Seton Hall University

College of Education and Human Services

Educational Studies Department

Professional Development Program

 

SYLLABUS

Course Number:

EDST 6306

 

Course Title:

Instructional Design

 

Course Description:

Using a systematic approach, students will design, develop, evaluate and revise instruction to meet defined goals and objectives. Contemporary theories of learning become the framework and catalyst for the design process.

 

Rationale:

Instruction is a systematic process in which every component is crucial to successful learning. The instructional process can be viewed as a system whose purpose is to bring about learning. The components of the instructional system – learners, instructor, instructional materials, and learning environment – interact to achieve a desired instructional goal. Learner performance is evaluated, and based on results changes are enacted in the system to make it more effective.

 

This course is based on project-based learning in an information technology environment. PBL helps to create a learning environment in which instructors and students are both learners and facilitators of learning – developing a community of learners. PBL creates an authentic, challenging, motivating, multidisciplinary environment and can bring purpose and meaning to many disciplines. Instructors and students, individually and in groups, learn how to design, implement, and evaluate a project that requires sustained effort over time.

 

Systematic approaches to instructional design are effective because they start with a distinct learner focus, all the parts of the system are interrelated, and it is an empirical and replicable process. Instruction is evaluated and revised until it accomplishes its identified goals.

 

Required Text:

Moursund, D. (1999). Project-based learning using information technology. Eugene, OR: ISTE Publications.

Rogers, P.L. (2002). Designing instruction for technology-enhanced learning. Hershey, PA: Idea Group Publishing.

 

Course Objectives and Standards:

After completing this course the student will be able to:

  1. Reflect on professional practice to make decisions about technology;

            AECT/ECIT Standards addressed:  1.1.c, 1.2.a, 1.2.b, 1.3.a, 1.3.c, 2.0.4, 3.2.1, 4.0.1,    5.4.1

            ISTE/NETS Foundation Standards addressed: I.A, I.B, II.C, II.E, V.B

 

  1. Define instructional terms and describe models associated with behaviorist, information processing, and other cognitive learning theories;

      AECT/ECIT Standards addressed: 1.1.c, 1.2.a, 1.2.b, 1.3.a, 1.3.c, 2.0.4,

            ISTE/NETS Foundation Standards addressed: I.A, I.B, II.B

 

  1. Design, create, and deliver a curricular unit that includes a variety of technology-based learning tools and materials;

      AECT/ECIT Standards addressed:  1.1.a, 1.1.b, 1.1.1.a, 1.1.1.b, 1.1.1.d, 1.1.2a, 1.1.2.b,  1.1.3.a, 1.1.3.b, 1.1.5.a, 1.1.5.c, 1.2.a, 1.2.c, 1.3.a, 1.3.d, 2.0.1, 2.0.2, 2.0.3, 2.0.4, 2.0.5, 2.0.7, 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.2.1, 2.2.2, 2.2.4, 2.3.1, 2.3.2, 2.3.3, 2.4.1, 2.4.3, 2.4.4, 2.4.5, 2.4.6, 2.4.7, 3.1.1, 3.1.2, 3.2.1, 3.3.1, 3.3.2, 3.3.3, 4.4.1

      ISTE/NETS Foundation Standards addressed: II.A, II.B, II.D, II.E, III.A, III.C, III.D, IV.A, IV.B, IV.C

 

  1. Critique and evaluate learning experiences that integrate technology resources and a variety of learning strategies.

      AECT/ECIT Standards addressed: 1.1.5.a, 1.1.5.c, 2.0.5, 5.1.1, 5.2.1, 5.3.1

      ISTE/NETS Foundation Standards addressed: I.B, IV.A, IV.C

 

  1. Knowledgeably discuss present directions and future visions for technology in education.

      AECT/ECIT Standards addressed:  3.2.1, 4.0.1, 5.4.1

      ISTE/NETS Foundation Standards addressed: I.A, I.B, II.A

 

Course Content:

