Instructional Systems Design – EDUC 733

Course Description

Through the examination of various instructional design models and conceptual underpinnings, this course works to develop advanced instructional design and development skills from a systems thinking perspective. The enhancement of technology leadership proficiencies to effectively lead organizations in applying technology to foster active engagement with other professionals within instructional systems is a significant focus.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

In the field of instructional design, biblically-grounded Christian leaders—who are effective and reflective thinkers and planners—are needed to support the development of positive and collaborative learning spaces. This course provides the candidate with the knowledge and skills necessary to design and implement appropriate approaches, experiences, resources, and assessment strategies based on sound pedagogy, evidence-based practices, and relevant instructional design principles in order to maximize potential and improve human performance and learning outcomes.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt for each discussion. Each thread must be at least 400 words, demonstrate course-related knowledge, and include at least 2 scholarly citations. In addition to the thread, the candidate is required to reply to the threads of at least 2 classmates. Each reply must be at least 200 words. All sources used must have been published within the last five years and be cited according to current APA format. (CLO: A, G, H)

Instructional Design Project Assignments (8)

This project consists of 8 parts of analysis, synthesis, and evaluation focusing on an organization where the candidate will design instructional interventions to address a human performance need. Each submission must be based on a biblical foundation, include references from literature articles, include references from the textbook chapters covered in each Module: Week, and be in current APA format. 

Instructional Design Project: Part 1 - Human Performance Assignment

For this first assignment in the 8-part Instructional Design Project, the candidate will use his/her current professional context and experience to develop and conduct an assessment of human performance whereby the candidate will collect and analyze available data to determine a need that can be addressed through specific instructional solutions. For this paper, the student will identify the sector and organization he or she will use for the project, discuss the factors that affect performance in that particular system, and gather as much available data relevant to the organization as possible. In order to write the paper, the candidate will refer to the provided template on Canvas for a more detailed breakdown of assignment requirements. (CLO: A, B).

Instructional Design Project: Part 2 - Needs Assessment from a Systems Approach Assignment

In this second part of the Instructional Design Project, the candidate will analyze the data he/she collected in step one in order to determine characteristics of the learners, the work setting, and job/task performance. This analysis represents the first three steps of conducting a needs assessment. The candidate will also provide at least five (5) new references from literature articles and five at least (5) references from the textbook chapters assigned in the same module in order to complete the paper. The candidate will refer to the provided template on Canvas for a more detailed breakdown of assignment requirements.  (CLO: B, C)

Instructional Design Project: Part 3 - Determining the Instructional Content Assignment

Using a systematic approach, the candidate will determine the goals, objectives, and learning outcomes that will frame his/her instructional decisions for the Instructions Design Project. The candidate must identify and sequence his/her instructional goals and align these with the organizational goals. The candidate will then determine the performance objectives through goal, task, and content analysis. The candidate must consider the affective, motor, and cognitive domains as he/she plans. The candidate will also provide at least five (5) new references from literature articles and five at least (5) references from the textbook chapters assigned in the same module in order to complete the paper.  The candidate will refer to the provided template on Canvas for a more detailed breakdown of assignment requirements. (CLO: C, D)

Instructional Design Project: Part 4 - Organizing Programs and Products Assignment

In part 4 of the Instructional Design Project, the candidate will step back and think big picture as he/she considers the overall scope of learning and performance of which this particular project is a part. What is the change the candidate is seeking? The candidate should focus on the WHY, then bring the thinking in to the specifics of how learning will best take place within the specific learning context. The candidate will also donsider the learning situations, the types of interactions, and the technologies that will best support these interactions. The bulk of this stage will represent the instructional strategies that the candidate will use to maximize teaching and learning potentials. As the candidate sequences the learning strategies, he/she is to consider both macro- and micro-level strategies and design. The candidate will also provide at least five (5) new references from literature articles and five at least (5) references from the textbook chapters assigned in the same module in order to complete the paper. The candidate will refer to the provided template on Canvas for a more detailed breakdown of assignment requirements. (CLO: D, E, F, G, H)

