LINC 75A INTRODUCTION TO INSTRUCTIONAL DESIGN & TECHNOLOGY

LINC F075A.02W (CRN 21970) Fall Quarter 2019 \ October 11 - December 13

Units: 3 quarter unit

Hours: 36 hours total instructional time plus 36 hours extended learning time

Duration : 8 weeks-ish (Thanksgiving is in the middle)

 

Contact Information

Dr. Steven J. McGriff Email: mcgriffsteven@foothill.edu and mcgriffsteven@gmail.com when you send an email, please start your subject line with "LINC75A"  Phone: 408-623-3135 mobile Online Office Hours: Tuesday Evenings : 7pm - 8pm online (Google Hangout or Zoom) and by email  I respond to email within 24 hours, Monday through Friday. I reserve the right to wait until Monday to reply to messages sent over the weekend.

 

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Course Description

This introductory course in instructional design and technology is for students, teachers, educators, and trainers who want to know how to create technology-based educational or training materials and resources for school, college, or business settings. Students will develop foundational knowledge and skills in systematic design processes that guide writing learning objectives, developing learning activities, applying best practices for using technology in instructional settings, and assessing learning outcomes. This is the first course in the Instructional Design & Technology program sequence.

Advisory: Basic skills using standard computer systems and internet-based technologies.

Grade Type: Letter Grade, the student may select Pass/No Pass Not Repeatable.

Hours: 4.5 hours instructional time per week + 4 hours out of class time for 8 weeks (all times are an approximation)

Big Takeaway Ideas:

• • • Describe the principles and process of systematic instructional design in business and education settings (foundations)
    • Describe similarities and differences of three major theories of learning
    • Develop an instructional design plan and build a unit of instruction (i.e., "mini-lesson")
      • • Instructional Problem (Goal)
        • Learner Analysis (Who?)
        • Task Analysis (What?)
        • Objectives (How?)
        • ISD Plan Doc (planning blueprint)
        • Mini-lesson draft (unit of instruction with peer and instructor review)
        • Mini-lesson final project (unit of instruction)

 

Student Learning Outcomes

Text

REQUIRED

Dirksen, Julie, Design for How People Learn (2nd Edition), Berkeley, CA, New Riders, 2016. Note: this is the newer 2ND EDITION, the online course record lists the 1st edition

 

 

 

 

OPTIONAL

Allen, Michael W., and Richard H. Sites, Leaving ADDIE for SAM: An Agile Model for Developing the Best Learning Experiences, Alexandria, VA, American Society for Training and Development, 2012.

ONLINE RESOURCES :

In addition to the text, you will need a Google Account and basic knowledge of Google Slides and Documents. We will use Flipgrid, but you won't need an account to complete the assignment.

 

Course Content

Modules open on Fridays at 12:01am. Assignments for each module are embedded in the module and are due at listed times during the week.

Discussion responses are due by mid-week so that you have time to reply to a classmate's post before the module closes on Sunday. Check the Discussions link in the sidebar to the left.

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Week 1 Friday, October 11 to Sunday, October 20	Module 1 Introductions: You! and IDT Overview: Check-in, meet your classmates, and let's jump into the world of instructional design and technology. Welcome  <start here Read the "Getting Started" module Go to Module 1
Week 2 Monday, October 21 to Sunday, October 27	Module 2 Analysis: Learner, Goal Overview: Instructional design always starts with the identification of the instructional problem, learner analysis, and the goal of the instruction. Assignment due: Instructional Problem (Goal Analysis) \ Learner Analysis (Who)  [ 5%]
Week 3 Monday, October 28 to Sunday, November 3	Module 3 Design: Learning Tasks and Learning Objectives Overview: Define and describe the major tasks and learning objectives for the learner. Note: This week begins with a Discussion, followed by reading and lecture slide presentation. See the Overview page for details. Discussion: What's Your Problem? Assignment due: ISD Plan Document Lite [10%] The assignment asks you to identify the tasks (the what of instruction) and write objectives (how to learn). Review the ISD Plan Document (ISD planning blueprint) Review the Mini-lesson Template
Week 4 Monday, November 4 to Sunday, November 10	Module 4 Design: ISD Planning Processes Overview: Build a "blueprint" plan for your mini-lesson course project using a systematic model of instructional design. How will you know the learner has learned the objective? