Texas A & M University-Corpus Christi

College of Education Educational Technology Program

Spring 2011

syllabus ETEC 5304: Instructional Design-Online

instructor: Stephen Rodriguez, Ph.D.

office: Faculty Center 231; office hours: Tuesday, 2:30 -4:00;

Wednesday, 4:00 -7:00 PM; Thursday, 2:30 -4:00 or by

appointment

contact: phone: (361) 825-6033 office; (361) 980-7000 cell); 825-6076

fax; send all e-mail to the course BlackBoard site: secondary

e-mail: stephen.rodriguez@tamucc.edu

I. catalog Provides an introduction to instructional .design theory,

description: principles, and techniques and related learning theories.

Considers various instructional design models including to

the Instructional Systems Development Model.

Required text: Dick, W. & Carey, L. (2009). The systematic design of instruction

(7th ed.). Upper Saddle River, NJ: Pearson (ISBN: 978-0-205-58556-4)

Extended Description

This online course provides an introduction to instructional design, the process

of specifying conditions of learning. Primary areas of focus include instructional

systems design and instructional strategies. In order to maximize relevance, you

are required to identify a client for whom to create an instructional product.

Possible clients include local businesses, local teachers, A&M faculty, and the

local medical community. This is an applications course in which you produce

portfolio pieces. You analyze an instructional environment as well as design,

develop, and evaluate an instructional product as the major course project.

Objectives

At the end of the course, you will be able to:

1. Provide rationales for using a systematic approach to instructional design.

2. Identify and summarize the major elements commonly included in

instructional development models.

3. Define terms used to describe the phases and strategies of the instructional

design process.

4. Conduct a needs assessment.

5. Demonstrate the following competency in the completion of an instructional

development project:

a) identify an instructional problem,

b) plan and implement an instructional analysis,

c) analyze learner, task, and situational characteristics,

d) specify terminal and enabling learning objectives,

e) design criterion measures,

f) select appropriate instructional strategies,

g) select appropriate instructional media,

h) construct a prototype product,

i) prepare appropriate testing instruments and procedures,

j) plan and conduct formative evaluations, and

k) specify revisions resulting from formative evaluation.

6. Compare and contrast various instructional design perspectives and

philosophies.

7. Develop effective and efficient instructional products.

Unit Topics

Unit Date

Unit 1: Systematically Designed Instruction August 24 (Wed.) – August 28 (Sun.)

Unit 2: Needs Assessment/Analyzing the

Learning Context

August 29 (Mon.) – September 4 (Sun.)

Unit 3: Goal Analysis/Analyzing the

Learning Task

Sept. 6 (Mon.) – 11 (Sun.)

Unit 4: Analyzing the Learners Sept. 12 (Mon.) – 18 (Sun.)

Unit 5: Developing Objectives Sept. 19 (Mon.) – 25 (Sun.)

Unit 6: Assessing Learner Performance Sept. 26 (Mon.) – Oct 2 (Sun.)

Unit 7: Developing Strategies I Oct. 3 (Mon.) – 9 (Sun.)

Unit 8: Developing Strategies II Oct. 10 (Mon.) – Oct. 16 (Sun.)

Unit 9: Developing Strategies III Oct. 17 (Mon.) – Oct. 23 (Sun.)

Unit 10: Delivery and Management Systems Oct. 24 (Mon.) – Oct. 30 (Sun.)

Unit 11: Developing Instructional Materials Oct. 31 (Mon.) – November 6 (Sun.)

Unit 12: Designing and Conducting

Formative Evaluation

Nov. 7 (Mon.) – 13 (Sun.)

Unit 13: Revising Instructional Materials Nov. 14 (Mon.) – 20 (Sun.)

Unit 14: Summative Evaluation and

Grading

Nov. 21 (Mon.) – Nov.27 (Sun.)

thanksgiving weekend Nov.24, 25

Unit 15: Models Nov. 28 (Mon.) – Dec. 4 (Sun.)

