ET613
Syllabus
Teaching in an Online Environment
INSTRUCTOR
Linda Lohr, Ed.D.
Professor of Educational Technology
McKee Hall, Room 501
University of Northern Colorado, Greeley, CO 80639
Voice: 970 351 25135 ~ FAX: 970 351- 1622
E-Mail: linda.lohr@unco.edu
Website: http://bb.unco.edu (ET613)
OFFICE HOURS: Wednesdays 2:30 – 4 and as needed.
FYI
970 351 2807 Keyleigh Gurney, Ed. Tech office manager
COURSE
GOAL
To help you conceptualize distributive education and apply that understanding to the
design, development, implementation, management and assessment of online learning
environments.
COURSE
DESCRIPTION
Provides you with knowledge and experiences in analzying, designing, developing,
implementing, and evaluating distance-learning (“online”) experiences. Using
instructional design as a foundation, the course covers the fundamental principles
behind effective, efficient, and appealing online instruction.
TEXTBOOK
E-learning and the Science of Instruction, Ruth Clark and Richard Mayer. A
downloadable version of the text is located on Amazon.com and is less expensive
than a print-based text.
OBJECTIVES
Terminal Objective 1 (40% of grade, 120 points): Participate in the
application of textbook content to the design of an online course (Objective 2
below). You will complete this objective by describing, in a written report, due at the
end of the semester, how you implemented the following into your design:
1. Definitions and theories of eLearning (10 points)
2. Multimedia Principles including:
a. The multimedia principle (10 points)
b. The contiguity principle (10 points)
c. The modality principle (10 points)
d. The redundancy principle (10 points)
e. The coherence principle (10 points)
f. The personalization principle (10 points)
g. The segmenting principle (10 points)
3. Leveraging examples and practice (20 points)
4. Learner control (20 points)
Terminal Objective 2: Create a “real world” online learning environment (40% of
grade, 120 points) integrating multimedia principles, Quality Matters standards, and
guidelines gleaned from class discussions (attainment of terminal objective 1.) This semester we
will create the ET500 class for next Fall’s online teaching certificate students.
The completed project will include a design document that specifies how you addressed ABCD
variables, as well as a Blackboard (or other learning management system) learning environment,
using this checklist:
Design Document 120 points
Points Possible Criteria
Everything in this table helps you work with terminal and enabling objectives. By attending to
the tasks below you address the importance of aligning Variables A, B, C, and D elements that
are aligned
25
You show learner analysis data (for example - learning
style/preferences, any data that helps you assess the gaps between where
your learner is now and where the learner needs to be), you show a concept
map representing learner knowledge and learner needs, knowledge, skills
and attitudes, you identify cognitive load challenges. These tasks relate to
Variable A and its checklist below.
25
You describe lower and higher order learning outcomes ( “access”
outcomes, “practice” outcomes, and “generate” outcomes, discussed in
class). The outcome statements you create will be aligned with data you
collect on learner needs. These tasks relate to Variable B and its checklist
below.
30
You identify sequenced and scaffolded instructional strategies that move
the learner towards the outcomes. Strategies involve active/engaged
learning. You integrate Mayer’s multimedia principles into the underlying
structure of the course. You attend to learner interface issues. These tasks
relate to Variable C and its checklist below.
30
You include formative and summative assessment data. You use
assessment that matches the outcome (true/false, multiple choice, fill in
the blank for lower order outcomes; essays/projects for higher order
2
10
outcomes.) These tasks relate to Variable D and its checklist below.
Your design document (a written summary of everything above this row of
the table) is user friendly, another designer would be able to use it easily
(includes a table of contents, page numbers, clear writing … )
Variable A (audience/learner)
Check those that
apply
Criteria
You identify and state prior knowledge required for units of instruction
(content and technical skills required)
You identify learner characteristics that will impact the design of your
instruction
You identify potential cognitive load issues
You apply the segmenting and pre-training principles (you organize
information into chunks that allow a learner to go through instruction at
their own rate). Facts and concepts are taught before you teach principles
and processes.
