Professional Documents
Culture Documents
Course Information
Course Title:
Prerequisites:
Prerequisite
Skills:
1. Basic computer skills, which include:
a. Operating system skills (e.g.: opening applications, file management)
b. Microsoft Word and Microsoft PowerPoint application knowledge
c. Internet Skills (e.g.: ability to navigate the Internet, search,
upload/download files)
Course
Description:
This course provides an introduction to the cognitive and
experiential content of the program, emphasizing the components of the
instructional design model. Various instructional design models are
analyzed and students are expected to complete, as a final project, an
instructional design plan for a learning/training event.
Technical
Requirements: This course has the option to use Blackboard Collaborate web
conferencing system. It is a good idea to go through Blackboard
Collaborate at the beginning of the semester to make sure you can
access the service and work out any bugs before you really need to use it
for work. One cautionary note: some students who have attempted to
participate in a Blackboard Collaborate session from their work sites have
found that firewalls block their access so this is something to check out
before your session.
You will also need a headset with microphone to fully participate and
can also use a webcam if you have one. If you experience difficulty with
the audio over the web then there is an opportunity to also call in via
phone (phone charges may apply depending on your location). There is
also the capability to upload PowerPoint presentations, use a group
whiteboard and utilize text chat. All group Blackboard Collaborate
sessions are recorded and archived for future reference
This course will also employ a variety of media that may require the
presence of free plugins like Flash, Adobe Acrobat Reader, Real Player and
Windows Media Player.
Students will be developing designs for their own learning intervention
projects during the semester however there is no requirement to use
specific applications for development. This choice is up to the student
and is often driven by what is available at the worksite or owned
personally.
Required
Text(s):
Other
Reading:
Core
Competencies:
The objectives for this course focus on the following program level
outcomes for the MEd in Instructional Design: Please see this link for a full
description of the outcomes: http://idfaculty.wikispaces.umb.edu/Program-Learning-Outcomes.
Specifically this course addresses the following PLOs:
Theory into Practice: 1.1, 1.2, 1.4
Analysis: 2.2, 2.3, 2.4 2.5, 2.6
Design: 3.1, 3.2, 3.4,
Develop: 4.1, 4.6
Implement: 5.1, 5.4,
Evaluate: 6.1,
Reflective Practice: 7.1, 7.2, 7.3, 7.4, 7.5, 7.6
Leadership: 8.1, 8.2, 8.5
In addition, this course addresses the following IBSTPI instructional
designer competencies:
Professional Foundations:
Updated: May 10, 2015
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This Course Syllabus is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Required
Assignments:
This course is designed on a Badges First approach, as such most
activities are based on a Mastery Approach. This means that you either
pass, or you dont pass, the assessment. If you dont pass, for some
assessments there are opportunities to additional tries. The assignments
in Blackboard will indicate what can be re-done and what cannot. The
following are the major assignments in the course:
1. Final Project Design of a learning intervention: This project will
be undertaken in small chunks throughout the semester. Each small
chunk will be worth a small part of the grade of the final project. This way
you have the ability to go back and iteratively improve on the design of
your learning design, and if a small part isnt good enough on the first try,
it wont impede your overall progress of the final project, and you have an
opportunity to address it with feedback from me.
2. Theories of Learning Jigsaw: This is a two-person jigsaw
assignment to explore theories of learning that are of interest to the
student dyad. The culminating deliverable will be a document between
1000-1500 words, properly cited using APA that provides an introduction
to the learning theory of interest to the students. The document may
include multimedia (including videos and images) to enhance the text
Updated: May 10, 2015
Page 4
This Course Syllabus is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Assignment/Deliverable
Final Project
Jigsaw activities
Course
Policies:
Relevant
Course
Objective
1, 4, 5, 6, 7
1, 2, 3, 8
1, 2, 3, 7, 8
MEd PLO
Grade
%
30%
20%
40%
10%
Participation - Attendance and presence are required for this class. The
Discussion Board and selected posts on umassid.com make up our
"classroom" so logging in defines your presence. I expect you to let me
know ahead of time if you will be unable to participate for a specific
week, or if this is not possible, to be in touch with me as soon as you can
thereafter. E-mail is the best way to notify me.
