Course Meeting Times and Listserv
Professor Judith
J. Lambrecht
Meeting Time: Wednesdays at 4:40-7:10 p.m. (3 credits)
Location: Peik Hall 335, Mpls Campus
Class Listserv: CI5336-List@tc.umn.edu
Syllabus Sections
Course Description
This course will examine theory, research, and practice that contribute
to the knowledge base in the field of instructional design. Generic
components of the instructional design process will be treated as
topics in the class sessions. Emphasis will be placed on the application
of principles of instructional design to the design and development
of instructional materials using selected multimedia in both school
and industry training settings.
Weekly Topics
- Week 1: Defining Instructional Design
- Week 2: Theoretical Bases of Instructional
Design
- Week 3: Needs Assessment and The Learning
Environment
- Week 4: Learner Analysis; Outline of
Learner Characteristics; Prior Learning
- Week 5: Task Analysis; Writing Instructional
Goals
- Week 6: Types of Learning; Instructional
Analysis
- Week 7: Prerequisite Analysis; Performance
Objectives; Assessment of Learner Achievement
- Week 8: Media Analysis; Extant Data
Analysis; Cost Analysis
- Week 9: Class Discussion of Project
Plans
- Week 10: Midterm Exam
- Week 11: Instructional Strategies
- Week 12: Class Time Unschedule to Compensate
for Individual Conferences
- Week 13: Production Elements
- Week 14: Formative and Summative Evaluation
- Week 15: Presentation of Formative
Evaluation Results
Weekly Calendar
Go
to Week:
Course Texts
- Lee, W. W., & Owens, D. L. (2000). Multimedia-Based Instructional
Design: Computer-Based Training, Web-Based Training, Distance
Broadcast Training. SanFrancisco: Jossey-Bass/Pfeiffer.
Or
And
- Seels, B. B. (Ed.). (1995). Instructional Design Fundamentals:
A Reconsideration. Englewood Cliffs, NJ: Educational Technology
Publications.
Course Objectives
At the end of course, it learner can:
- identify and discusses relevant issues related to the application
and practice of the instructional design process
- investigate and synthesize theoretical and practical concepts
in instructional design and related literature
- demonstrate an understanding of the instructional development
process.
- generate rationales and critiques for using a systems approach
to instructional design.
- identify and summarize the major elements commonly included
in instructional development models.
- define terms used in the instructional development process.
- function independently and cooperatively in team development
activities.
- compare and contrast various instructional design perspectives
and philosophies.
- apply systematic instructional design concepts, principles,
and procedures to the planning and completion of mediamedia suported
instructional module in a specific setting by demonstrate the
following competencies:
- identify an instructional problem;
- plan and implement an instructional needs assessment;
- analyze learner, task, and situational characteristics;
- specify terminal and enabling learning objectives;
- prepare macro-instructional designs using instructional
curriculum maps;
- prepare micro-instructional designs via the events of instruction;
- select appropriate instructional strategies;
- select appropriate instructional media;
- construct a prototype product;
- prepare appropriate assessment/testing instruments and procedures;
- plan and conduct formative evaluations;
- specify revisions resulting from formative test.
Requirements
- Attendance in class is as essential part of this course as
discussions, presentations, and activities are important means
through which content is presented.
- Each student is expected to complete all assignments (readings,
exercises, and projects) according to the class schedule.
- Each student is expected to participate in class discussions
and activities and online discussions.
- Students who miss a class are responsible for maintaining the
class timetable by talking with other class members and the instructor
as needed.
- Students must obtain and use an email account with access to
the Internet and World Wide Web, and with the ability to send
and receive document files. (The University of Minnesota provides
such accounts to students at no cost and provides training. If
you need information about this important student benefit, visit
the Academic & Distributed
Computing Services website.)
- Students complete a self assessment of their work in the course.
Course Projects
1. ID Process - Instructional Design
Project
(40 percent)
Each student individually produces a project based on the ID process
as described by Lee and Owens (2000). The project includes a written
document detailing the plans for an multimedia-based instructional
module that focuses on learning a concept, principle, procedure,
cognitive strategy, problem solving skill, or psychomotor skill.
(If a student wants to focus on instruction to change attitudes,
s/he may do so upon approval of the instructor.)
Required components of the project are included in the Objectives
section of this syllabus.
Instructional Topics for the design project should focus on both
(1) a discrete skill or concept and (2) a content area with which
the student already is familiar. Students are required to post
their project ideas in WebCT.
Other students are encouraged to post suggestions and questions.
The instructor provides feedback on the proposals through an
individual conference to be schduled outside of the regular class.
The independent project will be evaluated based on the basis of
two components: 1) the design and development of an multimedia-based
instructional product that teaches one complete lesson; and 2)
a project report that documents all of the phases carried out
in the design of your entire course. More information about the
scope and format of both the instructional product and project
report will be discussed in class.
An example of a completed
project is provided online. Here is a
list of the components to include in your project.
Due Dates for Progression
Development of Project Segments
- Week 3 - January 31: Selection of Design Project Topic
- Week 5 - February 14: Needs Assessment Results; Audience
Analysis; Situational Analysis
- Week 7 - February 28: Task Analysis; Instructional
Analysis
- Week 9 - March 14: Performance Objectives; Assessment
Plans; Media Selection
- Week 15 - May 2: Presentation of Formative Evaluation
Results and Final Project Report
Each project segment should be placed in the Student Presentation
area of WebCT to allow class
dicussion of the various elements. Individual, private feedback
will be provided on each segment; each segment can be revised
for inclusion in the final project report. Procedures for using
WebCT will be discussed and
demonstrated in class.
2. ID Element - Short Paper
(25 percent)
Due: April 25, 2001 - Week 14
A single element of the design process should be the object
of reading beyond the course texts. You may choose an element
that has become controversial in recent years or a part of the
design process that you consider either particularly interesting
or challenging.
The purpose of this paper is to explore different viewpoints
about a design element and make a personal decision about the
place of the chosen element in your future instructional design
work.
Use of fundamental and current literature in the field should
be evident in the paper. References should include relevant readings
from the course syllabus, foundational literature in the field,
and current literature from relevant, professional periodicals.
A standard bibliographic style should be used constantly.
This paper should not exceed five (5) double-spaced pages, excludingn
references. Further criteria for the
paper will be discussed in class.
3. Midterm Exam
(20 percent)
Scheduled: March 21, 2001 - Week 10
An in-class objective exam will be given covering the content
presented in the course textbook, class presentations and discussions
and selected web sites.
4. Participation - In Class
and Online
(15 percent)
The class includes multiple opportunities for participation in
class discussions and activities. Each student is expected to
contribute to creating an engaging learning atmosphere through
full participation during class. This participation includes initiating
and responding to discussions using the class
listserv. At the end of course this grade will be determined
by a combination of student assessment and instructor assessment
using criteria describing a range
of course participation.
Assessment
Grades are based on the completion of course requirements and on
the scope, quality, and creativity of student work on all assignments.
Specific rubrics for course projects will be presented in class.
The student’s self assessment will be considered, but the final
grade is at the discretion of the instructors, based on the above
requirements and assignments. An “incomplete” grade is given only
under extenuating circumstances and only after student discussion
with the instructor. An "incomplete" grade cannot be given
in an effort to obtain more time to complete a project.
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