COURSE OUTLINE

COURSE CODE: IDES1001

COURSE TITLE: Instructional Design

COURSE LEVEL: Undergraduate

2014 - 2015

TRIMESTER: I

HOURS PER WEEK: 3

TOTAL HOURS:

CREDITS: 3

START DATE: September 2014

END DATE: December 2015

PREREQUISITES:: Educational Technology

COURSE COORDINATOR: Dr. Lionel Douglas

Phone: Office: Other: 741-5450

Office Hours:

Email: ldouglas2013@gmail.com

INSTRUCTORS: Ms A-A Wilson

ayles-anne.wilson@utt.edu.tt

Ms Leesha Roberts

6428888 ext. 29138 leesha.roberts@utt.edu.tt

Ms P Bascombe-Fletcher

p.bascombefletcher@yahoo.com

Mr R Birbal

rbirbal@gmail.com

Ms. Jacqueline Morris Jacqueline.morris@utt.edu.tt

Ms. Candice Sankersingh Candice.samkersingh@utt.edu.tt

RECOMMENDED TEXTS

Designing Effective Instruction by Morrison Ross Kemp and Kalman

Principles of Instructional Design by Gagne, Wager, Kolas and Keller (5thEd)

SCHOOL FOR STUDIES IN LEARNING COGNITION AND EDUCATION

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COURSE DESCRIPTION This course seeks to develop in the student knowledge, skills and competencies in the use of instructional design theories and models. The course provides opportunity for the application of the knowledge gained. With a strong knowledge of instructional design the teacher becomes not just a delivery vehicle for instruction but also a contributor in determining how best to provide for and facilitate the learning of the student. . COURSE GOALS The purpose of this course is to introduce students to instructional design theories and models and to enable them to apply the theories and utilize the models to design and develop educational materials. LEARNING OUTCOMES At the end of this course participants will be able to design educational experiences utilizing various instructional design models and instructional and learning theories. METHODS OF INSTRUCTION This course adopts a learner-centred approach to teaching, rather than the traditional teacher-centred, pedagogical approach that emphasizes lecturing. Students are, therefore, required to read widely in order to actively construct and discover their own knowledge. For the duration of this course, the instructor’s primary role is to facilitate and guide the teaching/learning process. Some of the instructional activities will include debates, group discussions, seminars and workshop sessions.

Evaluation The course is evaluated as follows:

1. One Group Project 50 Marks 2. One Exam 50 Marks

Your Group Project Topic shall be determined in collaboration with your lecturer.

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1. Project Units You will form yourself into groups of 4 – 5 persons. You will select a project topic which must be confirmed by your Lecturer. You will now complete an Instructional Design for this project which will comprise the following deliverables:

1. Analysis 15 Marks a. Instructional Problem (5) b. Context (5) c. Content (5)

2. Design 10 Marks

a. Objectives (5) b. Strategies (5)

3. Development 20 Marks a. Assessment Plan (5) b. Implementation Plan (2) c. 1 Unit Plan (3) d. Two Lesson Plans (5) e. One Lesson (5)

4. Project Presentation 5 Marks a. Identification (1) b. Structure, Layout (1) c. Spelling and Grammar (1) d. Timeliness (1) e. APA (1)

2. Examination Question Your examination will assess your ability to do an Instructional Design. COURSE CONTENT

1. Theories and Models Week 1-2

Rationale The design and development of instruction is governed and influenced by theories and models. When there are no known models, theories can be used to guide practice. Similarly when there are no known theories if models are available they can be used to guide practice. However there are

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limitations with models and theories. The effectiveness of the Instructional Designer depends on his/her ability to apply and utilize available theories and models.