Instructional Design Project: Part 5 - Designing the Instructional Interventions Assignment

Part 5 considers how this instructional intervention will fit with the culture of the organization for which it is designed. What reward systems are in place in this organization? What partnerships need to be confirmed or created? What collaborative relationships will be needed to ensure positive and lasting results? How will the candidate build and maintain the necessary relationships? What non-instructional interventions are needed? How will feedback be used to address the performance need? Identify any job performance aids that may be required. The candidate will also provide at least five (5) new references from literature articles and five at least (5) references from the textbook chapters assigned in the same module in order to complete the paper. The candidate will refer to the provided template on Canvas for a more detailed breakdown of assignment requirements. (CLO: D, E, F, G)

Instructional Design Project: Part 6 - Developing the Instructional Materials Assignment

In part 6 of the Instructional Design Project, the candidate will select, modify, and develop instructional materials that will be used for the instructional intervention. These materials must be designed for the appropriate delivery format. The candidate will include a cost-benefit analysis to validate the instructional choices he or she makes. The candidate will also provide at least five (5) new references from literature articles and five at least (5) references from the textbook chapters assigned in the same module in order to complete the paper. The candidate will refer to the provided template on Canvas for a more detailed breakdown of assignment requirements. (CLO: D, E, F, G)

Instructional Design Project: Part 7 - Designing the Assessments Assignment

In part 7 of this project, the candidate will consider both the assessment of learning and the assessment for learning. In other words, the candidate will plan both summative and formative assessments for the instructional intervention and ensure that the assessments are aligned with the goals of the project and the anticipated learning outcomes. The paper must address how the candidate will evaluate both the instructional and the non-instructional interventions. In order to write the paper, the candidate will refer to the provided template on Canvas for a more detailed breakdown of assignment requirements. (CLO: D, E, F, G)

Instructional Design Project: Part 8 - Implementing and Evaluating Instructional Interventions Assignment

Great educators are first reflective thinkers. In this final stage of the Instructional Design Project, the candidate will reflect on the work he/she has done in the previous 7 parts. Where did the candidate strategically plan for buy-in? Once instruction actually has taken place, instructional designers reflect on actual results by asking questions. What are the pitfalls that were experienced by the implementers of the instruction or by the learners themselves? Were the outcomes and objectives met? If so, how? If not, why not? They then use answers to the questions to identify the adjustments that may need to be made. In this term, the candidate will not have time to implement the ID plan. Instead, the candidate will conclude the project by carefully considering and reflecting on his/her work and predicting the future results and learning needs. In order to write the paper, the candidate will refer to the provided template on Canvas for a more detailed breakdown of assignment requirements. (CLO: D, E, F, G, H)

Needs Presentation Assignment

For this presentation, the candidate will use Google Slides or PowerPoint to clearly articulate the human performance need identified in the needs analysis with the goal of presenting the candidate’s evidence to his/her stakeholders. The goal is for the candidate to create a polished presentation showcasing ways to bridge the identified gap, thereby generating enthusiasm, buy-in, and commitment for the development of the project. The presentation should be well-focused, highly professional, and compelling. (CLO: A, G, H)

Instructional Design Project Presentation Assignment

The candidate will create a presentation through PowerPoint, Google Slides, Keynote, Prezi, or the like and use a screen recorder (Kaltura, Screencast-O-Matic, etc.) to record a video that presents the selected project for this course. After recording the video and uploading it to a video hosting platform (YouTube, Vimeo, etc.), the candidate will upload the video URL to the assignment on Canvas. This recording must be 10-15 minutes in length. (CLO: H)

Quiz: Instructional Design Skills Survey

Well-rounded instructional design professionals must be highly skilled in a number of areas. The candidate will put himself/herself in the role of an instructional designer, using the Advanced Organizer survey from the Rothwell text to self-identify areas of strength and areas where growth is needed. The candidate will then use his/her self-assessment to set professional development goals. Once the candidate has taken the survey in the textbook, he or she will complete the quiz. The quiz contains one multiple choice and one short answer question, has a time limit of one hour, and allows for one attempt. (CLO: C, G)