You are expected to log on to the course website a minimum of three
times a week and to post a substantive contribution to the discussion at
that time. You are expected to post an original discussion forum post by
Thursday, 6 p.m. EST, of each week; and then reply to at least two of your
peers by Sunday at 6 p.m. EST. Simply saying "I agree" is not considered
a substantive contribution! You must support your position, or add
somehow to the discussion when logging on. Try to relate the topic to
your own experience if possible. Please review the rubric for discussion
board postings in the Getting Started module so you can see how I will
evaluate your contributions.
Group Work This course depends on your involvement with online
discussion and activities. Be aware that the responses and learning of
your peers depend on your timely contributions, especially for the group
Grading
Grading:
Grade type for the course is a whole or partial letter grade. (Please see
table below)
Note: the lowest passing grade for a graduate student is a C. Grades
lower than a C that are submitted by faculty will automatically be
recorded as an F.
Please see the Graduate Bulletin for more detailed information on the
Universitys grading policy.
Percentage
Quali
ty
Point
s
93-100%
4.0
A-
90-92%
3.7
B+
87-89%
3.3
83-86%
3.0
B-
80-82%
2.7
C+
77-79%
2.3
73-76%
2.0
0-72%
0.0
INC
Given under very restricted terms and only when satisfactory work
has been accomplished in majority of coursework. Contract of
completion terms is required.
N/A
INC/F
N/A
N/A
AU
N/A
NA
Not Attending (student appeared on roster, but never attended class. Student
is still responsible for tuition and fee charges unless withdrawal form is
submitted before deadline. NA has no effect on cumulative GPA.)
N/A
Accommodations
Section 504, 508 and the American with Disabilities Act of 1990 offer guidelines for
curriculum modifications and adaptations for students with documented disabilities. If
applicable, you may obtain adaptation recommendations from the UMass Boston Ross
Center (508-287-7430. You need to present and discuss these recommendations with
me within a reasonable period, prior to the end of the Drop/Add period.
You are advised to retain a copy of this syllabus in your personal files for use when
applying for future degrees, certification, licensure, or transfer of credit.
Course Schedule
Week I
Topic
Course Begins
Objectives
Readings/Medi
course home page and post any questions you may have to the
discussion board under the Questions/Help Topic.
D&C 1
Thalheimer, W. (2008) We are professionals, arent we?. In M.W.
Allen (Ed.) Michael Allens e-Learning Annual 2008. Pfeiffer.
Activities
Assignments
Week II
Topic
Objectives
Readings/Medi
a
Activities
Assignments
Week III
Topic
Goal Analysis
Objectives
Activities
D&C 3
Assignments
Week IV
Topic
Objectives
D&C 4
Readings/Medi
a
Activities
Assignments
Week V
Topic
Objectives
D&C 5
Readings/Medi
a
Assignments
Week VI
Topic
Objectives
Readings/Medi
a
D&C 6
Activities
Assignments
Week VII
Topic
Objectives
Readings/Medi
a
Activities
Describe how entry skills tests, pretest, practice test, and posttests are used by instructional designers,
Name four categories of criteria for developing criterionreferenced tests,
Write criterion-references, objective-style test items that meet the
four categories
Recommend assessments for instructional interventions that are
authentic and measure the intended learning for those
interventions.
D&C 7
Assignments
Week VIII
Topic
Objectives
Readings/Medi
a
Activities
D&C 8
D&C 9
Assignments
Week IX
Topic
Objectives
Readings/Medi
a
Activities
Week X
Topic
Formative Evaluations
Objectives
Readings/Medi
a
Activities
D&C 11
Assignments
Topic
Summative Evaluations
Objectives
Readings/Medi
a
Activities
D&C 13
Assignments
Week XII
Topic
Objectives
Readings/Medi
a
Activities
No new readings this week. You can reference Gustafson & Branch
as you are working on submitting your jigsaw activity.
Reflection on your final project due with project [you can blog this
if you opted to blog your weekly reflections]
Assignments
Week XIII
Topic
Course Ends
Readings/Medi
a
Kenny, R., Zhang, Z., Schwier, R., & Campbell, K. (2005). A Review
of What Instructional Designers Do: Questions Answered and
Questions Not Asked. Canadian Journal Of Learning And
Technology, 31(1).
Thalheimer, W. (2008) We are professionals, arent we?. In M.W.
Allen (Ed.) Michael Allens e-Learning Annual 2008. Pfeiffer.
St. John, R. (2009) Success is a continuous journey [TED talk].
[Optional] article for Tales from the Crypt discussion.
Activities
Assignments