Content

1. Theories and Models

a. What is a Theory b. What is a Model c. How are they different d. What is Instructional Design e. What is an Instructional Design Theory f. What is an instructional Design Model

2. Instructional Design Theories

a. Learning Theories i. Information Processing Theory (Miller, 1956) ii. Dale’s Cone of Learning iii. Multiple Intelligences (H. Gardner) (Gardner, 1983) iv. The Educational Theory of Jerome Bruner (Bruner, 1915) v. Model of School Learning (Caroll, 1963) vi. Cooperative and Collaborative Learning vii. Social Learning Theory (Bandura, 1977) viii. Conditions of Learning (Gagne, 1965) ix. Social Development Theory (Vygotsky, 1978) x. Advanced Organizers (Ausubel, 1960)

b. Instructional Theories i. Elaboration Theory (Reigeluth, 1970) ii. Gagne’s Nine Events of Instruction iii. Cognitive Apprenticeship (Collins, Brown and Newman) iv. Bloom’s Taxonomy of Educational Objectives v. Adult Learning (Cross, 1981) vi. Mastery Learning (Bloom) vii. Situated Learning (Lave, 1988) viii. Conversation Theory (Pask, 1975)

c. Motivational Theories and their application to teaching and learning i. Maslow’s Hierarchy of Needs (Maslow, 1943) ii. ARC’s Motivation Theory (Keller, 1983) iii. Expectancy Theory (Vroom, 1964) iv. Equity Theory v. Herzberg Two-Factor Theory

d. Communication Theories and their application to teaching and learning\ i. Attribution Theory ii. Cognitive Dissonance theory iii. Social Identity Theory iv. Uncertainty Reduction Theory v. Social Penetration Theory vi. Social Exchange Theory vii. Elaboration Likelihood Model

e. General Systems Theories

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3. Design Models i. ADDIE ii. Morrison, Ross and Kemp iii. ASSURE iv. Dick and Carey

Instructional Design ADDIE

Analysis

2. Instructional Problem / Context / Content Weeks 3, 4 & 5

Rationale

ID Models provide guidance for instructional designers in designing instructional lessons. Models may be classified in different groups. Familiarity with the different models, their strengths and weaknesses will enable designers to choose and apply the most appropriate models for specific learning situations. We will use the ADDIE model in conjunction with the Morrison Ross Kemp and Kalman Model as the base models and introduce the students to other models identifying similarities and differences.

Content

2.1 Instructional Problem

Rationale

The purpose of determining the Instructional Problem is for the student to be able to determine what the instructional need of the audience is.

Objective

At the end of this lesson given a situation of non-performance or a situation where performance is affected by lack of skills, knowledge or competencies, participants will be able to develop an instructional problem statement.

2.1.1 Identify the Topic 2.1.2 Identify the Audience 2.1.3 Outline all the skills, knowledge and competencies that are lacking. 2.1.4 Prioritize the requirements 2.1.5 Summarize and formulate into one complete instructional problem. (This is normally done through information gathering (needs assessment or performance assessment) but the student is not required to do external information gathering though they may brainstorm among themselves)

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Example of Problem Statement

Students are not able to distinguish Adjectives from Adverbs. They normally misuse them or use them interchangeably. This course is designed to provide students with the skills to enable them to distinguish and correctly use adverbs and adjectives in sentences.

Rubric for Instructional Problem Derivation 2 1 0

Topic or subject area Is it an Instructional Problem Incompetency Identified Major subordinate skills, Ranked in order of importance and relevance Refined, rewritten and re-ranked? Instructional Problem should comprise Target Audience What they cannot do The reason What the instruction will enable them to do.

Clear and

Unambiguous

Is it solvable by

teaching

A complete

sentence expressing

incompetence

Sub Skills

identified

Sub skills ranked

Yes

Stated

Stated

Stated

Stated

Stated but Not

clear or

ambiguous

Not a Sentence

or does not

express

incompetence

Not Given

It is not Solvable by

teaching

Not a Sentence or

does not express

incompetence

Sub skills not

identified

Sub skills not ranked

No

Not Stated

Not Stated

Not Stated

Not Stated

Final Mark is Total Mark divided by 20 Multiplied by 5

E.g. If the student made 12 final marks is 12/20 by 5 = 3

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2.2 Context Analysis

Rationale

The context refers to all the attending variables that may impact on instruction and learning, it may be the environment, learner attitude or capability or instructor’s competence. A context analysis is important in order for the designer to know what problems s/he may have to over come and enable him/her to develop strategies to deal with them.