Module 1

            Introduction to Instructional Design (ID)

    • Introduction to Project-Based Learning (PBL)
    • Teacher-Designers: How Teachers Use ID in Real Classrooms

 

Module 2

      Foundations of ID

    • Overview of IT-Assisted PBL
    • Education, Learning and Technology

 

Module 3

      Designing for Learners

    • PBL Lesson Topic Ideas
    • eTIPS – Educational Technology Integration and Implementation Principles

 

Module 4

      Designing for Learners Continued

    • Rationale for PBL
    • Teaching in the Digital Age

 

Module 5

      Designing for Learners Continued

    • Project Planning
    • Constructing Technology Learning Activities to Enhance Elementary Students’ Learning

 

Module 6

      Designing for Learners in Higher Education

    • Creating a PBL Lesson Plan
    • A Case Study in the Use of Technology to Enrich a University Course

 

Module 7

      Designing for Learning Environments

    • Assessment in IT-Assisted PBL
    • Applying ID Principles and Adult Learning Theory in the Development of Training for Business and Industry

 

Module 8

      Designing for Learning Environments Continued

    • Future of IT-Assisted PBL
    • Blended Technologies Learning Communities – From Theory to Practice

 

Module 9

      Designing for Learning Environments Continued

    • Goals for IT in Education
    • United We Stand – Divided We Fall

 

Module 10

      Problem Solving

    • Overview of Problem Solving
    • What to Do with a C.O.W. in the Classroom
Instructional Strategies

1.)        Lecture/Discussion

2.)        Online activities

3.)        Case studies

4.)        Collaborative activities

5.)        Online databases

6.)        Software tools

7.)        Blackboard

 

Assignments, Assessment, and Standards:

1. Journal Activities and Class Discussion

AECT/ECIT Standards addressed:  1.1.c, 1.2.a, 1.2.b, 1.3.a, 1.3.c, 2.0.4, 3.2.1, 4.0.1, 5.4.1

ISTE/NETS Foundation Standards addressed: I.A, I.B, II.C, II.E, V.B

  • Begin a Journal that you will keep for the course. Journal entries are due at the beginning of each class to use for discussion.
  • Use a word-processing tool (e.g. Word).
  • Make a minimum of one reflective entry each class and write at least one long paragraph per chapter that we read in the book.
  • Sometimes you will have a specific assignment to put in your Journal, such as the end of chapter activities.
  • Record ways that you see technology being used in your profession and any uses outside your field that you think could be adapted to enhance education or training in your field.
  • When readings are assigned, make entries that relate to your utilization of technology. Reflect on the relationship of the readings to your personal experiences with teaching and learning or other readings -- make connections. Develop questions that the reading poses for you and respond to any of these that interest you. Do not write a summary of the reading.
  • When you read something that relates to our class or enhances the material we are learning, please add it to your journal.
  • In your journal you may reflect on our class activities, discussions, and your use of technology. Any meaningful relationships or reflections are welcome.
  • Use the following format for journal entries for readings:
    DATE (of entry)
    TITLE (of article) or Chapter in book
    AUTHOR
    Your analysis of the text and reflections

 

2. In teams of 4 develop an IT-Assisted PBL Unit with 4 lessons.

AECT/ECIT Standards addressed:  1.1.a, 1.1.b, 1.1.c, 1.1.1.a, 1.1.1.b, 1.1.1.d, 1.1.2a, 1.1.2.b, 1.1.3.a, 1.1.3.b, 1.1.5.a, 1.1.5.c, 1.2.a, 1.2.b, 1.2.c, 1.3.a, 1.3.c, 1.3.d, 1.4.a, 1.4.b, 1.4.c, 2.0.1, 2.0.2, 2.0.3, 2.0.4, 2.0.5, 2.0.7, 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.2.1, 2.2.2, 2.2.4, 2.3.1, 2.3.2, 2.3.3, 2.4.1, 2.4.3, 2.4.4, 2.4.5, 2.4.6, 2.4.7, 3.1.1, 3.1.2, 3.2.1, 3.3.1, 3.3.2, 3.3.3, 4.4.1, 5.1.1, 5.2.1, 5.3.1