Assignments for each unit can be found on the course web pages in the

Blackboard Learning System.

Assessment

1 Weekly submissions of deign docs 10%

2 Instructional Product 25%

3 Project Documentation 25%

4 Unit Discussions 20%

5 Quizzes 20%

Total 100%

In each unit under Assignments you will be given your activities for that unit

including, reading assignments, links to quizzes, progress that should be made

on your instructional product, and discussions of readings. Following is an

explanation of each:

Weekly submissions of deign docs 10%

Professional instructional designers are often required to submit ongoing design

work to their clients or supervisors. Each week you will turn in the draft work

you have completed for the Unit of the week. The instructor will review your

work, provide feedback, and allow you to resubmit your work for an improved

grade. Instructional design work—especially for those new to the field—often

requires multiple drafts to insure the work is done correctly. Your instructor

wishes to make the course an “opportunity for success,” so please stay on

schedule and submit your work in a timely manner. If you do so, you will earn

ten points for on-time submissions. If your work is late, you will not receive

points toward your ten point total.

Your submissions should reflect the readings. Dick, Carey, and Carey tell you

precisely what to do. Do as they recommend. Submit your work as an email

attachment in the Blackboard Learning System. Please label each submission

with your name, date, and the corresponding unit in which you are working. (ex.

Dr. Rodriguez, 1/29, Systematically Designed Instruction). Turn in the work you

complete by the end of each Unit.

1. Project Documentation (25%)

In addition to producing the instructional product, you will document the

analyses, design, development, and evaluation of the project according to

the evaluation criteria rubric. You will turn in your project

documentation with your final project. Project documentation refers to

the information you gathered and documents you created as you

developed your product. Your project documentation must include all of

your notes, drafts, and any materials used for your project. Your weekly

status reports are part of your project documentation.

Project Documentation Rubric

Title of Project:

Instructional Designer:

Project Documentation Exemplary Acceptable Poor Comments

I. Instructional Goal (2)

A. Rationale for

program (criteria for

selecting a goal)

B. Statement of

instructional goal

II. Analyses (13)

A. Context

Needs assessment

design

Data collection

Implications for

design

B. Learner

Methods of data

collection

Description of

general

characteristics

Implications for

design

C. Learning Task

Completeness of

diagram and sub

skills

Appropriate

relationships among

sub skills

Identification of sub

skills to be taught

and entry skills

III. Performance

Objectives (15)

A. Stated in

performance terms

B. No gaps

IV. Criterion-referenced

Tests (10)

A. Test blueprint

B. Relation of test

items to objectives

C. Appropriateness of

test design

V. Instructional strategy

and materials production

(35)

A. Compatible with

learning tasks and

audience

B. Rationale for media

selection

C. Appropriateness of

media selection

D. Instructional

Sequence

E. Application of

conditions of

learning

F. Attention to

cognitive processing

principles

G. Design

considerations

H. Structure and

organization

I. Instructional

sequence

J. Pre-instructional

activities

K. Information

presentation

L. Practice activities

M. Strategy for

teaching terminal

objective

VI. Formative Evaluation

(15)

A. Description of one-

to-one procedures

B. Results and

revisions based on

one-to-one

C. Description of small

group evaluation

procedures

D. Results and

revisions based on

small group

E. Field test

1. sample group

characteristics

2. instruments and

procedures used

for data collection

3. data analysis,

summary and

display

VII. Suggested Revision

(10)

A. Materials

B. Tests

C. Delivery

2. Instructional Product (25%)

You must produce an interactive, instructional product. This project

should be able to stand alone, that is, it should be able to provide all of the

instruction to learners without depending on a content expert. The

delivery system for this product may be any medium (print, audiovisual,

computer-based, etc.). You should choose a small problem area-- no more

than three hours of learner time.

You will be conducting your formative evaluation during Unit 12.