Objective

At the end of this, given an instructional problem the student will be able to collect relevant information about the context of the problem and write a complete description of the audience and the environment. 2.2.1 Audience 2.2.1.1 General Characteristics 2.2.1.2 Entry Competencies 2.2.1.3 Academic Background 2.2.1.4 Social Characteristics 2.2.1.5 Learning Styles

2.2.2 Environment 2.2.2.1 Orienting Context 2.2.2.2 Instructional Context 2.2.2.3 Transfer Context Evaluation Context Analysis Complete the context analysis for your project Rubric. For Context Analysis

Context Analysis Report

Audience General Characteristics Present and Clearly defined 1 - 5

Entry Competencies Present and Clearly defined 1 - 5

Academic Background Present and Clearly defined 1 - 5

Social Characteristics Present and Clearly defined 1 - 5

Learning Styles Present and Clearly defined 1 - 5

Environment Orienting Context Present and Clearly defined 1 - 5

Instructional Context Present and Clearly defined 1 - 5

Transfer Context Present and Clearly defined 1 - 5

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Reading and Research

Morrison Ross and Kemp – Audience Analysis

EPSSID – Learn About Task Analysis (TA)

2.3 Content Analysis

Rationale

Content analysis is required in order to ensure that all information required for the achievement of mastery of the subject matter is contained in the course of study. If content is omitted or ignored it is possible for the student or teacher to not achieve the required objectives. Not only must the designer understand the composite topics in the content but the designer must also know and understand the level at which the learner is expected to gain mastery of the content There are several Taxonomies used to describe content.

Objectives

Students will be able to develop complete content that will contain all information that is required for mastery of the subject matter.

Content

6.1 Facts or Verbal information 6.2 Concepts 6.3 Principles and Rules 6.4 Procedures

Research:

http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/TaskAnalysis.html

Content Analysis Chapter in Morrison Ross and Kemp

Principles of Instructional Design Chapters 8 & 9

EVALUATION

Complete the content analysis phase of Instructional Design for your project that you chose. You should deliver the following.

Content Analysis

Facts or Verbal information All facts identified 1-5

Concepts All Required concepts identified and broken down 1-5

Principles and Rules All Required principles identified and broken down 1-5

Procedures All Required procedures identified and broken down 1-5

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3. Design Objectives, Strategies, Sequencing Weeks 6, 7

Rationale

The old maxim holds. If you do not know where you’re going:

Any road will take you there

It does not matter where you end up

You have already arrived

DON’T START. Objectives save you from all that.

Objectives

At the end of this lesson you will be able to:

1. Specify Objectives at all levels in all domains 2. Package Objectives into not less than TWO Lessons 3. Develop strategies for Teaching

Content

Design – Objectives

Classification of Objectives –

Cognitive Domain Taxonomy

o Knowledge

o Comprehension

o Application

o Analysis

o Synthesis

o Evaluation

Affective Domain Taxonomy

Receiving

Responding

Valuing

Organizing

Characterizing

Psychomotor Domain

Imitation

Manipulation

Precision

Articulation

Naturalization

o Writing Objectives for all Levels of:

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The Cognitive Domain

Of the Affective Domain

Of the Psychomotor Domain

o Development of Strategies for all Levels of

The Cognitive Domain

The Affective Domain

The Psychomotor Domain

o Using sequencing principles to package content into:

Units

Lessons

(See sample Unit Plans and Lesson plans in Appendix)

Evaluation

Develop the following:

1. Develop One Unit Plan 2. Develop Two Lesson Plans for the Unit. For each lesson you MUST write either of:

a. Two cognitive objectives above the knowledge level and One affective objective b. One Psychomotor objective, One Cognitive objective (Above the Knowledge level)

and One Affective objective c. Two Psychomotor objectives and One Affective Objective.

