Instructional Design

FRIT 7430 Fall 2009

Catalog Description: An introduction to

systems theory as applied to the design of
instruction. Examines principles of systems
theory in the context of the design,
development, selection and utilization of
curriculum, instruction and instructional
materials. 3 Credit hours.

Instructor: Charles B. Hodges, Ph.D.

Office: 3106 Education Building
Phone: 912-478-0497
E-mail: chodges@georgiasouthern.edu
Course E-mail: For all correspondence
regarding this course, please email me
through my GeorgiaView email.

Hardware and Software Requirements

In order to fulfill the requirements of this course you will need the following:

• Either a Macintosh or Windows-based computer with Internet access

• Microsoft Word (or compatible software)
• Adobe Acrobat Reader 8.0 or higher, which is available free online at
http://www.adobe.com
• QuickTime player, which is available free online at:
http://www.apple.com/quicktime/player/

Note: If other software tools are needed for this course, they will be available as
free downloads that you can install.

Required Texts:

• Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs

of all learners. Alexandria, VA: Association for Supervision and Curriculum
Development. ISBN 0-87120-342-1

• Wiggins, G. and McTighe, J. (2005). Understanding by design, (2nd edition)

Alexandria, VA: Association for Supervision and Curriculum Development.
ISBN 1-4166-0035-3.

FRIT 7430 1 of 8
 • Wiggins, G. and McTighe, J. (2005). Understanding by Design: Professional
development workbook. Alexandria, VA: Association for Supervision and
Curriculum Development. ISBN 0-87120-855-5.

Required Readings:

• Additional readings will be assigned throughout the course. The readings will be
listed on GeorgiaView for student reference. You may be required to use
Georgia Southern University’s library resources to obtain articles.

Course Objectives/Subject Matter Content Outline

1. Describe applications of instructional design to various functions within

educational settings.
2. Compare and contrast several current models of instructional design.
3. Assess the need within an organization to determine the nature of a problem
and how it can be resolved.
4. Establish educational goals when designing instructional units so that they
reflect the needs of the curriculum, the students, or the society.
5. Analyze the learners in a specific instructional situation so that the instructional
activities, instructional objectives, and instructional materials can be designed to
meet diverse learners' specific needs.
6. Conduct a task analysis to identify subskills required to reach an instructional
goal.
7. Design performance objectives so that each objective contains the necessary
elements and represents the intents specified in the instructional goal.
8. Sequence instructional content in order to help achieve identified instructional
objectives.
9. Design instructional strategies for a set of objectives so that the instructional
strategies meet the needs of various learners.
10. Design instructional messages that communicate selected content to a diverse
group of learners.
11. Select instructional delivery resources on the basis of their effectiveness for
implementing a given objective and their ability to meet the needs of a diverse
group of learners.
12. Develop an appropriate formative evaluation plan and construct instruments for
a set of instructional materials or an instructional presentation.
13. Design a summative evaluation for identifying effectiveness of candidate
materials.
14. Identify strategies for revising an instructional design plan when given data
from a formative evaluation.

Course Subject Matter Content:

1. Systems theory 5. Task analysis

2. Needs assessment 6. Learner analysis
3. Instructional goals 7. Performance objectives
4. Goal analysis 8. Assessment instruments
FRIT 7430 2 of 8
9. Instructional strategies 12. Formative evaluations
10. Message design 13. Summative evaluations
11. Media Selection 14. Revision of instruction

FRIT 7430 3 of 8
Content Modules:

The course is divided into a number of different Content Modules. The content of each
module will vary depending upon objectives being covered. Each Content Module will
provide you with a list of activities that will allow you to interact with the content.
These activities will usually consist of readings from the textbook and selected Web-
based articles dealing with the content. Some modules may require non-graded
activities.

Weekly Schedule:

This is NOT a self-paced course. Keep pace with the class. Some assignments may
require that you coordinate work and communicate with other students in the course.

Questions:

Because many students have questions about the material that are similar to one
another, please pose questions to the discussion board in GeorgiaView. That allows
other students to answer your question and have access to questions/answers
pertaining to the material. I will review the discussion board each weekday and
answer any questions that are unanswered by other students. If you absolutely have
to have an answer to a question immediately, post it on the discussion board and
send me a separate email (Make sure you put FRIT 7430 in the subject line) asking
me to answer immediately. I will then answer on the discussion board (time and
circumstances permitting). If you have a personal issue, then email me directly.I am
usually online at least once each day from Monday - Friday. Depending on the nature
of your question, I will attempt to answer your question within 24 hours. Expect a
reply on Monday if you send a question after 2 PM on Friday. If I will be unable to
meet this communication goal, I will notify you.

