Description This course addresses problems in
systematically applying educational media technology to instruction
and learning. Includes selecting appropriate modes of instruction
based on clearly defined objectives, organization of instructional
configurations, and media implementation. Three [3.0] units.Prerequisite:
EDIT 188.
Download the
complete EDIT 226 Syllabus:
Overview This seminar provides an introduction
to instructional design principles and techniques. During the course
various instructional design models will be examined, but focus is
primarily on the Kemp design model and instructional planning procedures.
The major requirement is completion of an instructional design project—including
a needs assessment, instructor materials, and participant materials—that
addresses an instructional problem chosen by the student. Instructional
strategies for class time include lecture, instructor- and student-led
discussion, small-group activities, and student presentations.
Required Textbooks
NOTE: Each student is expected
to have completed the assigned readings before
class and to be prepared to discuss the key points in
class, as well as participate in small-group activities based
on the session topic.
Morrison,
G. R., Ross, S. M., & Kemp, J.E. (2007). Designing Effective
Instruction, 5th edition. New York: John Wiley &
Sons, Inc.
Instructional
Goal Students will design, produce, evaluate and
revise a 30-60 minute unit of print-based, face-to-face instruction
for learning and performance in corporate or academic settings by
employing the procedures described in the course text, Designing Effective
Instruction, and in general, by applying the theories, principles,
and systematic techniques of instructional systems design.
Instructional
Objectives
At the completion of this course, students will
be able to:
Analysis & Theory
Compare instructional technology (IT), instructional
systems design (ISD), and educational system design (ESD).
Identify the four fundamental elements of
the instructional design process.
Describe the three established learning theories
and their relationship to the development of instruction.
Identify an instructional problem.
Develop a plan for acquiring sufficient data
to assess needs, given your chosen problem scenario.
Define triangulation and identify data collection
techniques.
Create and administer a survey or questionnaire
as part of the needs analysis process.
Conduct a brief needs analysis and report
findings in presentation and report format.
Describe essential learner characteristics
to consider when designing instruction.
Design and Development
Analyze instructional goals and conduct
a task analysis.
Write measurable learning objectives
that include an audience, behavior, statement of conditions, and
assessment criteria (Mager-style) in the cognitive, affective,
and psychomotor domains.
Classify objectives according to BloomÕs
Taxonomy.
Describe six or more established principles
of learning.
Describe instructional strategies appropriate
for teaching facts, concepts, rules, principles, and processes
within the cognitive, affective or psychomotor domains.
Sequence a unit of instruction.
Describe a variety of instructional
resources and media and appropriate conditions for their use.
Determine appropriate format for instructional
activities and materials.
Determine appropriate uses of testing
and pre-testing.
Develop instructional activities for
a 30-60 minute unit of instruction for instructor and learners
that demonstrates competent instructional strategies and principles.
Implementation and Evaluation
Describe support services required to implement
an instructional program.
Describe basic project management techniques
Describe techniques for conducting one-to-one
and small group formative evaluations.
Develop brief formative evaluation plan and/or
attitudinal questionnaire for the final project.
Develop the purposes and process of a summative
evaluation.
Identify Kirkpatrick's Four Levels of Evaluation
and describe the appropriate context for use.
Implement a 30-60 minute unit of instruction.
General Course Structure
The course has three
basic components:
1) Lecture/Discussion: Presentation
of course content in lecture mode supplemented with PowerPoint
presentations and facilitated discussion. Presentations and all
course materials are available to download from the course website
(http://www.sjsu.edu/depts/it/edit226).
2) Guided
Practice and Case Discussion: In-class
group activities provide you with the opportunity to apply the
principles of instructional design in realistic situations under
the direction of the instructor. Guided practice activities will
not be graded; however, you are expected to participate.
Case discussions, like guided practice, are
based on real world problems presented at the beginning of each
chapter in the Morrison text, titled Getting Started. Read the case
for each chapter as assigned and be prepared to answer the questions in small
group and class forums.
3) Applied
Project: The Front End
Analysis Report and the final ISD Project are individual projects
and require that you apply the principles of instructional design
that have been demonstrated and practiced in class. The course
assignments are significant parts of these two projects. As you
complete each one, you are building the core parts of the project.
In fact, the Front End Analysis project is nearly half of the
required work that goes into the final ISD Project.
How to submit course work
Reflective summaries are
due in paper form at the beginning of each class.
Assignments numbered
1-6 are due by email attachment (MS Word files) by the due date.
