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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

COURSE OUTLINE
Kulliyyah
Institute of Education
Department
N/A
Programme
M.ED
Name of Course / Mode
Instructional Design and Technology Development
Course Code
EDT 6203
Name (s) of Academic staff / Instructor(s)
Dr Rosemaliza Mohd Kamalludeen
Rationale for the inclusion of the course / module in the programme
This course focuses on the five domains of instructional design and students will examine
each domain critically in the curriculum design.
Semester and Year Offered
Semester 1/2
Status
Specialized
Level
Postgraduate
Proposed Start Date
Batch of Student to be Affected
Total Student Learning Time (SLT)

14

28

Other: group project, post reading.

Credit Value / Hours
3 Credit Hours
Pre-requisites
None
Co-requisites
None

Others

Independent
Learning
Practical

Lecture

Tutorial

Face to Face

73

Formal
Assessment

Total Guided and

Independent
Learning

120 hours

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Course Objectives
The objectives of this course are to:
1) provide students with a general understanding of the nature of instructional design and
its relationship with instructional technology and media.
2) enable educators and trainers to make rational choices based on theories on the use of
technology and media in teaching and training.
3) develop a plan on the application of theory and technology covered in this course to a
specific learning or teaching problem;
4) provide guidelines on the use of print, audio-visual, computer-based and integrated
technologies in the teaching and training
5) acquire skills in the development and utilization of the technologies to be used in
training and instruction.
Learning Outcomes
Upon completion of this course, students should be able to:
1) explain the nature of instructional design and its relationship with instructional
technology;
2) explain clearly the main elements and sequence of instructional design;
3) demonstrate the features of major learning theories and indicate how they affect
instructional design;
4) outline the basic principles in using print, audio-visual, computer-based and integrated
technologies;
5) develop a plan for applying any theory and technology covered in this course to a
specific learning or teaching problem;
6) produce instructional materials using any of the technologies covered in the course
7) demonstrate understanding of the various technologies that can be used in teaching
and learning.

Transferable Skills:
Skills
How they
are
developed
Designing ICT Project
Research
Problem
solving
and
analytical

Assignment
Information
search from
library and
Internet

Assessment method
Graded presentation
Research paper
Instructional materials

Teaching-Learning and assessment strategy

Types of TeachingDescription
Learning
/Assessment
strategies

LO
Method
1,2,3
2 Mini Concept Papers
7

Teaching-Learning
strategies
Assessment
strategies

Participation in e-forum
Two
practical work :
Lectures
& Co-operative
learning
4,5,6
Projects,
Combination
of 15%
Product
design plan
coursework
(pair)evaluation
ConceptInstructional
Papers & Final
media 15% (pair
written examination
1,2,
Final Examination
3,4,6

20
20

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30

40

Course Synopsis
This
course Total
100 introduces students
to an overview of
instructional design
development and relates it to developments in instructional technology. It then focuses on the
five domains of instructional design and examines each domain critically. Theoretical bases
from other disciplines as well as major learning theories will also be discussed, with special
emphasis on instructional strategies, the formulation of instructional objectives and
assessment strategies for learning. Subsequently the five areas of instructional technology
development utilization will be examined in detail: namely technologies for learning, print
technologies, audio-visual technologies, computer-based technologies and integrated
technologies. Key characteristics of different media and the principles and issues concerning
their appropriate use will also be discussed.
Mode of Delivery
Lectures, discussions, assigned reading and presentations and production of instructional
materials (practical)
Assessment Methods and Type/Course Assessment

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Mapping of course / module to the Programme Learning Outcomes

Programme Outcomes
Learning Outcome of the
No
course
O1 O2 O3 O4 O5 O6 O7 O8 O9 O10
explain the nature of
instructional design and its

relationship with instructional

1
technology;

explain clearly the main

elements and sequence of
instructional design;

demonstrate the features of

major learning theories and
indicate how they affect
instructional design;

outline the basic principles in

using print, audio-visual,
computer-based and
integrated technologies;

develop a plan for applying

any theory and technology
covered in this course to a
specific learning or teaching
problem;

produce instructional
materials using any of the
technologies covered in the
course
demonstrate understanding of
the various technologies that
can be used in teaching and
learning.

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Content outline of the course / module and the SLT per topic
Weeks
Topics
Learning Hours
Task/Reading
1
Course introduction and briefing
Education today and IT.
Overview of educational/ IT development;
- issues, concerns, recent trends;

IT contribution to the instructional process.