Assignments:

All assignments will be turned in electronically via GeorgiaView unless otherwise

noted in the assignment page. Specifics concerning each assignment will be given at
the appropriate point during the semester. Promptness is expected in this course.
Graded work submitted prior to midnight the day it is due is counted as being on
time. Required work that is turned in late will be penalized 10% for every day that
the assignment is late with a minimum possible score of zero. Exceptions will require
documentation of the excuse. I will be more likely to approve an exception, if asked
before the work is due. However, I expect exceptions to be rare.

Technology & Assignments:

Failure of Technology is not an acceptable excuse for an assignment that is submitted

late. Do not wait until the last minute to turn in an assignment. You are responsible
for turning in the assignments on time even if there is a technology failure ( Hard
Drive crash, Computer Crash, GeorgiaView down, your ISP is down, etc).

FRIT 7430 4 of 8
Assignments:

Assignment Point Value

GeorgiaView Discussions (6) 5 each, 30 total
Learner Analysis 15
Understanding by Design Stage 1 10
Understanding by Design Stage 2 15
Understanding by Design Stage 3 25
Stage 1 and 2 Peer Review 5
Total 100

A detailed description of the requirements for each graded assignment, including a

grading rubric, will be provided at the time the activity is assigned.

Spelling and grammar are graded components on most assignments. The instructor
will evaluate projects exactly one time. Important - Once you have submitted an
assignment and the instructor has evaluated it, it cannot be resubmitted. This is true
even if you submit an incorrect or incomplete file.

Course Grades:

Points Course Grade

Earned
90-100 A
80-89 B
70-79 C
60-69 D
0-59 F

The "A" grade may be interpreted to mean that the instructor recognized exceptional
capacities and exceptional performance.

The grade of "B" signifies that the student has, for any combination of reasons,
demonstrated a significantly more effective command of the material than is
generally expected in the course.

The "C" grade is the instructor's certification that the student has demonstrated the
required mastery of the material.

The student is graded "D" when his grasp of the course is minimal.

The "F" grade indicates failure to master the essentials and the necessity for
repeating before credit may be allowed.

FRIT 7430 5 of 8
Student Notification Policy

All Georgia Southern University students are provided with an e-mail address within
24 hours of student registration. On-campus undergraduate students are also
provided with a Post Office box. E-mail addresses and Post Office boxes are the
official means of communication between the University and the student. It is the
student's responsibility to check his or her e-mail each school day and his or her
P.O. box at least once a week for administrative messages. There is no justifiable
excuse for failure to respond to a University communication or failure to act on a
University communication in a timely manner.

Relationship to the Mission of Georgia Southern University and the COE

Conceptual Framework

As noted in the Georgia Southern University Mission statement, one of the

institution’s hallmarks is to build a culture of engagement that links theory with
practice. The course objectives and candidate performance outcomes associated with
this course address this critical element. In addition, the course objectives specifically
address the four commitments that form the core of the College’s conceptual
framework:

• Commitment to the Knowledge and Dispositions of the Profession: A supporting

and essential framework of instructional technology is the ability to design
instruction and select strategies and media to meet the needs of all learners.
The Instructional Design process focuses on these vital skills and concepts.
• Diversity: Fundamental to Instructional Design is the necessity to carefully
consider the learner as a unique individual who has strengths and weaknesses
that must be addressed in the design of instruction. Characteristics are not
considered good or bad, but characteristics that are individual to each learner
and that must be considered in the design.
• Reflection: The practice of Instructional Design requires a thoughtful, reasoned
approach to problem solving. It presents the user a systematic methodology to
analyze and solve problems. A key component to the Instructional Design
process is the continuous evaluation and revision of instruction.
• Technology: The Instructional Design process focuses on the selection and use
of instructional strategies and media to support a specific group of learners for
a given content area. This course teaches strategies for effective utilization of
technology. The course is intended to model effective use of technology. In
addition, the course utilizes technology through online support of course
content.