You help the learner understand learning environment options for learner
control (especially when the learner has prior knowledge, content is not
sequential, content is more information based than performance based)
You use adaptive diagnostics tests when benefits learners in a cost effective
way
You provide opportunities for the learner to compare their problem-solving
skills to an experts’ problem-solving skills
Variable B (outcome/Point B identification)
Check those that
apply
Criteria
You identify information goals based on learner analysis (lower order
outcomes are identified)
You include performance goals based on learner analysis (higher order
outcomes are identified)
You specifically include “practice-level” outcomes supporting lower and
higher order goals.
Variable C (catalyst, strategies, types of interaction)
Learner to interface interaction
Check those that
apply
Your interface clearly identifies where a learner should begin (for example the
words Start Here are placed in a prominent position)
Your interface includes:
 an introduction to the course (general goals of the class)
 an introduction to the teacher and contact information
 easy to access learning objectives (objectives are easy to read and
understand, “you” language is used, instructions are clear)
 easy to understand grading criteria and grading scale
 easy to access student grades
Your interface uses intuitive navigation (it is easy for the student to know
3
what to do now, next)
You allow easy access to technology and tools that are current and relevant to
the skills being taught
You make assistive technology easy to access (provisions are made for
auditory and visual needs – such as descriptions of images for those who have
visual needs, and text versions of content for those who have auditory needs)
You apply the personalization principle to the instructional interface (employ
you language, social agents, author visibility)
You use simulations and games effectively (avoid openended, unguided
exploration with novices)
Learner to content interaction
Check those that
apply
You provide critical information, opportunities to interact with the
information, and ways to help learners to assess their learning
You clearly identify required and optional learning materials
You cite sources of information
You include a variety of information/perspectives
The information you share is current.
You design with the multimedia principle in mind (you use words AND
pictures rather than words alone)
You include the types of images that improve learning (organizational,
informative, and explanitive images)
You place images and associated text or audio in close proximity when possible
(the contiguity principle is employed). You avoid separating text and images
when they are mutually dependent.
You integrate the modality principle into your instruction (use audio in place
of, or as an option, to text-only presentations.)
You apply the redundancy principle (you avoid audio and text redundancy
when explaining images), in other words, you do not include word, narration,
and images together. You include words and images, or narration and images.
You apply the coherance principle (you avoid extraneous information)
You organize and sequence information showing the “big picture” as well as
“sequenced details” (this isalso an application of the segmenting and
pretraining principle)
You provide examples to support learning
You provide worked examples and practice activities throughout instruction
You sequence example/practice learning strategies and work to avoid cognitive
overload and extraneous content/activity. You transition from worked
examples to practice examples.
You use questions to prompt self examination during worked examples. You
adequately explain worked examples.
You provide explanatory feedback
You include performance and information strategies where appropriate (you
teach thinking skills and creativity when an outcome is performance related)
You use games and simulations when appropriate (the games and simulations
principle)
You provide asychronous communication for projects that benefit from
reflection
Learner to learner interaction
4
You require learners to introduce themselves to each other
You encourage collaboration when learners can learn from each other
You explain “netiquette” expectations
You assign collaborative projects /problem discussions to small groups or pairs
You use synchronous communication tools or projects that benefit from group
synergy or social presence
You provide learners with information on team work. You identify strategies
for individual grades as well as group grades.
Learner to teacher interaction
You introduce yourself to the class. Consider a narrated video to help bridge
the “distance” between yourself and students.
You make expectations clear, objectives are clearly communicated using three
strategies: access, practice, generate. For example,
Access: “In this unit you will access/read/find (describe the information
students need to access such as a chapter, youTube, website.)”
Practice: “In this unit you will apply/repeat/practice (describe how students
will practice or engage with information.)” Describe strategies for increasing
student involvement with content, such as “state in your own words, develop a
concept map …”
Generate: “In this unit you will create/generate (describe an active and
creative learning goal).” Describe strategies to engage student involvement in
higher-order learning.
You communicate how often you will visit the class site, where you will
communicate, and what type of “evidence” learners can expect from your visit
(perhaps you comment while a discussion is taking place, or, perhaps you
comment only after the discussion is complete, for example in a “lesson
summary” that you provide.