Basic concepts and principles of learning and approaches to instruction;
8

Kemp. Ch.1
Seels Ch.1
Heinich Ch.1 & 3
Kemp Ch. 1 &17 Romiszowski
Ch.1 & 3
2
Instructional design and media
Concepts, definitions of Instructional design Systems Approach Model.
-

ASSURE and the generic

ADDIE Model.
Dick and Carey approach model and its components.
Romiszowskis Model

10

Dick, Carey
chap.1
Seels, Glasgow
chap.1

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Dick, Carey
chap. 1
3
Needs Assessment
ISD competencies in carrying out needs analysis, task analysis and instructional
analysis;
-

assessing needs to identify goals & roles of subject matter experts (SMEs)
overview of media & media attributes
8

Dick, Carey
chap. 2
Seels, Glasgow
chap. 2
4
Instructional Strategies and Learning Theories:
Overall planning and sequencing of events for effective instruction, activities for
encouraging
learner participation
Identifying strategies for specific learning situation.
Overview of major learning theories and their influences on ID includes a discussion
on features of Islamic education
10
Dick,Carey
Chap.8
Seels, Glasgow
chap 5 & 11
Special handout
Gredler
Chap. 2 & 3 Heinich Ch. 5
Romisz. Ch. 4
5
Analyzing learners and contexts.
Learner analysis and characteristics: components and functions, linking to their needs,

Visual principles & visual literacy

Goals & processes of visual design

Current trends which stress the individual learner-centred approaches.

10

Dick & Carey

chap. 5
Newby, et al. Chap 4
6

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From aims to instructional objectives:
Aims/Goals and how they differ from instructional objectives,identifying domains,
writing instructional objectives,
application of Blooms revised taxonomy.
10
Dick, Carey
chap. 6
Seels, Glasgow
chap. 3
7
Technologies for learning.
Application of specific technologies used in instruction; e.g. cooperative learning,
games, simulation, resource & learning centres
8
Heinich Ch. 2
Romiszowski Ch.11
Kemp Ch. 2
Newby, et al. Chap 6
8
Print and non-projected media.
Classification of non-projected media
- principles in the production application of various forms in instructional settings
- Charts. Models and realia.
8
Heinich Ch.6
Romisz. Ch. 5
Kemp Ch. 8, 11
Newby, et al. Chap 7

Mid-Semester Break

9
Print and non-projected materials (contd.)
Basic photography & digital images
Discussion of shots, lighting, rule of thirds, basic creative composition
16

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Notes to be given
10
Projected visuals.
Principles in utilization and production of selected projected visuals (e.g. overhead
projection; photographic slides) in instructional settings.
Techniques of PowerPoint presentations for instruction; application of visual
principles
8
Heinich Ch. 6
Romisz Ch. 6
Kemp Ch. 7 & 18
11
Audio-visual technologies
Principles/applications of audio-visual based materials, including television in
instructional settings; influence of Internet & new trends in use of videos for
instruction.
8
Romisz. Ch. 7-9
Heinich Ch. 7 & 8
Kemp. Ch.13,15
12
Computer-based technologies.
Computer literacy; computer applications in education, computer-based technologies
with emphasis on commercially available CDs and the Internet.
Computer-assisted instruction & its role in teaching
8
Heinich Ch. 9
Romisz. Ch.12
Kemp Ch. 16
13
E-learning and the future of distributed technologies in education
Principles of producing and delivering materials which encompass e-learning &
several forms of media (e.g. video- & audio-conferencing, etc) under distributed
technologies.
8
Heinich Ch. 10
Romisz. Ch.13
Kemp Ch. 19
Newby, et al. Chap 9-10
14
Looking Ahead.
Trends in media and technology; schools and workplaces of the future.
8

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Recommended references supporting the course

Heinich Ch.13
Newby, et al. Chap 14
Required references supporting the course
Oblyer, M.D., Edwards, J. & Havriluk, M.A. (1997). Integrating educational technology
into teaching. Upper Saddle River, NJ: Prentice Hall.
Seels, B.B. & Richey, R.C. (1994). Instructional technology: The definitions and domains
of the feld. Association for Educational Communications and Technology,
Washington, D.C.

Prepared by:
______________________
(A.P. Dr. Ahmad Marzuki)
Checked by:
_____________________
(A.P. Dr. Kamal Basha)
Approved by:
_____________________
(Dean/Director )
Dr Siti Rafiah Abdul Hamid

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At the end of the programme, students are able to:

1.
Demonstrate familiarity with established knowledge in the field of information technology
(IT) and awareness of current development therein.
Knowledge
2.
Use relevant skills learnt in this information technology (IT) area for professional and
personal development.
Practical Skills
3.
Cooperate with others and apply knowledge in a socially responsible manner for the progress
of the nation and the ummah.
Social skills and Responsibilities
4.
Demonstrate commitment to ethics, autonomy and professionalism in the workplace and
everyday life.
Value, Attitudes and Professionalism
5.
Communicate with people from a diverse range of backgrounds with empathy, showing
leadership qualities.
Communication,
6.
Analyse issues and demonstrate skilfulness in planning, executing and evaluating strategies
and action plans.
Problem Solving and Scientific Skills
7.
Use the necessary learning skills in information management and apply effective strategies
for lifelong self-improvement.
Information Management and Lifelong Learning Skills
8.
Apply basic managerial and entrepreneurial skills in relevant fields.
Managerial and Entrepreneurial Skills
9
Understand the different type of leadership styles and the demonstration of interpersonal
skills when leading in a group situation
Leadership and Team Skills
10

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Integrate Islamic Universal values in the execution of their professional duties
Islamization of Knowledge