Academic Integrity Expectations: All students are expected to follow the Georgia
Southern University Student Conduct Code. Students who violate the Student
FRIT 7430 6 of 8
Conduct Code are subject to discipline actions as describe in the Georgia Southern
University Student Handbook.

Disability Accommodations: Georgia Southern University is committed to providing

an equal educational opportunity to qualified students with disabilities. The Student
Disability Resource Center (SDRC) is the primary source of services for these
students. Students with an array of disabilities are eligible for services; however,
documentation standards exist for all conditions. For further information contact the
SDRC on Knight Drive in Hampton Hall, building #5 at 871-1566.

Candidate Performance Requirements

1. Describe the applications of instructional design as it relates to the roles of the

school media specialist, curriculum specialist, or other instructional leaders.
2. Assess the need for instructional intervention.
3. Establish educational goals when designing instructional units, so that they
reflect the needs of the curriculum, the students, and the society.
4. Analyze the learners in a specific instructional situation so that the instructional
activities, instructional objectives, and instructional materials can be designed
to meet the learners’ specific needs.
5. Design performance objectives so that each objective contains the necessary
elements and represents the intents specified in the instructional goal.
6. Develop the activities that will be used to measure the learning of a unit of
instruction for a specific group of learners.
7. Design instructional strategies for a set of objectives so that the instructional
strategies meet the needs of the various learners.
8. Select instructional resources on the basis of their effectiveness for
implementing a given instructional objective and their ability to meet the needs
of a specific set of learners.
9. Prepare plans to implement instructional programs and curricula.
10. Conduct evaluations that are designed to enhance instructional
effectiveness.

Candidate Learning Outcomes: (AECT/AASL/NCATE Standards)

1. (AECT Standard 1.1.a) Utilize and implement design principles which specify
optimal conditions for learning.
2. (AECT Standard 1.1.b) Identify a variety of instructional systems design models
and apply at least one model.

FRIT 7430 7 of 8
3. (AECT Standard 1.1.c) Identify learning theories from which each model is derived
and the consequent implications.
4. (AECT Standard 1.1.1.a) Write appropriate objectives for specific content and
outcome levels.
5. (AECT Standard 1.1.1.b) Analyze instructional tasks, content, and context.
6. (AECT Standard 1.1.1.c) Categorize objectives using an appropriate schema or
taxonomy.
7. (AECT Standard 1.1.1.d) Compare and contrast curriculum objectives for their
area(s) of preparation with federal, state, and/or professional content standards.
8. (AECT Standard 1.1.2.a) Create a plan for a topic of a content area (e.g., a
thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application
of the principles of macro-level design.
9. (AECT Standard 1.1.2.b) Create instructional plans (micro-level design) that
address the needs of all learners, including appropriate accommodations for
learners with special needs.
10. (AECT Standard 1.1.2.d) Incorporate contemporary instructional technology
processes in the development of interactive lessons that promote student learning.
11. (AECT Standard 1.1.5.a) Utilize a variety of assessment measures to determine
the adequacy of learning and instruction.
12. (AECT Standard 1.1.5.b) Demonstrate the use of formative and summative
evaluation within practice and contextualized field experiences.
13. (AECT Standard 1.1.5.c) Demonstrate congruency among goals/objectives,
instructional strategies, and assessment measures.
14. (AECT Standard 1.2.a) Apply principles of educational psychology,
communications theory, and visual literacy to the selection of media for macro-
and micro-level design of instruction.
15. (AECT Standard 1.3.a) Select instructional strategies appropriate for a variety of
learner characteristics and learning situations.
16. (AECT Standard 1.3.d) Select motivational strategies appropriate for the target
learners, task, and learning situation.
17. (AECT Standard 1.4.a) Identify a broad range of observed and hypothetical
learner characteristics for their particular area(s) of preparation.
18. (AECT Standard 1.4.b) Describe and/or document specific learner characteristics
which influence the selection of instructional strategies.
19. (AECT Standard 1.4.c) Describe and/or document specific learner characteristics
which influence the implementation of instructional strategies.
20. (AECT Standard 2.0.1) Select appropriate media to produce effective learning
environments using technology resources.
21. (AECT Standard 3.1.1) Identify key factors in selecting and using technologies
appropriate for learning situations specified in the instructional design process.

FRIT 7430 8 of 8