Therefore, schedule the formative evaluation with your client for this

unit as soon as you have committed to a project and make sure you have

your instructional materials completed on time.

You will have due dates for your project throughout the semester;

however, you will not turn in your project until the end of the semester.

Do not let yourself get behind. You must submit an instructional product

either online or in hard copy.

Your instructional product should be designed based on the information

gathered for your project documentation and will be evaluated using your

project documentation and the instructional design principles covered in

the course.

Instructional Product Rubric

Title of Project:

Instructional Designer:

Instructional Product- Exemplary Acceptable Poor Comments

Gains and directs

learners’ attentions using

ARCS

Informs learners what is

expected of them

(objectives)

Assesses those stated

expectations

Stimulates recall of

prerequisite

learning

Requires learners to

interact

continuously with

content

Provides sufficient

guidance for

student success

Requires learners to

frequently generate

assessable products

Requires learners to use

higher order

thinking

Includes graphics with--

____ (5) balance

____ (5) unity

____ (5) simplicity

____ (5) emphasis

Provides for retention and

transfer

Grade

3. Discussions (20%)

Reading online discussions start at the beginning of the unit and end

when the next unit starts.

Participating: Each week you will participate in online discussions

(computer conferences) of the required readings. You should read the

required readings and enter a response to questions posted by moderators

of the discussion by Wednesday. The moderators of the discussion will

evaluate you using the Online Discussion rubric which can be found on

the Blackboard Learning System.

Moderating: Each of you will serve as a moderator for one conference.

The moderator has to post chosen questions by the Tuesday during his or

her week in Discussions> Unit (#).

At the end of the unit, each moderator will evaluate the other moderators

and each class member using the Moderator Evaluation rubric and the

Participation Rubric. Send the evaluations to the instructor via email in

the Blackboard Learning System.

4. Quizzes (20%)

For some units you will complete a quiz. Quizzes are located on the home

page. All quizzes need to be turned in by the beginning of the next unit.

Dates can be found in the calendar.

Weekly Expectations

For Student

By Wednesday of each week you should have completed the required

readings for the unit. This includes readings from the textbook and the

course web pages.

By no later than Wednesday, post a substantial answer to at least one

question posted by the moderators of the discussion group. A substantial

answer references the required reading, includes personal or professional

experience, and contains at least 50 words.

Begin project tasks outlined in the unit’s course web pages. Complete a

project status report

If the unit has a quiz, take the unit’s quiz.

By the end of the unit on Sunday, contribute meaningfully to the online

discussion.

Policies and Procedures

Attendance:

I expect that you will complete all assignments according to the schedule. You

are responsible for communicating with me and with the members of your group

in a timely and regular manner.

Time Requirements:

Regular 3-credit graduate courses require approximately 3 hours of class time

per week plus 9 hours of study time. Therefore, expect to spend a minimum of 12

hours each week for 15 weeks on this class. Because this is an online course, you

may have to spend even more time than 12 hours some weeks.

Late Work:

Assignments are due on the dates indicated in the syllabus and schedule. Due

dates are particularly important when someone else is relying on your

contributions. Late work will be penalized according to the following schedule:

Days Late Deduction

1 10%

2 15%

3-6 25%

7-13 35%

14 or more 50%

Grades of "INCOMPLETE" will be given only for certifiable medical reasons or in

other extraordinary circumstances. Requests for incompletes must be made in

writing and must include:

Documentation

Advanced notice

Date that coursework will be submitted.

If the coursework is not submitted by that date, the Incomplete will become

permanent.

APA Format:

Follow the fourth edition of the Publication manual of the American

Psychological Association (APA) and related electronic resources for all citations

and references, including electronic media such as CD-ROM, email the Web, and

electronic journals.

Copyright / Plagiarism:

The handouts used in this course are copyrighted. By "handouts," I mean all

materials generated for this class, which include but are not limited to self-

assessments, exams, lab problems, in-class materials, review sheets, and

additional problem sets. Because these materials are copyrighted, you do not

have the right to copy them, unless I expressly grant permission.

