EDIT 8602 Instructional Systems Design

The dynamic nature of technology and attendant application to classroom instruction/management demands a similar response from educators and those who provide professional learning opportunities. This course will provide an introduction to major instructional design models, the application of a systematic design process, and theories of learning influential to teaching, training, and performance support.

Credits

3

Student Learning Outcomes

SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

COURSE OUTCOMES:

The student will be able to:

1. Demonstrate an understanding of the theories, models, and tools related to instructional design as it relates to the roles of the school media specialist, curriculum specialist, or other instructional technology professionals. [CCLO: 3, 4, 5, 6, 8; ECMMCLO: 12; SECMCLO 11; SPEDMCLO 12, 14, 15, 17; PSC IT 1.2, 1.4, 2.2, 2.6, 3.4, 4.3, 5.1,; AECT - Content Knowledge, Professional Knowledge & Skills, Research; SPCLO 11, 12, 14, 19].
2. Conduct a needs analysis to determine if a learning intervention is necessary or not. [CCLO: 1, 3, 6; ECMMCLO: 12; SECMCLO 13; SPEDMCLO 13, 14; PSC IT 1.2, 2.2, 2.3, 2.4, 2.5, 2.6, 41, 5.1, 6.3; AECT - Content Knowledge, Learning Environment; SPCLO 11, 18].
3. Develop educational goals when designing instructional units, to reflect the needs of the curriculum, the students, and the society through an effective goals analysis. [CCLO: 1, 3, 6; ECMMCLO: 12; SECMCLO 13; SPEDMCLO 13, 14; PSC IT 1.2, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1; AECT - Content Knowledge, Content Pedagogy; SPCLO All].
4. Conduct an instructional analysis so that the instructional activities, instructional objectives, and instructional materials can be designed to meet the learners’ specific needs. [CCLO: 1, 4, 5, 6; ECMMCLO: 11; SECMCLO 13; 18; SPEDMCLO 14, 15, 17; PSC IT 1.2, 2.2, 2.3, 2.4, 2.5, 2.6, 41, 5.1, 6.3; AECT - Content Knowledge, Content Pedagogy, Learning Environment; SPCLO 11, 14].
5. Write performance objectives so that each objective establishes alignment with the instructional goals. [CCLO: 3, 5, 6, 8; ECMMCLO: 11; SPEDMCLO 14, 17; PSC IT 2.2, 2.3, 2.6, 5.1; AECT - Content Knowledge, Professional Knowledge & Skills; SPCLO 11, 13, 14, 19].
6. Select and develop assessment strategies and instruments that measure the learning of a lesson for a specific group of learners. [CCLO: 2, 6, 8; ECMMCLO: 11; SECMCLO 15; SPEDMCLO 18; PSC IT 2.1, 2.2, 2.7, 2.8; AECT – Learning Environment, Professional Knowledge & Skills; SPCLO 13, 16, 17, 20].
7. Develop instructional strategies for a set of objectives so that the instructional strategies meet the needs of the various learners. [CCLO: 1, 4, 5, 6; ECMMCLO: 11; SECMCLO 13; 18; SPEDMCLO 14, 15, 17; PSC IT 1.2, 2.2, 2.3, 2.4, 2.5, 2.6, 41, 5.1, 6.3; AECT - Content Knowledge, Content Pedagogy, Learning Environment; SPCLO 11, 13, 14, 19].
8. Select instructional resources on the basis of their relative advantage for a given instructional objective and their ability to meet the needs of a specific set of learners. [CCLO: 1, 2, 3, 5; ECMMCLO: 11,12; SPEDMCLO 17; PSC IT 1.2, 1.4, 2.2, 2.5, 2.6, 3.4, 3.5, 3.6, 6.3; AECT – Content Knowledge, Content Pedagogy, Learning Environment; SPCLO 11, 12, 13, 14, 16, 17, 18].
9. Prepare implementation plans to deliver instructional programs and curricula. [CCLO: 5, 7, 10; ECMMCLO: 11, 12; SECMCLO 11; SPEDMCLO 15; PSC IT 1.2, 1.3,2.6, 3.1, 3.2. 3.3, 3.4, 3.5, 4.1, 5.3, 6.3; AECT - Content Pedagogy, Learning Environment, Professional Knowledge & Skills; SPCLO 11, 12, 13, 16, 17, 18].
10. Conduct formative and summative evaluations to enhance instructional alignment and effectiveness. [CCLO: 3, 6; ECMMCLO: 13; SECMCLO 15; SPEDMCLO 18; PSC IT 2.3, 2.7, 2.8, 3.1, 3.6, 3.7, 5.3, 6.2; AECT – Content Pedagogy, Professional Knowledge & Skills; SPCLO 20].
11. Synthesize and report on published research related to the selected topic. [CCLO: ALL; ECMMCLO: ALL; SECMCLO: ALL; SPEDMCLO: ALL; PSC IT: ALL; AECT: ALL; SPCLO 15, 19]