ISTE/NETS Foundation Standards addressed: I.B, II.A, II.B, II.C, II.D, II.E, III.A, III.B, III.C, III.D, IV.A, IV.B, IV.C, V.A

 

Each student on the team will contribute to the overall planning of the unit and create one lesson plan. Instructions:

Develop teams;

Select topic for unit;

Complete a Project Planning Table for the project you have selected;

Fully develop one lesson plan from the above unit, including the development of the materials and the media; use the outline in Chapter 6 as a guide.

Create both content (product) and process assessment rubrics that would be suitable for this lesson;

Present the unit to the class as a team;

 

3. Webliography – Develop an annotated Internet site of on-line resources that you can use in your lesson plan. You may include Web sites, games, primary resources, listservs, newsgroups, bulletin boards, and any other on-line facilities that will enhance your teaching and learning environment. An annotated bibliography is a collection of bibliographic entries (APA style) and their summaries. It is arranged alphabetically by author’s last name within the headings or categories you use. An annotation consists of 2 to 3 complete sentences that describe and evaluate the site so that the reader will know whether they want to use this site.

AECT/ECIT Standards addressed:  1.1.3a., 2.0.2, 2.0.5, 2.0.6, 2.1.1, 2.1.4, 2.3.1, 2.4.2

ISTE/NETS Foundation Standards addressed:  I.A, I.B, II.A, II.B, II.C, IV.B, V.A, V.B, V.C, VI.A, VI.B, VI.C.

 

Course Recommendations:

·         Budget your time wisely. You must complete the projects every week to complete the course on time.

·         Participation is an important component of this course. You may be assigned to a team for group discussion, to facilitate learning, and to share ideas. Poor attendance will result in a lack of participation in team activities and will be a grade consideration. Please speak to me if some personal or work-related problem prevents you from attending class or turning in an assignment on time. No, you can't go on vacation during the course.

·         Each student is expected to acquire and use an email account for this course.

·         Please no surfing, instant messaging, or emailing during class. There will be hands-on practice during class so you will have time to explore. Refrain from typing when we are having a discussion or lecture.

·         As scholars, you are required to give credit to any sources you consult while preparing your assignments. All material from other sources, both quoted and paraphrased, must be cited in the text (if mentioned) as well as in your reference list. You may not use any portion of previously submitted projects. Plagiarism in any form will not be tolerated.

·         For all assignments, refer to the APA Style Manual. All written work should be word-processed in 12 point Times Roman font. Correct form and style are expected. Papers should have one-inch margins and be left justified. Proofread work for spelling, grammar and style errors. Assignments should reflect the ability to research, synthesize, and write.

·         Under the Americans with Disabilities Act and Section 504 of the Civil Rights Restoration Act, students at Seton Hall University who have a disability may be eligible for accommodations in this course. Should a student require such accommodations, he or she MUST self identify at the Office for Disability Services (DSS) Room 67, Duffy Hall, provide documentation of said disability, and work with DSS to develop a plan for accommodation. The contact person is Mrs. Linda Walter at 973 313-6003.

 

 

Determination of Grade

Journal                                                  15%

Unit Project                                           60%

Unit Plan                                               10%

Lesson Plan                                          15%

Lesson Product                                     10%

Project Planning Table                            05%

Product Rubric                                       10%

Process Rubric                                      10%

Webliography                                        10%

Presentation of Unit                                10%

Team Participation                                 05%

TOTAL                                      100%

 

Bibliography:

Bloom, B. (1956). A taxonomy of educational objectives. New York: Longman.

 

Boyle, T. (1997). Design for multimedia learning. Upper-Saddle River, NJ: Prentice-Hall.

 

Carter, J. C. (2001). Mastering instructional design in technology-based training. Beekman.

