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Instructional Design

EDTECH 503 (4172/4173); Spring 2009 Instructor: Ross A. Perkins, Ph.D. Contact Information Email: rossperkins@boisestate.edu Office Phone: 208.426.4875 Campus Office: Education 312 Mailing Address: 1910 University Dr. MS 1747 Boise, ID 83725 Office Hours (MST) Mon., By appt. Tues., 3:00 PM 5:00 PM Wed., (out of office) Thurs., 10:00 AM 12:00 PM Fri., 3:00 PM - 4:00 PM
If a student can only meet outside the times listed above due to job or family demands, I will arrange for other times as requested. I am also able to meet using a variety of web-based communication mechanisms if it is more convenient (IM, Second Life, Skype, etc.)

Course Description This course focuses on systematic design of instruction and alternative models. Project required. 3 credit hours. No pre-requisites. (from BSU Course Catalog 2008-09) Plan of Study Impact EDTECH 503 is a required course for the Educational Technology masters degree programs. Students typically take this course within the first two semesters of their masters program. The major assignment for the class, the instructional design project, is an important early piece of work that will be presented in the students final electronic portfolio.

Course Goals and Objectives The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional project, as well as materials related to its implementation, for a selected audience. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to:

Describe the major components of the instructional design process Articulate important factors about aspects of systematic design Conduct a needs, task, and learner analysis Construct clear instructional goals and objectives 1

Suggest motivational activities for a specific instructional task Define the contexts for learning and performance for a specific instructional task Identify methods and materials for communicating subject matter that are contextually relevant Develop criterion-referenced test items for specific performance objectives Create a plan for formative evaluation Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. Use various technologies for instructional and professional communication

College of Education Mission Statement The mission of the College of Education at Boise State University is to prepare professionals using models that incorporate integrated teaching and learning practices to ensure high levels of knowledge and skill, commitment to democratic values, and the ability to work with a diverse population. As part of the only metropolitan institution in Idaho, the College of Education provides a collegial environment that supports a wide range of research and scholarly activity intended to advance knowledge and translate knowledge into improved practice at the local, national, and international levels. The College promotes the healthy development of society through outreach, partnership, and technical assistance activities that focus on organizational renewal. It advances personal excellence and respect for individuals http://education.boisestate.edu/teachered/framework.htm

Department of Educational Technology Conceptual Framework The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, and managing appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state or local educational agencies, community organizations, and the private sector. http://edtech.boisestate.edu/web/edtech.htm

Instructor and Student Expectations The following course contract is based on an article by Deborah A. Byrnes in the November 2001 issue of The Teaching Professor (Byrnes, 2001). This contract lays the framework for our course this semester. Students in the course have a right to expect:

complete contact information for the professor a complete syllabus with clearly stated assignments, due dates, course objectives, and a fair grading policy a course that begins and ends within the time allotted for the semester opportunities to discuss the course, and related topics, with the professor outside of class the opportunity to have drafts of papers/assignments reviewed by the professor if submitted well in advance of the due date the return of papers/assignments in a timely manner (provided they were turned in on time) re-evaluation of any work that a student thinks may have been graded unfairly assistance in locating supporting materials to complete papers/assignments

The instructor has the right to expect that students will:


prepare for each instructional module by reading all required assignments understand online learning moves quickly and requires self-discipline students will actively participate in the discussion online (when required) for the same amount of time each week that he/she would normally spend in the classroom for a 3-hour course spend an adequate amount of time preparing for the course; it is estimated for a graduate course such as this that prep time will be three times the amount of time as in-class time (also see Policies below). actively participate in online discussions (when required), serving as both student and teacher ask for clarification or assistance when needed share any concerns regarding the course in a timely manner turn in assignments on time inform the professor about any extenuating circumstances affecting course participation observe codes of academic honesty in the completion of all course work

Byrnes, D.A. (2001). Course contract encourages student responsibility and civility. The Teaching Professor,15(9). Madison, WI: Magna Publications.

Course Materials

An internet-connected computer to which you have regular access Access to desktop productivity software Materials downloaded from the course learning management system

Brown, A. and Green, T. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Prentice Hall. Dick, W., Carey, L., & Carey, J. (2008). The systematic design of instruction, 7th Edition. Upper Saddle River, NJ: Allyn & Bacon
If you have an earlier version of the course text (5th or 6th editions), it will likely be OK, as major concepts of the design model do not change between editions.

