Models for Instructional Design and Technology – EDUC 736
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020
This course will focus on key learning and performance metrics to inform the selection and application of instructional design models and technologies that best support teaching and learning across multiple learning environments, modalities, and delivery mechanisms.
In this course candidates will make decisions about curriculum, instructional strategies, and learning activities that are best suited for online learning, hybrid learning environments, face-to-face instruction, or blended approaches to learning. Learners will have multiple opportunities to think like, develop skills as, and apply skills as instructional designers as they gain experience with both the Successive Approximation Model and the ADDIE model for instructional design.
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Apply research and theory and develop knowledge, skills, and dispositions appropriate to the discipline and profession of instructional design.
- Synthesize the findings of a needs assessment to determine interventions that will address given needs through instructional design and application.
- Select and implement appropriate design models across multiple modalities, delivery mechanisms, and learning environments.
- Using key learning and performance metrics, develop a logics frame to inform content, processes, and practice for an instructional design solution.
- Compare, contrast, and critique various models of instructional design in order to select the most appropriate model to target learning needs.
- Recognize both the responsibility and the opportunity that instructional design affords in promoting growth and fostering spiritual connection through a careful application of biblical principles as the foundation for instruction.
- Given the instructional constraints, determine the breadth and depth of content needed, select appropriate existing content, and create necessary content.
- Identify and implement pedagogical strategies that contribute to an increase in learner engagement and motivation.
- Analyze and describe the characteristics, capabilities, benefits, and limitations of existing and emerging technologies and their uses for the delivery and enhancement of instruction.
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Candidate Expectations, the candidate will complete the related checklist found in Module/Week 1.
Discussion Board Forums (6)
Discussion boards are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt for each forum. Each thread must be at least 500 words, demonstrate course-related knowledge, and include at least 2 research articles. 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. (MLO: A, B, C, E, I)
Instructional Design and a Biblical Foundation Paper
A number of models inform instructional design, though few strategically think about course foundations from a biblical perspective. In this assignment, the candidate will think about and plan for how biblical principles can form the foundation for curriculum design. This assignment must follow current APA format and include multiple citations that represent the critical guiding concepts from each of the assigned module/week’s textbook readings. (MLO: A, B, F, G, H)
Instructional Design Project
This project consists of 4 phases of design requiring the candidate to think like, plan like, and design like an instructional designer who is creating training for an organization. Beginning with the end in mind, the candidate will carefully identify factors in the learning environment as well as characteristics of the learners he or she is designing for and masterfully craft learning experiences that result in positive learning outcomes. The candidate is to carefully plan for and create both formative and summative assessments to act as tools for learning and instruments that measure learning. The module the candidate creates must have resources and/or links to all of the learning activities that will lead to his or her target outcomes. Learning experiences and assessments must be strategically designed to encourage active engagement. This will be fostered through the use of number of web-based interactive tools and/or apps.
The culmination of the Instructional Design Project will be the delivery of a completed eLearning module that is hosted in an online learning management system (LMS) and accessible to the instructor. The resulting eLearning mini-course should function as a valuable asset for the candidate to actually use in his or her work setting, either now or in the future.
For each phase of the project, the candidate will complete a reflection paper in current APA format. Each reflection paper must be approximately 1,000 words and include at least 2 citations from each textbook. (MLO: A, B, C, D, E, F, G, H, I)
Mini-Course Planning Guide (Phase 1)
For this first assignment in the 4-part Instructional Design Project, the candidate will establish the foundations of the mini-course he or she is planning. These include the biblical principles the candidate is working from and the learning outcomes he or she is targeting. (MLO: A, D, F)
Mini-Course Assessment Planning (Phase 2)
In Phase 2 of the Instructional Design Project, the candidate will plan the assessments, utilizing appropriate delivery mechanisms for an eLearning course. (MLO: A, B, D, G)
Mini-Course Content Planning (Phase 3)
In Phase 3 of the Instructional Design Project, the candidate will carefully plan the content from a biblical foundation. (MLO: A, B, D, F, G, H)
Mini-Course Home Page (Phase 4)
In Phase 4 of the Instructional Design Project, the candidate will craft the textualized foundations of his or her mini-course that will function as the hook, capturing learner intrigue and interest in the course. This will further function as the background and guiding information learners need prior to beginning the mini-course. (MLO: A, I)
The culmination of the Instructional Design Project will be the delivery of a completed eLearning module that is hosted in an online learning management system (LMS) and accessible to the instructor. (MLO: A, I)
Social Media Reflection Paper
A number of social media platforms are increasingly becoming indispensable for connecting practitioners across a number of professional fields. During this course, the candidate is to identify, follow, and, where possible, engage with Instructional Design professionals on the leading social platforms: Twitter, LinkedIn, Facebook, and YouTube. The candidate must locate at least 4 leaders who are influencing the field of ID by sharing ideas and tips on improving practice and discuss their impact and the factors involved. At least 2 of these leaders must be on Twitter. The candidate must also discuss some of the pitfalls to avoid when using social media as a platform for professional development. @cammybean and Allen Interactions (AI) (@customlearning) are some leaders the candidate may want to consider. This assignment must be approximately 1,000 words and follow current APA format. (MLO: A, C, E, I)
Evaluating Existing and Emerging Technologies
For this assignment, the candidate will analyze and describe the characteristics, capabilities, and limitations of each web software or app that he or she uses to create engaging content for the Instructional Design Project. The candidate will also provide Best Practice tips for using each tool for instructional purposes and share the Pros and Cons of what he or she discovered when using it. Finally, the candidate will share Getting Started tips and important features for others who may be interested in using the tools themselves. The candidate must evaluate at least 6 tools. (MLO: C, E, I)