 

Dempsey, J. V. & Sales, G. C. (Ed.) (1993). Interactive instruction & feedback. Englewood Cliffs, NJ: Educational Technology Publications.

 

Dick, W., Carey, L. & Carey, J. O. (2001). The systematic design of instruction, 5th Ed. Boston: Allyn & Bacon.

 

Edwards, C. H. (1995). A systematic approach to instructional design. Stipes.

 

Ertmer, P.A. & Quinn, J. (2002). ID casebook: Case studies in instructional design (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.

 

Fraenkel, J. R. & Wallen, N. E. (2003). How to design and evaluate research in education (5th ed.). McGraw-Hill Higher Education.

 

Gagne, R.M. & Briggs, L.J. (1992). Principles of instructional design (4th ed.). Englewood Cliffs, NJ: Prentice Hall.

 

Gay, L. R. & Airasian P. (2003). Educational research: Competencies for analysis and applications (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

 

Hult, C.A. (1995). Researching & writing: Across the curriculum. Boston: Allyn & Bacon.

 

Keegan, M. (1995). Scenario educational software: Design & development of discovery learning. Englewood Cliffs, NJ: Educational Technology Publications.

 

Kemp, J. E. (1997). Designing effective instruction. (2nd Ed.) Upper-Saddle River, NJ: Prentice-Hall.

 

Lee, W. W. & Owens, D. (2000). Multimedia-based instructional design: Computer-based training, Web-based training and distance learning. Wiley.

     

Leshin, C. B., Pollock, J. & Reigeluth, C. M. (1992). Instructional design strategies & tactics. Englewood Cliffs, NJ: Educational Technology Publications.

 

Lockard, J. (1992). Instructional systems: Practical design and development. Brown and Benchmark.

 

McKenzie, W. (2002). Multiple intelligences and instructional technology: A manual for every mind. Eugene, OR: ISTE Publications.

 

McArdle, G. & Crisp, M. (1991). Developing instructional design. Crisp, Inc.

 

National Educational Technology Standards for Students: Connecting curriculum and technology. (2000). Eugene, OR: ISTE Publications.

 

Newby, T. J., et al. (1999). Instructional technology for teaching & learning: Designing instruction, integrating computers, & using media. Upper-Saddle River, NJ: Prentice-Hall.

     

Reigeluth, C. (Ed.) (1999). Instructional-design theories and models, vol. 2. Lawrence Erlbaum Associates, Inc.

 

Roblyer, M. D. (2002). Integrating educational technology into teaching. Upper Saddle River, NJ: Prentice Hall.

 

Roblyer, M. D. (2002). Integrating technology across the curriculum: A database of strategies and lesson plans. Prentice Hall.

     

Romiszowski, A. J. (1988). Designing instructional systems. Kogan Page Limited.

 

Rothwell, W. J. & Kazanas, H. C. (2001). Mastering the instructional design process: A systematic approach (2nd ed.). Wiley.

 

Seels, B. & Glasgow, Z. (1997). Making instructional design decisions (2nd ed.). Prentice Hall Professional Technical Reference.

 

Sloan, B. G. (1990). Linked systems for resource sharing. Indianapolis, IN: Macmillan.

     

Smith, P. L. Ragan, T. J. (1999). Instructional design (2nd ed.). John Wiley.

 

Tedd, L. A. (1993). An introduction to computer-based library systems. (3rd Ed.). Wiley .

 

Tennyson, R. D. (1994). Automating instructional design, development, and delivery. New York: Springer-Verlag, Inc.

Tessmer, M. (1993). Planning and conducting formative evaluations: Improving the quality of education and training. Philadelphia: Kogan Page.

 

Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

 
      Woodward, J. & Cuban, L. (2000). Technology, curriculum, and professional development: Adapting schools to meet the needs of students with disabilities. Corwin Press.

 

Zook, K. B. B. (2001). Instructional design for classroom teaching and learning. Houghton Mifflin.