As commonly defined, plagiarism consists of passing off as one's own the ideas,

words, writings, etc., which belong to another. In accordance with this definition,

you are committing plagiarism if you copy the work of another person and turn

it in as your own, even if you should have the permission of that person.

Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust

among colleagues without which research cannot be safely communicated. If you

have any questions regarding plagiarism, please consult the latest issue of the

Texas A&M University Student Rules, under the section "Scholastic Dishonesty."

Americans with Disabilities Act:

The Americans with Disabilities Act (ADA) is a federal anti-discrimination

statute that provides comprehensive civil rights protection for persons with

disabilities. Among other things, this legislation requires that all students with

disabilities be guaranteed a learning environment that provides for reasonable

accommodation of their disabilities. If you believe you have a disability requiring

an accommodation, please contact: Disability Services, Texas A&M University-

Corpus Christi, 6300 Ocean Drive, Unit 571, Driftwood 101, Corpus Christi, TX

78412-5717

Email Address—disability.services@tamucc.edu

Phone Numbers Main Office: 361.825.5816; Fax: 361.825.2536; Text:

361.850.3180; Exam Services: 361.825.2259

Code of Integrity:

Experience has long shown that sensitive issues relating to integrity are best

handled by clearly defining expectations and guidelines in advance so that all

participants understand the issues and do not accidentally or intentionally

violate them. The following are offered to ensure open communication on

potential issues to maximize understanding between student and instructor.

Students should consult the Texas A & M University Regulations for guidelines

for scholastic integrity regarding originality, plagiarism, etc. The publication

manual for the American Psychological Association should be consulted

regarding appropriate methods for citing the works of others and the style and

format for presenting literature references.

Course products and evaluations: the guiding principle of academic integrity is

that a student's submitted work must be his/her own. Since the course objectives

focus on the processes of developing course related materials, as well as the

materials themselves, it is expected that all course products will consist of work

done specifically for this course. Products completed for previous or concurrent

course credit cannot be used for assignments for this course. If you wish to

continue a theme or content area used in another course, inform the instructor

and supply any requested existing materials at the start of this course. Any

intended projects relating to other courses should be approved at the start by all

instructors and should reflect unique elements and sufficient development effort

for all courses involved.

Group projects are intended to allow several students to work as team members

on projects that benefit jeopardize the work of, the other members. Any problems

in working with teams should be brought to the attention of the instructor

immediately so that solutions may be enacted to ensure that all members benefit

from the experience.

Related Issues:

Courses such as this require time and activity considerations, which differ from

those of many other classes. You cannot afford to get behind, since many topics

and assignments are based on the skills and products of previous assignments;

there is no meaningful way to "cram" with computer related exercises and still

experience the benefits of the sequence of activities. Plan your computer

materials so you are ready to develop or present your materials on time. Contact

the instructor if you are having any problems with assignments or concepts.

There is a reliance on technologies in this course which greatly impact the need

to have assignments done on time. Waiting until the last minute and not having

the opportunity to complete an assignment will be the responsibility of the

student. This is especially important when relying on "community" resources or

networks, which might experience an overload if several individuals are rushing

at the last minute.

If problems are incurred, it is the student's responsibility to find solutions with

sufficient time to complete the required task. Do not wait until a due date is near

to discover/report lack of access to software, inability to connect to a network,

etc. While the instructor will help wherever possible, it is the students'

responsibility to maintain individual resources (modems, phone lines, Internet

access, network software, software compatibility, etc.)

Syllabus Disclaimer

This syllabus has been created as a guide to the class and is as accurate as

possible. However, all information is subject to change as class needs change.

Any changes will be posted on the Blackboard Learning Systems

Announcements.

Blackboard Learning Systems

Blackboard Learning System Help: Island Online

URL: iol.tamucc.edu

Phone: (361) 825-2825

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