Description of Assignment Categories Instructional Design Project (60% of final grade) The major assignment for the class will be the IDP, which is comprised of a number of individual pieces, and these make up larger parts. They are worth approximately the same number of points. Each part must be submitted sequentially, and a student cannot submit all parts at once. These include: Part 1: Analysis Documents Part 2: Design Documents Part 3: Development Documents Part 4: Implementation Reporting Part 5: Evaluation Reporting The parts are explained in detail in the ID Project Guidelines, which will be available to you as the parts are required (you should read the guidelines VERY carefully once you receive them). The rubrics used to grade each part are found in the guidelines. Reading Notes & Quizzes (20% of final grade) Students will be reading two texts for the class. The first, by Brown & Green, will be read during the first 3 weeks of class. During this time, students will submit notes on each chapter. After the reading period has ended, students will be given a test. Students will not be tested on material in the Dick & Carey book, but they will be expected to integrate their learning from it into discussion board posts. Discussion Board Posts & Replies (15% of final grade) A *very* important part of your graduate education at Boise State University includes taking time to reflect on what you have learned, how it applies to what you knew, and

what kind of things you would like to explore further as a result. Such reflections will be part of your final portfolio, due at the end of the Educational Technology masters degree program. The rationale for this set of assignment is to have you begin the habit of such reflections, and to help you build them (as the course goes along). Administrative Task(s) (5% of final grade) As the course goes along, youll be asked to complete various tasks (like uploading assignments, etc.) that amount to an administrative task. Your successful completion of these tasks, timeliness, etc. indicates that you are actively participating in class. Some tasks, however, MUST be completed in order to earn a grade in the course (introductory surveys, for instance).

Policies and Procedures


Time Management: Be aware that the university recommends that you plan on 3-4 hours of course work per credit per week for Distance Ed classes. This means approximately 9 to 12 hours per week (http://www.boisestate.edu/distance/students /distancefit.shtml). For those taking two graduate classes (6 credit hours in a semester), this equates to a half-time job in addition to your other responsibilities and obligations. Communication: I will respond to emails and/or phone calls in a timely manner usually within 24 hours (weekdays, but may be longer on a weekend). If you do not receive a timely response within this time frame, please contact me again to make sure that I received your email. If I initiate an email to you, I will use your Boise State email address, so be sure to check that account often. Course Access: Students are expected to log-in to view the course website on at least a weekly basis, and more often depending on the nature of the task(s) due. Posting of Assignments: Major assignments will be posted by the professor at least one week in advance of the due date. Assignment Submissions: All assignments must be submitted on Sunday of each week by midnight Mountain Standard Time (MST). Due dates and assignment requirements will be clearly outlined on the course site. Completed assignments take a variety of forms, so please read the expectations carefully. If I have not received an assignment, I will try to send you a reminder email within 48 hours of its due date. (Remember: Always save a copy of your assignment to some place outside your computers hard drive).

Feedback/grades: Your assignments will be reviewed and evaluated by the instructor within one week after the assignment due date (in most cases). Depending upon the assignment, you will receive a rubric with comments or receive points earned for assignment completion. If you do not have an assigned grade, please contact the instructor. Students will be informed of their progress toward the final course grade at regular intervals. Assignments will be reviewed and evaluated by the instructor within one week after the posted assignment due date. Late Assignments: Work that is not submitted within the time periods set forth on the course calendar will result in a grade penalty. The penalty differs according to assignment. If the work is submitted more than one week after the due date, the instructor reserves the right to enter a zero (0). Any student who anticipates late work due to extenuating circumstances should contact the professor in advance unless events make this impossible. Course Grading: Each assignment has a number of points associated with it (these are reflected on assignment rubrics). The rubrics will be posted along with the assignment. A grade on an assignment is equal to the points received divided by the points possible. Each category of assignments has a different impact on the final grade. Final Grade: (Students do not receive a letter grade until the end of the course, after all points have been weighted and calculated). (A+) .... 98.5 - 100% (A ) .... 95 98.4% (A -) .... 90 - 94% (B+) .... 88 - 89% (B ) .... 86 - 87% (B -) .... 82 - 85% (C+) .... 79 81% (C ) .... 75 78% (C -) .... 70 74% (F ) .... < 70% Reasonable Accommodations: If you have any condition, such as a physical or learning disability, which will make it difficult for you to carry out the work as I have outlined it or which will require academic accommodations, please notify me in the first two weeks of the course. To request academic accommodations for a disability, contact the Office of Disability Services. Students are required to provide documentation of their disability and meet with a Disability Specialist prior to receiving accommodations. Information about a disability or health condition will be regarded as confidential. Technical Difficulties: On occasion, you may experience problems with accessing the course website, with your Internet service, and/or other computer related problems. Do

make the instructor aware if a technical problem prevents you from completing coursework. BSU Help Desk: http://helpdesk.boisestate.edu/students/broncomail/getting_started.shtml Copyright: During this course students are prohibited from selling notes to any person or commercial firm without the express written permission of the professor teaching this course. Students may not use any course material (syllabus included) for any purpose without express, written consent. Academic Honesty: All students are required to abide by Boise State University's Student Code of Conduct on academic dishonesty. Unless it is a group task, assignments completed must be your original work and cannot be used in other courses in the Educational Technology program. Ethical Expectations: As a graduate student and professional, you will be held to the highest standard of ethical conduct. The Educational Technology program, the College of Education, and Boise State University expects its students to represent themselves and their work in an honest and forthright manner. Cheating, plagiarism, falsification, or communication that is denigrating to peers and/or faculty will not be tolerated. Such behaviors will be brought to the attention of department administration. In all cases, students will have fair and unbiased opportunities to defend him/herself. Violations of conduct or ethics can result in removal from the program. Students who are unsure what actions might constitute a violation of ethics should consult the course instructor and/or other departmental faculty. http://www.boisestate.edu/osrr/scp/student_code.html