3. Write a Strategy for each objective and justify the use of the strategy by explaining the theoretical underpinning. (I,e, Which theory supports the strategy)

Rubric for Objectives & Strategies

Cognitive Domain Present Matches

Content Correct

ID of Domain

and Level

Correct according to ABC or

MRK

Strategies Match

Content

Strategies Match

Objective

Strategy Supported by Theory

Total

Objective Above knowledge level

2 2 2 2 2 2 2 14

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Psychomotor Domain Present Matches

Content Correct

ID of Domain Level

Includes Cognitive Skills &

Intellectual Strategies

Strategies Match

Content

Strategies Match

Objectives

Strategy Supported by Theory

Total

Psychomotor Objective

2 2 2 2 2 2 2 14

Affective Domain Present Matches

Content Correct

ID of Domain Level

Includes Cognitive Skills &

Intellectual Strategies

Strategies Match

Content

Strategies Match

Objectives

Strategy Supported by Theory

Total

Affective Domain

2 2 2 2 2 2 2 14

The total of marks for each objective and strategy is 14. If a student writes fewer than 3 objectives s/he must still be marked out of 42. The final mark must be reduced to be out of 10.

If the student writes more than 3 objectives he/she must be marked out of the number of objectives written multiplied by 14. E.g. Student writes 5 objectives s/he must be marked out of 70 (5 x 14). The final mark must be reduced to be out of 10.

Research

Principles of Instructional Design – Gagne

Morrison Ross and Kemp

3. Evaluation, Development & Implementation & Weeks 8 & 9

Rationale

After having planned and designed your instruction you must now actually: 1. Develop your evaluation plans 2. Develop your lessons 3. Develop your implementation plans.

Objectives

At the end of this lesson you will: 1. Develop the Assessment instruments for your objectives 2. Develop One Unit Plan, TWO Lesson Plans 3. Develop ONE Lesson 4. Develop the implementation plans.

3.1 Developing Assessment Instruments Writing assessment instruments.

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1. Multiple Choice Questions 2. Essay type Questions 3. Attitude questionnaires 4. Short Answers 5. Interviews 6. Observation 7. True or false

3.2 Implementation Plan a. Establish the timetable for the course rollout b. Schedule the courses, enrol learners, and reserve on-site and off-site classrooms c. Notify learners d. Notify supervisors e. Select trainers and prepare them with a train-the-trainer session f. Develop procedure for training the facilitators g. Arrange for delivery course workbooks to the class site h. Ensure all sites have resources required such as internet-ready computers i. Arrange shipping for equipment and resources where necessary, to arrive in good

time. Manage travel and expenses for the trainers and/or learners j. Prepare learners:

i. Student registration ii. Training them on new tools (software or hardware),

k. Ensure materials are available and functional l. Ensure equipment is available m. CD-ROMs and software are in place, n. Learning application or Web site is functional.

3.3 Develop The Lesson To develop and implement the lessons to be taught you should think of this step as just doing what you said you would do or developing the instruments that you said you would use. You will use all your skills of development to develop your materials.

Research Chapter 12 – Designing the Individual Lesson – Principles of Instructional Design

Morrison Ross and Kemp – Message design

Evaluation/Assessment

1. Develop assessment instruments for all your objectives 2. Develop the implementation plan 3. Develop TWO Lesson plans (See Template attached) 4. Develop ONE complete lesson.

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Assessment instrument. Rubrics

Cognitive Domain Assessment

Question Present

Matches Content

Matches the

Objective

Knowledge 2 2 2

Comprehension 2 2 2

Application 2 2 2

Analysis 2 2 2

Synthesis 2 2 2

Evaluation 2 2 2

Total Possible 36 Psychomotor Domain Assessment

Question Present

Matches Content

Matches the

Objectives

Imitation 2 2 2

Manipulation 2 2 2

Precision 2 2 2

Articulation 2 2 2

Naturalization 2 2 2

Total Possible 30 Affective Domain Assessment

Question Present

Matches Content

Matches the

Objective

Receiving 2 2 2

Responding 2 2 2

Valuing 2 2 2

Organizing 2 2 2

Characterizing 2 2 2

Total Possible 30

Evaluation is worth 5 Marks Each objective written must have an assessment instrument. Students should have at least 7 questions for 7 objectives. Each objective should yield 6 points. Total points possible should at least be (7x6) 42. If the student has n objectives the total points possible would be n x 6. Divide points achieved by points possible (which cannot be less than 42) and multiply by 5

