their papers must submit papers at least 4 days before
paper is due or the rewrite may not be graded because of time constraints. Any
paper submitted should be academic and research oriented. The APA format must
be used when preparing the text, organization, citations, and reference list for the
work. Also, all papers are to be submitted on the Microsoft Word Format
Template provided by the instructor.
5. All papers are to be submitted electronically to the instructor by Blackboard and
the “digital drop box.” Be sure to keep a copy for yourself in case something
happens to the e-mail or drop box and not received or is misplaced.
Requirements Essential to the Course:
Besides completing the group assignments, the student must complete 8 contact class
sessions face to face and 8 assignment contacts with Blackboard. There will be 2
additional Saturday meetings on January 25th and February 22nd at 9AM until
11:45 AM.
Students will be responsible for completing all assigned readings and will participate in
class discussions and activities. Students will actively participate in personal and team
projects as assigned or selected by each individual to be presented in writing and in class.
Each student will participate in an online learning community centered in Blackboard,
courseware developed for and used by university populations for web-based learning.
Students must have the basic ability to use the Internet and basic computer software in
Microsoft Office. Netscape should be used as the default browser.
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Outcomes of the course:
Upon completion of the course the student will be able to:
1. Trace and discuss the evolution of major ideas and issues in instructional
technology over time.
2. Compare and contrast various models used in the development of the field of
Instructional Technology.
3. Differentiate between hard and soft technologies.
4. Discuss technologies such as simulations, programmed instruction, hypermedia
and describe how they are applied in practice.
5. Characterize research in media studies involving audio, visual, film, video and the
computer.
6. Characterize research in media studies involving audio, visual, film, video and the
computer.
7. Discuss the contributions of behaviorism, cognitivism, and constructivism in the
field.
8. Discuss issues related to the diffusion and adoption of technology.
9. Identify key organizations and their roles in the field.
Assessment of Outcomes:
The final grade will be figured on the point system.
Points
250
300
100
100
250
% of Grade
25%
30%
10%
10%
Assignment
(6) Reading Analysis
Research Paper
Discussion Leader
Discussion Leader
25%
Final Exam and Class Discussion
Due
Monday after Discussion
Thursday of Finals Week
In Class for One Monday
Online for One Week
Weekly with EXAM
Monday of Finals Week
Total 1000 points
Accepted as a Standard of Performance:
Attendance, participation on Blackboard and in class, value to the learning environment
as far as dedication to teamwork and overall positive productions of learning outcomes
and respect of others
UIW grading system for final grade is 90-100 = A, 80-90 = B, and 80-70 = C.
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Method of Instruction: The primary method of instruction is discussion and
cooperative learning exercises using small groups and individual presentations towards
the enhancement of critical thinking skills through the use of dialogue. Students are
required to actively participate during class. Online discussions in Blackboard are
essential to the clarification of the textbook and critical material as well as the generation
of reflective and timely documentation of web based pedagogy.
Additional Information: Please feel free to drop by my office with any questions,
problems, or other concerns. If for whatever reason you are unable, email me and we can
set a time to meet. Disability accommodations will be provided upon request.
Course Outline and Due Dates
First Monday Session
INTRODUCTION TO THE COURSE
Second Monday Session
All Readings from the Textbook:
DEFINING THE FIELD
1. What Field Did You Say You Were In? Defining and Naming Our Field, Robert
A. Reiser.
2. What Is Instructional Design?, Kent L. Gustafson and Robert Maribe Branch.
3. A History of Instructional Design and Technology, Robert A. Reiser.
Discussion Leaders:
Third Monday Session
LEARNING: FOUNDATIONS AND TRENDS
4. Psychological Foundations of Instructional Design, Marcy P. Driscoll.
5. Epistemology and the Design of Learning Environments, Michael J. Hannafin
and Janette R. Hill.
6. Motivation and Performance, John M. Keller and Brenda C. Litchfield.
Discussion Leaders:
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Fourth Monday Session
7. Instructional Strategies and Learning Styles: Which Takes Precedence?, M. David
Merrill.
8. Integration of Problem Solving into Instructional Design, David Jonnasen
Discussion Leaders:
Fifth Monday Session
PREFORMANCE TECHNOLOGY
9. From Training to Training and Performance, Allison Rossett.
10. EPSS: Visions and Viewpoints, Walter W. Wager and Jan McKay.
11. Evaluation in Instructional Design: The Impact of Kirkpatrick's Four-Level
Model, Walter Dick.
Discussion Leaders:
Sixth Monday Session
12. Maximizing Training Investments by Measuring Human Performance, Eric
Davidove.
13. Instructional Project Management, Brenda C. Litchfield and John M. Keller.
14. Adoption, Diffusion, Implementation, and Institutionalization of Instructional
Design and Technology, Daniel W. Surry and Donald P. Ely.
Discussion Leaders:
Seventh Monday Session
TRENDS AND ISSUES IN VARIOUS SETTINGS
15. Instructional Design in Business and Industry, Rita C. Richey and Gary R.
Morrison.
16. Current Trends in Military Instructional Design and Technology, Dee H.
Andrews, Dennis S. Duke, and Franklin L. Moses.
17. Instructional Design and Technology in Health Care, Craig Locatis.
Discussion Leaders:
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Eight Monday Session
18. Whistling in the Dark? Instructional Design and Technology in the Schools,
Allison A. Carr-Chellman and Charles M. Reigeluth.
19. Instructional Technology in Higher Education, Gayle Davidson-Shivers.
20. Distance Learning and ID in International Settings, David Hawkridge.
Discussion Leaders:
First Saturday Session
NEW DIRECTIONS IN INSTRUCTIONAL DESIGN AND TECHNOLOGY
21. Instructional Design Online: Evolving Expectations, John V. Dempsey and
Richard Van Eck.
22. Integrating Web-Based Learning in an Educational System: A Framework for
Implementation, Marshall Jones, Stephen Harmon, and Deborah Lowther.
23. Educational Multimedia, Simon Hooper and T.J. Reinartz.
Discussion Leaders:
Second Saturday Session
24. Emerging Instructional Technologies: The Near Future, John W. Jacobs and John
V. Dempsey.
25. The Future of Instructional Design, Kent L. Gustafson.
GETTING AND IDT POSITION AND SUCCEEDING AT IT
26. Getting an Instructional Design Position: Lessons from a Personal History, Robert
A. Reiser.
Discussion Leaders:
Reading for Personal Growth
27. Getting a Job in Business and Industry, Robert K. Branson.
28. Professional Organizations and Publications in Instructional Design and
Technology, James D. Klein.
29. Competence at a Glance: Professional Knowledge, Skills, and Abilities in the
Field of IDT, Karen L. Rasmussen.
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