Professional Standards Addressed The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Those which are stressed through course work are listed (by standard number) on the assignment sheet. 1. Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context. Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.2 Message Design 1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction. 1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task. 1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the

selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2. Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.2 Audio Visual Technologies 2.2.1 Apply principles of visual and media literacy for the development and production of instructional and professional materials and products. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies. 3. Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.4 Policies and Regulations 3.4.1 Identify and apply standards for the use of instructional technology. 3.4.2 Identify and apply policies which incorporate professional ethics within practice. 3.4.3 Identify and apply copyright and fair use guidelines within practice. 5. Management 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.
SMET = School Media & Educational Technologies

MODULE & ASSIGNMENT SCHEDULE


Jan 20 - Jan 25 MODULE #1: Introduction to Instructional Design Opens Jan 18 Read: Brown & Green, Ch. 1 - 4 Read: Dick, Carey, & Carey, Ch. 1 JAN 25 Discussion Board #1 (see Discussion Board Postings) Introductory survey Work survey Reading notes Ch. 1- 4 (see Reading Notes Assignment) Jan 26 - Feb 1 MODULE #2: Intro to ID (Continued) Opens Jan 22 Read: Brown & Green, Ch. 5 - 8 Read: Introduction to ID Project Read: ID Project Proposal

JAN 29 Discussion Board #2 - Initial Post FEB 1 Discussion Board #2 - Replies Reading notes Ch. 5- 8 Feb 2 - Feb 8 MODULE #3: Proposal Discussion Opens Jan 29 Read: Brown & Green, Ch. 9 - 12 FEB 5 Discussion Board #3 - Initial Post FEB 8 Discussion Board #3 - Replies Reading notes Ch. 9- 12 Feb 9 - Feb 15 MODULE #4: Front-End Analysis Opens Feb 5 Read: Dick, Carey, & Carey, Ch.2 Discussion Board #4 (Voluntary) FEB 15 Reading Test (Brown & Green, Ch. 1 - 12) IDP: ID Project Proposal (Final Draft) IDP: Front-end Analysis Plan

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Feb 16 - Feb 22 MODULE #5: Goal Analysis Opens Feb 12 Read: Dick, Carey, & Carey, Ch.3 FEB 19 Discussion Board #5 - Initial Post FEB 22 Discussion Board #5 - Replies IDP: Front-end Analysis Report IDP: Goal Analysis Feb 23 - Mar 1 MODULE #6: Subordinate Skills & Entry Behaviors Opens Feb 19 Read: Dick, Carey, & Carey, Ch.4 FEB 26 Discussion Board #6 - Initial Post MAR 1 Discussion Board #6 - Replies IDP: Sub-skills Analysis and Entry Behaviors Flowchart Draft Mar 2 - Mar 8 MODULE #7: Learner & Context Analysis Opens Mar 2 Read: Dick, Carey, & Carey, Ch.5 MAR 5 Discussion Board #7 - Initial Post MAR 8 Discussion Board #7 - Replies IDP: Sub-skills Analysis and Entry Behaviors Flowchart IDP: Learner and Context Analysis Mar 9 - Mar 15 MODULE #8: Writing Instructional Objectives Opens Mar 5 Read: Dick, Carey, & Carey, Ch.6 MAR 12 Discussion Board #8 - Initial Post MAR 15 Discussion Board #8 - Replies IDP: Instructional Objectives Outline draft to peers Mid-course evaluation survey Mar 16 - Mar 22 MODULE #9: Creating Assessment Instruments Opens Mar 12 Read: Dick, Carey, & Carey, Ch.7

Discussion Board #9 (Voluntary) MAR 22 IDP: Instructional Objectives Outline (Final Draft) IDP: Assessment Instrument

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Mar 23 - Apr 12 MODULE #10: Instructional Strategies & Materials Opens Mar 19 Read: Dick, Carey, & Carey, Ch.8 Read: Dick, Carey, & Carey, Ch.9 APR 2 Discussion Board #10 - Initial Post APR 5 Discussion Board #10 - Replies IDP: Instructional Strategies Plan IDP: Outline of Materials (see Development Document)

APR 12 IDP: Development Document Apr 13 - May 3 MODULE #11: Implementation, Evaluation, & Revision Opens Apr 9 Read: Dick, Carey, & Carey, Ch.10 Read: Dick, Carey, & Carey, Ch.11 Read: Dick, Carey, & Carey, Ch.12 APR 19 IDP: Implementation Report Plan

APR 23 Discussion Board #11 - Initial Post APR 26 Discussion Board #11 - Replies IDP: Implementation Report IDP: Evaluation Report May 4 - May 10 MODULE #12: Final Reporting & Course Evaluation Opens Apr 30 Discussion Board #12 (Voluntary) MAY 10 IDP: Final IDP Report Final course evaluation surveys

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