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Implementation Rubric

5 – Plan is workable and provisions made are appropriate for the lesson 4 – Plan lacks few provisions but is workable and appropriate 3 – Plan lacks few provisions but is somewhat inappropriate 2 – Major absence of provisions and inappropriate 0 – 1 Plan is totally useless, does not male sense

Lesson Unit Rubric 2 – Element Well described 1 – A fair job 0 - Poor or nothing at all

2 1 0

Learning Unit Title Class Rationale Outcomes Sub-Topics or Lesson Ttiles Activities Strategies Resources Assessment

See Sample attached Max marks 18 Score is Marks made divded by 18 X 3 E.g. 9/18 x 3 =1.5

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Lesson Plans Rubric

2 1 0

1. Unit Name [A] Matches Unit Does not match Absent

2. Author Present Absent

3. Lesson Title [A , B] Present Absent

4. Time Required

Present Absent

5. Audience Description [C] Matches Context Does not match Absent

6. Prior Skills [C] Matches Context Does not match Absent

7. Short Description of Lesson

[B, C]

Matches Content Does not match Absent

8. Resources Matches Content Does not match Absent

9. Teacher Competency Matches Content Does not match Absent

10. Instructional Objectives [E] Matches Objectives Does not match Absent

11. Instructional Procedures [F] Matches Strategies Does not match Absent

12. Educational Resources [C] Matches

Context/Implementation

Does not match Absent

13. Assessment [D] Matches Assessment Does not match Absent

14. Transfer Activities [C] Matches Context Does not match Absent

Maximum marks possible = 28

Final mark = Total marks x 5 divided b 28. Note there are 2 Lesson Plans.

Technology Lesson Rubric 5 Marks

2 1 0 Student

Mark

Content Matches the Lesson Content

Mismatch of content. Contains gross inaccuracies

Purpose Matches the Lesson

Mismatch

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Objectives

Integration Technology appropriate to stated strategy in lesson

Cannot be used with stated strategy

Target Audience Technology is suited to the Audience

Inappropriate level for audience

Two Types of Technology not more than 1 from each of the following group

Web Quests, Video, Audio, Animation

1 0

Blogs, Wikis, Web Sites, Stills/Photo Journey

1 0

Productivity Tools, Soft Support Tools, Instructional Software

1 0

NB: Student can only gain 2 marks for using two types of Technology

Creativity – Use of Additional Media or Technologies

4 or more = 4 marks

3 = 3 Marks

2 = 2 Marks 1 = 1 Mark

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Yes No

Functionality – Does the technology piece work?

1 0

Usability – Is it usable, user friendly, easy to navigate, intuitive etc

1 0

Technical Quality

Good sound quality – audible and clear, good video quality, clear images, smooth transitions, clear images

1 0

Knowledge of Media

Student shows knowledge of the media

1 0

Language Competence

Accurate grammar, spelling, sentence construction

1 0

Maximum Possible = 15

This should be pro-rated out of 05. Research

Integrating Technology into the Classroom by Roblyer

http://en.wikipedia.org/wiki/ADDIE#Implementation_Phase

http://www.intulogy.com/addie/implementation.html

Research & Reference

http://jan.ucc.nau.edu/edtech/etc667/proposal/evaluation/summative_vs._formative.htm

http://www.sil.org/linguaLinks/literacy/ReferenceMaterials/GlossaryOfLiteracyTerms/WhatIsFormativeEvaluation.htm

Morrison Ross and Kemp

Evaluating Instruction – Principles of Instructional Design by Gagne, Wager, Kolas and Keller

Assessing Students Performance Chapter 13 Gagne, Wager, Kolas and Keller

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Final Project

Develop an Instructional design unit for a topic of instruction of your choice. (It may be an entirely new topic or the same one that you have been working with during the term. It can be a seamless integration of all the work you have already done or a completely new piece). The Unit Must Contain 1. Analysis

a. Needs Analysis Report and Instructional Problem 05 b. Context Analysis 05 c. Content Analysis 05

2. Design a. Objectives 05 b. Strategy 05

3. Development, a. Evaluation Plans & Assessment 05 b. Implementation Plans 02 c. One Unit Plan and Two Lesson Plans 08 d. Lesson 05

COURSE POLICIES

Assignment Dates

1. Assignment 1 a. All Analyses Week of Oct 6th b. All Designs Week of Oct 20th c. All Development, Implementation and Evaluation Week of Nov 3rd d. Final Project Week of Nov 17th

Assignments are due at Mid Night on the day of your class of the week the assignment becomes due and must be submitted as required by your lecturer.