Your communications demonstrate awareness of student contributions. For
example, you might include statements like “Last week John mentioned that
….” Or “Three of you mentioned “x” as a characteristic of “y”…”
Your communciations are clear and well-organized
You communicate with the class as a whole, but you also communicate with
each student indivudally, perhaps in a private discussion area.
Variable D (outcome)
Check those that
apply
Criteria
You conduct usability tests to improve the learner experience gathering data
to help you improve the efficiency and appeal of the environmnent
You align assessment with learning outcomes identified (Variable B above)
Your assessment measures attainment of lower order outcomes. You are able
to employ effective True/False, Multiple Choice, Fill in the Blank, Ranking,
and similar questions to gain relevant feedback of student learning.
Your assessment measures attainment of higher order outcomes. You are
able to employ effective measures of higher order learning (design projects,
essays, and any relevant form of learner outcomes that match
generating/constructing goals and objectives. You create effective rubrics.
5
Terminal Objective 3 (20% of grade, 60 points) : Contribute to a blog by writing about
what you are learning and thinking about as you participate in weekly activities. You verbally
summarize the previous week’s blog at the start of each class. You create one multiple choice test
question to cover chapter content. Students in the class will rate the questions!
Rubric, Units 1 – 12 reflections, 5 points each
Needs some
work
1 – 2 points
Adequate
Excellent
3 – 4 points
5 points
Blog entry
You write about
what you are
learning but do
not share how
what you learn is
changing you or
making you think
differently. Your
writing is
superficial and
you write little
more than a
paragraph
(approximately 5
sentences.)
Your writing clearly
demonstrates how your
thinking has changed. Your
statements flow from one
thought to the next smoothly.
You provide new insights and
strong examples.
Test question
Question is
vague, options
for multiple
choice are week,
if a rubric is used
it is not specific
Your writing
shares what you
are learning in a
way that
demonstrates
how your
thinking has
changed. You
provide examples
that demonstrate
that you are
thinking about
the content in
new ways. You
write at least two
paragraphs.
Question is
specific,
Most options for
multiple choice
make sense,
rubric is accurate
Question asks learners to
“apply” what they learned in a
general way (in other words,
write a question that
addresses the underlying
message of the chapter).
Options for multiple choice
are strong, each option
strengthens a “teaching”
point
6
Tentative schedule
Unit Date
What we will do in class
Suggested tasks (to help you keep up
Every unit will follow this
with the readings.)
sequence:
1. Review the blogs you
1. Read assigned chapter from ewrite
Learning and the Science of
2. Review the test
Instruction
questions you write
2. Prepare mini-lesson and
3. Take test
assessment item
4. Mini3. Blog
lecture/discussion/act
ivity covering new
content. This part of
the lesson will
occassionally include
sessions run by Sherri
Lancton (UNC’s
Office of Extended
Studies.)
5. Design lab (work in
teams to create the
new ET500 class)
7
Unit 0
August 26
–
September
1
1. We will go over this
syllabus
2. You will take the
MBTI
3. You will take a class
pre-test (not graded)
Prepare for Unit 1 class :
1. Read Chapter Promise and Pitfalls
in eLearning and the Science of
Instruction
2. Watch the video and demo for Step
1: Prepare yourself
http://www.unco.edu/blackboard/fa
culty_planning.html
3. Start a design blog. Use the rubric
under Objective 3 above to guide
your entry.
In your blog:
Keep a running record of A, B, C,
and D variables. When you read
something that is categorized as a
A, B, C, or D variable identify the
variable and describe its
importance. Are there any
interactions with other variables?
Write a “test” question covering
chapter content. Do NOT include
the answer as it will be discussed in
class.
8
Unit 1
September
2–8
Unit 2
September
9 – 15
Sept 10
Last day to
drop the
class
1. Review blogs and test
 Read Chapter How Do People
questions
Learn from e-Courses?
2. Take and review test
from e-Learning and the Science of
3. Review ET500
Instruction,
syllabi as well as on
 Blog * and explore A, B, C, and D
and offline classes
variables in the chapter
teaching ET500
 Write a “test” question covering
4. Participate in the
chapter content. Do NOT include
design lab (this week
the answer as it will be discussed in
form teams, create
class.
team agreement form,
begin design of
ET500 Instructor
Welcome video).
