Introduction to
Instructional
Design

INSTITUTION: Dakota State University 

INSTRUCTOR NAME, ADDRESS, PHONE NUMBER, AND EMAIL ADDRESS:

Dr. Mark Hawkes
College of Education
113 Kennedy Center                           
Office Phone: 256-5274   
Home Phone: 256-2724
mark.hawkes@dsu.edu
Home Page:  http://courses.dsu.edu/LT716

Office Hours: As posted on door or by appointment

SEMESTER/YEAR: Fall, 2002

COURSE PREFIX, NUMBER, and TITLE:  LT 716 Systematic Design of Instruction

CREDIT HOURS:  Three (3) Semester Hours

APPROVED COURSE DESCRIPTION:  The course provides concepts and tools for applying systems theory to instructional design, including needs, instructional, learner, and context analyses, objectives, assessment, strategy, development, and evaluation. Addresses learner needs in various organizational settings: business, industry, government, health care, and not-for-profit.  The focus, however is for instruction design in the K-12 setting.

POLICIES AND PROCEDURES: 

1.      Assignments:  Assignments should be completed on time.  Extenuating circumstances will be considered.

2.      Academic Dishonesty:  All forms of academic dishonesty will result in an “F” for the course.  All written work by students should be the result of the individual student’s research, thought, preparation, and writing efforts. Plagiarism and work that is prepared by others outside of the enrolled class and submitted as original work by the student is reason for punitive actions which may include dismissal and other serious actions by the university.

3.      Exams:  Exams will cover the textbook  and other readings, information presented in lectures by the instructor, guest speakers, or fellow students.  The exams will consist of multiple choice, short-answer, problem solving and essay questions.  If, due to a circumstances beyond your control, you are unable to take an exam at the scheduled time, YOU MUST CONTACT THE INSTRUCTOR PRIOR TO THE EXAM.   

3.      The Instructor reserves the right to change the syllabus as needed to accomplish course goals.

ADA--STATEMENT:  If there is any student in this class who, due to a disability, has need for non-standard note taking, test taking, or other course modification, please contact DSU ADA Coordinator, Dr. Robert N. Jackson at the Student Services office in the Trojan Center, 256-5823, as soon as possible. The web site for a student requesting accommodation is--- <http://www.departments.dsu.edu/student_services/Development/default.htm>. The ADA Office is located in the Student Services Office in the Trojan Center on the Madison Campus.

COURSE OBJECTIVES

          This course is designed to enable students to: 

1.   Describe the concepts and tools associated with instructional design (ID) model.  

 2.  Apply instructional design concepts and tools to develop simple instruction.

• instructional problem assessment

• content/task analysis

• learner analysis

• context analysis

• objectives

• assessment

• instructional sequencing instructional strategies

•  message design

• delivery formats

• prototype development

• formative evaluation

• summative evaluation

3.  Adapt an instructional design approach to their own instructional  context.
  DSU/INTASC #4:  Learner understand and use a variety of instructional strategies to encourage learners’ development of critical thinking, problem solving, and performance skills.  DSU/INTASC #5:  Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  DECA 24:16:07:01—Development of knowledge, skills, and attitudes in teacher candidates. (1)  . . . understanding how students develop and learn, (3)  designing a variety of instructional strategies . . .
  NCATE  Standard: #1: Learner Knowledge Skills and Dispositions.
Assessment:  Performance-based evaluation of student developed instructional designs with accompanying assessment products.  Also, midterm and final essay examinations will be administered.

COURSE TOPICS

(As identified in the course objectives).

INSTRUCTIONAL METHODS AND ACTIVITIES

The activities of this course will be conducted almost entirely via the Internet.  An attempt will be made to meet face-to-face a time or two, but only where class member’s schedules accommodate such a meeting.  The bulk of the contact will be done asynchronously.  We will rely heavily on network telecollaborative activities and a premium will be placed on discourse and dialogue.  The focus is practicing and modeling the same engaged learning approaches that we'll want to make a part of our own classrooms. 

Our communication platform of choice is NetMeeting.  You will be provided with instructions on how to use this software.  We may invite some guest participants to hook-up with us at times.  We will try several other nontraditional modes of interaction each focused on enriching the learning experience for the students and the instructor.  I am always open to your ideas about how we can make this learning experience most beneficial for you.