Late Submissions

Late submissions will be accepted with a penalty of 1 Mark from the total mark of the assignment for every day late up to seven (7) days after due date. Thereafter NO late submissions will be accepted.

Identification

All assignments must be submitted with a cover page that clearly displays the following information: University Name; Programme Name; Course Name and Course Code; Student Name; Student Identification Number; Submission Date; Instructor Name; Assignment Number, Name or Type. Example Cover Page:

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University of Trinidad and Tobago School for Studies in Learning Cognition and Education

EDFN201B – Instructional Design

Student Name: JANE DOE Student ID: 010101010101

Assignment Due Date: 13th May, 2009

Assignment: 1 – Instructional Software Evaluation

Instructor: DR JAMES DOE

Plagiarism and/or Academic Dishonesty

There is a ZERO tolerance of plagiarism and/or academic dishonesty i.e: Any act or behaviour done with the intent of deceiving, misleading or defrauding with the purpose of acquiring marks or avoiding not losing marks. Students found guilty may be subjected to the due discipline as prescribed by the University of Trinidad and Tobago.

Submission Format

All work is to be submitted using standard 8.5 X 11 (white/off white paper) with portrait orientation. Individual lecturers will prescribe further presentation/binding preference. All work should conform to the APA Referencing format which can be found at: http://owl.english.purdue.edu/owl/resource/560/01/ .

Portfolio

All work should be submitted in a final portfolio and should include all course work submitted, properly sequenced, labelled and identified.

Penalties

Any work submitted not subscribing to the above stipulations WILL BE Returned/Rejected with due penalties for late submission.

Students’ Responsibility

It is your responsibility to be present at every class (for a minimum of 80% attendance) – ON Time to receive handouts or assignments. If you must be absent or late make arrangements with some one duly authorized to collect or submit your work for you. Unless a written authorization is provided no student will be allowed to collect or distribute work for another student. If you miss class do not expect the lecturer to walk with your work on every occasion.

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COURSE SCHEDULE

Week Module Title and Session Topics

Methodology Evaluation and Grading

1-2 Theories and Models

- Class discussions - Group interaction - Lecture

- Complete Lesson

3-5 Analysis - Class discussions - Group interaction - Lecture Lecture/discussion

- Complete Analysis

6-7 Design - Class discussions - Group interaction - Lecture

- Complete Design

8-9 Implementation & Assessment - Class discussions - Group interaction - Lecture

- Complete Implementation

11 Project Submission - Complete entire project

12 Course Review

RECOMMENDED READING

Principles of Instructional Design by Gagne, Wager, Kolas and Keller (5th Ed)

Designing Effective Instruction by Morrison Ross and Kemp

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Lesson Plan Template

Topic A

Instructional Problem B

Context C

Content D

Objectives E

Strategies F

Implementation G

Evaluation H

Lesson Plan

1. Unit Name [A]

2. Author

3. Lesson Title [A , B]

4. Time Required

5. Audience Description [C]

6. Prior Skills [C]

7. Short Description of Lesson [B, D]

8. Material, Technology, Resources and Other Requirements [C,G]

9. Teacher Competency [C]

10. Instructional Objectives [E]

11. Instructional Procedures [F]

12. Educational Resources [C]

13. Assessment [H]

14. Transfer Activities [C]

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1. School

2. Teachers name

3. Class Year / Level

4. Number of Students

5. Age group

6. Gender

7. Dates of Lesson

8. Subject

a. Unit

b. Lesson/Topic

9. Duration

10. Previous Knowledge

11. Objectives

12. Resources

13. Introduction

14. Set Induction

15. Teaching /Learning

Strategies

16. Body/ Content

17. Review

18. Evaluation

19. Closure

20. Follow up Lesson

21. Reflection