5. Team/group
discussion of how
chapter content can
* If you are participating in one of the
be applied to design
Quality Matters training modules, you will
substitute the module activity for the blog.
1. Review blogs and test
 Read Chapter Applying the
questions
Multimedia Principle
2. Take and review test
from e-Learning and the Science of
3. TBD introduce new
Instruction
content
 Blog* and explore A, B, C, and D
4. Participate in the
variables in the chapter
design lab (continue
 Write a “test” question covering
ET500 Instructor
chapter content. Do NOT include
Welcome video,
the answer as it will be discussed in
begin high-level
class.
course blueprint
where you identify
* If you are participating in one of the
course description,
Quality Matters training modules, you will
terminal objectives,
substitute the module activity for the blog
units of instruction,
as well as general
description of
activities and
assessments for each
unit
5. Team/group
discussion of how
previous unit chapter
content can be
applied to your
9
design
Unit 3
September
16 - 22
1. Review blogs and test
questions
2. Take and review test
3. TBD introduce new
content
4. Participate in the
design lab (continue
ET500 Instructor
Welcome video,
begin high-level
course blueprint
where you identify
course description,
terminal objectives,
units of instruction,
as well as general
description of
activities and
assessments for each
unit
5. Team/groupdiscussio
n of how previous
unit chapter content
can be applied to
your design
1. Read Chapter Applying the contiguity
principle)
from e-Learning and the Science of
Instruction,
2. Blog* and explore A, B, C, and D
variables in the chapter
3. Write a “test” question covering
chapter content. Do NOT include the
answer as it will be discussed in class.
*If you are participating in one of the
Quality Matters training modules, you will
substitute the module activity for the blog
10
Unit 4
September
23 - 29
1. Review blogs and test
questions
2. Take and review test
3. TBD introduce new
content
4. Participate in the design
lab (continue ET500
Instructor Welcome
video, continue highlevel course blueprint,
begin specific unit. This
week you will select a
unit (any unit in ET500
will work). You will
begin a micro blueprint
for the unit including:
1. Read Chapter Applying the modality
principle from e-Learning and the
Science of Instruction
2. Blog* and explore A, B, C, and D
variables in the chapter
3. Write a “test” question covering
chapter content. Do NOT include the
answer as it will be discussed in class.
*If you are participating in one of the
Quality Matters training modules, you will
substitute the module activity for the blog
Access information
(reading, youTubes,
lectures)
Practice information
(strategy for rehearsal)
Generate (strategy to
support higher order
thinking)
Specifically describe how
you integrate previous
unit’s e-Learning and the
science of instruction
chapter.
11
Unit 5
September
30 –
October 6
1. Review blogs and test
questions
2. Take and review test
3. TBD introduce new
content
4. Participate in the
design lab
Continue micro
design of “unit
template”
1. Read Chapter Applying the
redundancy principle from eLearning and the Science of
Instruction
2. Blog* and explore A, B, C, and D
variables in the chapter
3. Write a “test” question covering
chapter content. Do NOT include the
answer as it will be discussed in
class.
*If you are participating in one of the
Quality Matters training modules, you will
substitute the module activity for the blog
Unit 6
October 7 13
1. Review blogs and test
questions
2. Take and review test
3. TBD introduce new
content
4. Participate in the
design lab
Continue micro
design of “unit
template”
1. Read Chapter Applying the Coherence
principle from e-Learning and the
Science of Instruction
2. Blog* and explore A, B, C, and D
variables in the chapter
3. Write a “test” question covering
chapter content. Do NOT include the
answer as it will be discussed in class.
*If you are participating in one of the
Quality Matters training modules, you will
substitute the module activity for the blog
12
Unit 7
October 14
- 20
1. Review blogs and test
questions
2. Take and review test
3. TBD introduce new
content
4. Participate in the
design lab
Continue micro
design of “unit
template”
Finalize design of micro
template, assign units to
team members, create
semester
schedule/checksheet for
inidividual unit work
1. Read Chapter Applying the
personalization principle from eLearning and the Science of
Instruction
2. Blog* and explore A, B, C, and D
variables in the chapter
3. Write a “test” question covering
chapter content. Do NOT include the
answer as it will be discussed in
class.