Please submit your assignments following this scheme for email
subject and file naming:
Assignment
Email subject line
File name
1) Instructional problem
statement
226: problem
Last name-PS.doc
2) Needs analysis plan
226: needs
Last name-NA.doc
3) Task analysis
226: task
Last name-TA.doc
4) ISD
Blueprint
226: blueprint
Last name-Blue.doc
5) Formative and Summative
Evaluation
226: evaluation
Last name-Eval.doc
A> Learning theories
226: theories
Last name-LT.doc
B> ISD model comparison chart
226: models
Last name-ID.doc
C> A Letter Home
226: letter
Last name-LH.doc
The front-end analysis project and the final
ISD project are paper documents and media bound in a
binder. The format for each is described in a separate project
document available on the course website. The presentation is
delivered live and a print-out placed in the ISD project binder.
Projects
& Assignments [Deliverables]
Assignments [25%]
Assignment 1) instructional problem statement
[PDF] [MSWord]
Assignment 2) needs analysis (assessment) plan
[PDF] [MSWord]
Assignment 4) ISD Blueprint : Objectives and Strategies [MSWord]
Assignment 5) Formative and summative evaluation
instruments and plan [PDF]
[MSWord]
Assignment A) Learning theories, learning principles, adult
learning theory analysis [PDF] [MSWord]
Assignment B) ISD model comparision [PDF]
[MSWord] / See
the assignment web page for ISD
Models
Assignment C) A
Letter Home [PDF], is a written personal
reflection of the course. See the assignment web
page for a quick overview.
Front end Analysis Report [15%]
A 10-15 page report that describes the purpose
and goal of the instructional design project chosen by the student.
Review the evaluation rubric
[PDF] before you begin to assemble this project. The front-end
analysis report [PDF]includes:
1) Executive summary
5) Needs assessment with description
of goals and objectives
2) Table of contents
6) Learner analysis
3) Contextual analysis
7) Task analysis
4) Statement of the problem
8) Appendices
Instructional Design Project [55%]
Design and develop a 30-60 minute unit of paper-based,
instructor-led instruction that teaches at least three (3)
objectives that includes at least one concept and one principal,
using the Kemp design model described in the course text. In addition,
the final project includes a report describing the project implementation
and evaluation. Review the evaluation rubric
[PDF] before beginning to assemble this project. Instructional
design projects [PDF] [HTML]
should be presented in a professional, bound format that includes
the following items:
1) Front-end Analysis Report (see above) with
revisions
2) Instructional objectives
3) Design and development documentation [i.e.,
storyboards, description of activities]
4) Instructional products: lesson plan, instructor's
guide, instructional materials, etc.
5) Implementation report or plan
6) Formative and summative evaluation instruments
and report or plan
7) Self-assessment summary statement with critical
reflection of lessons learned
8) Appendices
9) PowerPoint final project presentation and
handouts [PDF]
[MSWord]
Presentation with Peer Review
[5%]
Each student will lead a brief, 5-7 minute presentation
and discussion about their final project, using a PowerPoint slide
show format. Each presentation will receive a peer review from
other students. See separate project description for details and
scoring rubric. [PDF]
[MSWord]
Suggested References
Blanchard, P. N. & Thacker, J. W. (2007). Effective training:
Systems, strategies, and practices. Upper Saddle River,
NJ: Pearson.
Cennamo, K. & Kalk, D. (2005). Real world instructional
design. Belmont, CA: Wadsworth.
Dick, W., Carey, L., & Carey, J.O. (2005). The systematic
design of instruction, 6th ed. Boston: Allyn & Bacon.
Gagné, R., Wager, W., Golas, K., Keller,
J. (2005). Principles
of instructional design, 5th ed. Belmont, CA: Wadsworth/Thomson
Learning.
Kirkpatrick, D. L. (1998). Evaluating training programs: The
four levels. Berrett-Koehler Publishers.
Reiser, R. & Dick, W. (1996). Instructional planning: A
guide for teachers, 2nd ed. Boston: Allyn & Bacon.
Rossett, A. (1999). First things fast. San Francisco:
Jossey-Bass.
Smith, P. & Ragan, T. (1999). Instructional design, 2nd
ed. New York: John Wiley & Sons, Inc
College
of Education Mission Statement
The mission of the College of Education at San
Jose State University is to prepare educators who have the knowledge,
skills, dispositions and ethics that ensure equity and excellence
for students in a culturally diverse, technologically complex, global
community.