 GRADING AND ASSIGNMENTS

The final grade will be made up of several elements as follows: 

 Participation: This course requires students to be actively involved with learning and applying instructional design concepts and tools. Students will be expected to participate in class activities having completed the assigned readings.  Your participation grade will depend on the contributions you make on the course threaded forum, ratings by your peers on team design projects, and the completion of interim assignments.  Projects design documents, evaluations and other assignments should be forwarded on time.  Drafts of project design documents should be shared with other class members to encourage discussion and collaboration. 

 Project Design Documents: Students choose an instructional project to design following instructional design methodology, to be completed in teams of 2 to 4. This project, designed to represent at least four hours of delivered learning content, can be designed to incorporate various media into the content area students select. The preferred focus of the project should come from work needs, however, projects covering professional or personal interests may also be considered.  The document must be original effort covering instruction that has not been previously designed.

 The design documents are to be submitted in three parts:

(1)   Design Document 1:  ID plan, needs description, learner analysis, and goal/task analysis

(2)   Design Document 2: Instructional goals, objectives; instructional sequence, instructional strategies, and assessment items

(3)   Final Design Document:  All previous elements of the document, student assessment items and product evaluation plan (narrative).

 Design Document Peer Review: Students will critically review 1 to 2 design documents produced by their classroom peers or other parties.  Review criteria will include basic instructional design principals discussed in class.  Reviews will be submitted to the student designer and the instructor.

 Exam: We will have a mid-term and final exam covering the material discussed throughout the semester.  The exam will cover material in the readings and in the on-line discussion and will focus on synthesizing and extending instructional design issues rather than recalling factual information.

 Grading Criteria for Assignments: Assignments must demonstrate grasp of the course concepts and techniques at the graduate level. All work must exhibit the following quality indicators to be acceptable. The paper or instructional product should: 

·        address the content/task appropriately within the context of the course's concepts and techniques.

·        demonstrate critical reasoning or higher order mental engagement with the content or task (e.g., application, analysis, synthesis, and evaluation).

·        show creativity, originality, self-direction, and initiative in assignment selection and execution.

·        clearly organize ideas and concepts, and communicate them effectively.

·        exhibit the stylistic requirements of graduate work (e.g., word-processed and meets length, format, citation, writing, grammar, and spelling standards).

·        (for a group assignment) demonstrate the added effort and synergy created through collaboration with others (noting individual contribution in a short statement).

 Grading Scale: All assignments will be graded as depicted below. The other scale presents the final course grade.

BIBLIOGRAPHY

The knowledge bases that support course content and procedures include:

 Contemporary References (1990 - 1997)

Briggs, L.J., Gustafson, K.L., & Tillman, M.H. (Eds.) (1991). Instructional design: Principles and applications. Englewood Cliffs, NJ: Educational Technology Press.

 Dick, W. & Carey, L. (1996). The systematic design of instruction, 4th Ed. New York, NY: Harper Collins.

 Gagne, R.M., Briggs, L.J., & Wager, W.W. (1992). Principles of instructional design (4th ed.). New York, NY: Holt, Rinehart and Winston.

 Gagne, R. M. & Medster, K. (1996). The conditions of learning: Training applications.  Washington, DC: ASTD Publications.

 Gustafson, K.L. & Branch, R.M. (1997). Survey of instructional development models (3rd Ed.).  Syracuse, NY: ERIC Clearinghouse on Information & Technology.

 Heinich, R. Molenda, M., Russell, J. & Smaldiono, S. (1996). Instructional media and technologies for learning. (5th. edition). New York, NY: Macmillan.

 Reiser, R. & Dick, W. (1996). Instructional planning: A guide for teachers (2nd edition). Boston: Allyn and Bacon.

 Smith, P.L. & Ragan, T.J. (1993). Instructional design. New York, NY: Macmillan Publishing Co.

 Classic References

Gagne, R.M. (1985). Conditions of Learning. (4th ed.) New York, NY: Holt, Rinehart and Winston.

 Mager, R.F. (1988) Making Instruction Work Belmont, CA: Lake Publishing Company.

 Romiszowski, A.J. (1981). Designing Instructional Systems. London: Kogan Page.

  Key Journals

                1. Performance Improvement

               2. Educational Technology Research & Development

               3. Tech Trends

               4. Educational Technology