*If you are participating in one of the
Quality Matters training modules, you will
substitute the module activity for the blog
13
Unit 8
October 21
- 27
1. Review blogs and test
questions
2. Take and review test
3. TBD introduce new
content
4. Participate in the
design lab, work on
individual units
1. Read Chapter Applying segmenting
and pre-training principles from eLearning and the Science of
Instruction
2. Blog* and explore A, B, C, and D
variables in the chapter
3. Write a “test” question covering
chapter content. Do NOT include the
answer as it will be discussed in class.
*If you are participating in one of the
Quality Matters training modules, you will
substitute the module activity for the blog
14
Unit 9
October 28
– Nov 3
1. Review blogs and test
questions
2. Take and review test
3. TBD introduce new
content
4. Participate in the
design lab, work on
individual units
1. Read Chapter Leveraging examples in
e-Learning from e-Learning and the
Science of Instruction
2. Blog* and explore A, B, C, and D
variables in the chapter
3. Write a “test” question covering
chapter content. Do NOT include the
answer as it will be discussed in class.
*If you are participating in one of the
Quality Matters training modules, you will
substitute the module activity for the blog
15
Unit 10
November
4 - 10
1. Review blogs and test
questions
2. Take and review test
3. TBD introduce new
content
4. Participate in the
design lab, work on
individual units
1. Read Chapter Does practice make
perfect? from e-Learning and the
Science of Instruction
2. Blog* and explore A, B, C, and D
variables in the chapter
3. Write a “test” question covering
chapter content. Do NOT include the
answer as it will be discussed in class.
*If you are participating in one of the
Quality Matters training modules, you will
substitute the module activity for the blog
Unit 11
November
11 - 23
1. Review blogs and test
questions
2. Take and review test
3. TBD introduce new
content
4. Participate in the
design lab, work on
individual units
1. Read Chapter Learning together
virtually from e-Learning and the
Science of Instruction
2. Blog and explore A, B, C, and D
variables in the chapter
3. Write a “test” question covering
chapter content. Do NOT include the
answer as it will be discussed in class.
Unit 12
1. Review blogs and test
questions
2. Take and review test
3. TBD introduce new
content
4. Participate in the
design lab, work on
individual units
1. Read Chapter E-learning to build
thinking skills from e-Learning and the
Science of Instruction
2. Blog and explore A, B, C, and D
variables in the chapter
3. Write a “test” question covering
chapter content. Do NOT include the
answer as it will be discussed in class.
November
18 - 24
Fall break
November
27
Unit 13
December
2-8
Unit 14
1. Review blogs and test
questions
Focus your time on completing your
2. Take and review test
design!
3. TBD introduce new
content
4. Participate in the
design lab, work on
individual units
Finals! (we do not have a Holiday time!
16
December
9 - 15
RELATED
STANDARDS
final exam but we will
use this date as our
“deliverable” date.) You
will present your online
class on this date.





Apply appropriate instructional or performance interventions (AECT: 1.3,
1.4; ISTE: V ABC; CDE: 3)
Develop educational materials that incorporate audio, video, print, distance
and computer based formats (AECT: 2, ISTE: III)
Develop skills in working with and leading teams (AECT: 4, ISTE: V)
Applied and evaluates instructional systems design processes in a variety of
contexts (AECT: 1.1, 1.3, 1.4, 5.2, 5.3; ISTE: II ABCDE, III ABC, IV ABC, V
ABC; CDE: 3)
Exhibit ethical behavior in data collection and analysis (AECT: 5.2.2)
17
GRADING
93 % = A
90 - 92 % = A86 – 89 %= B+
83 – 85 %= B
80 – 82 %= B76 – 79 %= C+
73 – 75 %= C
70 – 72 %= C66 – 69 %= D+
63 – 65 %= D
60 – 62 %= DBelow 60 %= F
Accommodations Statement
Students who believe that they may need accommodations in this class are encouraged to contact the
Disability Support Services, Voice/TTY (970) 351-2289, or fax (970) 351-4166, or visit www.unco.edu/dss as
soon as possible to ensure that accommodations are implemented in a timely fashion.
Inclusivity Statement
The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where
diversity and individual differences are understood, respected, appreciated, and recognized as a source of
strength. We expect that students, faculty, administrators and staff within CEBS will respect differences
and demonstrate diligence in understanding how other peoples' perspectives, behaviors, and worldviews
may be different from their own.
Academic Honesty:
It is expected that members of this class will observe strict policies of academic honesty and will be
respectful of each other. Any instances in which cheating including plagiarism and unauthorized use of
copyrighted materials, computer accounts, or someone else’s work is determined will be referred to
Student Services and will be investigated to its full extent.
18
ET613 Pretest
Circle true or false
True or False
I have taken ET502, Instructional Design (or a similar class at another university)
True or False
I have taken ET500, Introduction to Performance Technologoy
True or False
I am and Educational Technology student
Take this quick test
1. When you meet new people do you:
A. Talk as much as you listen
B. Listen more than you talk
2. Which statement characterizes your general approach to life?
A. Just do it
B. Check out the alternatives
3. Which do you like more about yourself:
A. Your cool-headed, logical approach
B. Your warm, understanding approach
4. Which are you better at:
A. Shifting gears when necessary
B. Focusing on one task until it's done
5. Do you prefer a social life that includes:
A. Many friends and acquaintances
B. A few people that you feel close to
6. When you're trying to understand something, do you:
A. Press for specifics
B. Get an overall picture and fill in the details later
7. Which is more interesting to you:
A. Knowing how people think
B. Knowing how people feel
8. What kind of job do you like better:
A. One that allows you to react quickly and improvise
B. One that allows you to determine goals and take steps to meet them
9. If a heavy snowfall keeps you from going to school or work, do you:
A. Wonder what you're missing
B. Enjoy the unexpected time alone
19
Which statement are you more likely to make:
10.
A. I'm interested in people's experience - what they do, who they know
B. I'm interested in people's plans and dreams - where they're going, what they envision
11.
A. I'm good at making a plan that will work
B. I'm good at getting others to agree with the plan and cooperate in the effort
12.
A. I may try something impulsively, just to see what happens
B. I want to know what's likely to happen before I try something
13.
A. I usually think on my feet, as I'm talking
B. I usually reflect on what I'm going to say before I say it
14.
A. I'm almost always aware of how things look
B. I may not notice much about how things look - at least not right away
15.
A. I tend to be an analytical sort, maybe a little skeptical
B. I'm interested in people and care about what happens to them
16.
A. I like to leave room for new options, even after plans have been made
B. Once plans have been made, I want to be able to count on them
17.
A. People who know me are generally aware of what's important to me
B. I don't talk about what's important to me unless I feel close to someone
18.
A. If I enjoy a particular activity I'll engage in it frequently enough to do it well
B. Once an activity is familiar to me, I want to change it or try something new
19.
A. When I'm making a decision, I weigh the pros and cons of my choices
B. When I'm making a decision, I'm interested in what others have done in similar situations
20.
A. I like to learn from experience, so I often have my own way of doing things
B. I generally learn by following instructions and adapting them to my needs
21.
A. I get restless when I'm alone too long
B. I get restless when I don't have enough time to myself
22.
A. I'm not much interested in ideas without some practical application
B. I like ideas for their own sake and enjoy playing with them in my imagination
23.
20
A. When I negotiate, I depend on my knowledge and tactical skills
B. When I negotiate, I establish common ground with the other person
24.
A. I need a break now and then when I'm working on something
B. I would rather not be interrupted when I'm working on something
25.
A. When I'm having a good time with others, I get energized and I keep on going
B. When I'm having a good time with others, my energy runs out and I need space
26.
A. My physical surroundings are important to me and affect how I feel
B. Atmosphere isn't all that important to me if I like what I'm doing
27.
A. People can count on me to be fair and to treat them with respect
B. People can count on me to be there when they need me
When you're on vacation, are you more likely to:
28.
A. Take things as they come, doing whatever you feel like at the moment
B. Work out a tentative schedule of what you want to do
29.
A. Spend time doing things with others
B. Take time to read or walk or daydream alone
30.
A. Return to a vacation spot you love
B. Go someplace you've never been before
31.
A. Take a work- or school-related project with you
B. Renew relationships that are important to you
32.
A. Forget about everyday routines and concentrate on having fun
B. Think about things you need to prepare for when the vacation is over
33.
A. See famous landmarks
B. Spend time in museums and quieter places
34.
A. Have a good meal at a restaurant you really enjoy
B. Explore new cuisines
Which word best describes the way you see yourself:
35. A. Levelheaded
B. Idealistic
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36. A. Spontaneous
B. Systematic
37. A. Open
B. Reflective
38. A. Factual
B. Conceptual
39. A. Knowledgeable
B. Understanding
40. A. Adaptable
B. Organized
41. A. Expansive
B. Intense
42. A. Down-to-earth
B. Imaginative
43. A. Questioning
B. Questing
44. A. Enthusiastic
B. Deliberate
45. A. Well-rounded
B. Deep
46. A. Seasoned
B. Spirited
47. A. Just
B. Merciful
48. A. Open-ended
B. Goal-oriented
49. A. Straightforward
B. Reserved
50. A. Realistic
B. Visionary
51. A. Impartial
B. Sensitive
Would you rather:
52.
A. Put off unpleasant chores until you're in the right mood
B. Get unpleasant chores out of the way, so they're off your mind
53.
A. Be admired for your work, even though you're not satisfied with it yourself
B. Create something of lasting worth, but remain unknown
54.
A. Have extensive experience in an area that pleases you
B. Have many options to choose from
Which slogan better captures your point of view:
55.
A. People are apt to mistake the strength of their feeling for the strength of their argument
B. Logic is the art of going wrong with confidence
56.
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A. He who hesitates is lost
B. Look before you leap
Scoring & Results
Add up one point for each of your answers, in the right category. The one with more points is your
preference within each scale.
If the scores are tied, you are perhaps still defining (or redefining) an aspect of your personality. You
should give yourself more time (a few months or so) and then try again.
E/I Scale
Extroverted (E): 1A, 5A, 9A, 13A, 17A, 21A, 25A, 29A, 33A, 37A, 41A, 45A, 49A, 53A
Introverted (I): 1B, 5B, 9B, 13B, 17B, 21B, 25B, 29B, 33B, 37B, 41B, 45B, 49B, 53B
S/N Scale
Sensation (S): 2A, 6A, 10A, 14A, 18A, 22A, 26A, 30A, 34A, 38A, 42A, 46A, 50A, 54A
Intuition (N): 2B, 6B, 10B, 14B, 18B, 22B, 26B, 30B, 34B, 38B, 42B, 46B, 50B, 54B
T/F Scale
Thinking (T): 3A, 7A, 11A, 15A, 19A, 23A, 27A, 31A, 35A, 39A, 43A, 47A, 51A, 55A
Feeling (F): 3B, 7B, 11B, 15B, 19B, 23B, 27B, 31B, 35B, 39B, 43B, 47B, 51B, 55B
P/J Scale
Perceiving (P): 4A, 8A, 12A, 16A, 20A, 24A, 28A, 32A, 36A, 40A, 44A, 48A, 52A, 56A
Judging (J): 4B, 8B, 12B, 16B, 20B, 24B, 28B, 32B, 36B, 40B, 44B, 48B, 52B, 56B
Now write your preferences from each scale one after the other - this is your Jungian type.
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The 16 MBTI® Types
ISTJ
Quiet, serious, earn success by thoroughness and dependability. Practical, matter-of-fact, realistic, and
responsible. Decide logically what should be done and work toward it steadily, regardless of distractions.
Take pleasure in making everything orderly and organized – their work, their home, their life. Value
traditions and loyalty.
ISFJ
Quiet, friendly, responsible, and conscientious. Committed and steady in meeting their obligations.
Thorough, painstaking, and accurate. Loyal, considerate, notice and remember specifics about people who
are important to them, concerned with how others feel. Strive to create an orderly and harmonious
environment at work and at home.
INFJ
Seek meaning and connection in ideas, relationships, and material possessions. Want to understand what
motivates people and are insightful about others. Conscientious and committed to their firm values.
Develop a clear vision about how best to serve the common good. Organized and decisive in implementing
their vision.
INTJ
Have original minds and great drive for implementing their ideas and achieving their goals. Quickly see
patterns in external events and develop long-range explanatory perspectives. When committed, organize a
job and carry it through. Skeptical and independent, have high standards of competence and performance –
for themselves and others.
ISTP
Tolerant and flexible, quiet observers until a problem appears, then act quickly to find workable solutions.
Analyze what makes things work and readily get through large amounts of data to isolate the core of
practical problems. Interested in cause and effect, organize facts using logical principles, value efficiency.
ISFP
Quiet, friendly, sensitive, and kind. Enjoy the present moment, what’s going on around them. Like to have
their own space and to work within their own time frame. Loyal and committed to their values and to
people who are important to them. Dislike disagreements and conflicts, do not force their opinions or
values on others.
INFP
Idealistic, loyal to their values and to people who are important to them. Want an external life that is
congruent with their values. Curious, quick to see possibilities, can be catalysts for implementing ideas.
Seek to understand people and to help them fulfill their potential. Adaptable, flexible, and accepting unless
a value is threatened.
INTP
Seek to develop logical explanations for everything that interests them. Theoretical and abstract, interested
more in ideas than in social interaction. Quiet, contained, flexible, and adaptable. Have unusual ability to
focus in depth to solve problems in their area of interest. Skeptical, sometimes critical, always analytical.
ESTP
Flexible and tolerant, they take a pragmatic approach focused on immediate results. Theories and
conceptual explanations bore them – they want to act energetically to solve the problem. Focus on the hereand-now, spontaneous, enjoy each moment that they can be active with others. Enjoy material comforts and
style. Learn best through doing.
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ESFP
Outgoing, friendly, and accepting. Exuberant lovers of life, people, and material comforts. Enjoy working
with others to make things happen. Bring common sense and a realistic approach to their work, and make
work fun. Flexible and spontaneous, adapt readily to new people and environments. Learn best by trying a
new skill with other people.
ENFP
Warmly enthusiastic and imaginative. See life as full of possibilities. Make connections between events and
information very quickly, and confidently proceed based on the patterns they see. Want a lot of affirmation
from others, and readily give appreciation and support. Spontaneous and flexible, often rely on their ability
to improvise and their verbal fluency.
ENTP
Quick, ingenious, stimulating, alert, and outspoken. Resourceful in solving new and challenging problems.
Adept at generating conceptual possibilities and then analyzing them strategically. Good at reading other
people. Bored by routine, will seldom do the same thing the same way, apt to turn to one new interest after
another.
ESTJ
Practical, realistic, matter-of-fact. Decisive, quickly move to implement decisions. Organize projects and
people to get things done, focus on getting results in the most efficient way possible. Take care of routine
details. Have a clear set of logical standards, systematically follow them and want others to also. Forceful
in implementing their plans.
ESFJ
Warmhearted, conscientious, and cooperative. Want harmony in their environment, work with
determination to establish it. Like to work with others to complete tasks accurately and on time. Loyal,
follow through even in small matters. Notice what others need in their day-by-day lives and try to provide
it. Want to be appreciated for who they are and for what they contribute.
ENFJ
Warm, empathetic, responsive, and responsible. Highly attuned to the emotions, needs, and motivations of
others. Find potential in everyone, want to help others fulfill their potential. May act as catalysts for
individual and group growth. Loyal, responsive to praise and criticism. Sociable, facilitate others in a
group, and provide inspiring leadership.
ENTJ
Frank, decisive, assume leadership readily. Quickly see illogical and inefficient procedures and policies,
develop and implement comprehensive systems to solve organizational problems. Enjoy long-term
planning and goal setting. Usually well informed, well read, enjoy expanding their knowledge and passing
it on to others. Forceful in presenting their ideas.
Excerpted from Introduction to Type® by Isabel Briggs Myers published by CPP. Inc. Used with
permission.
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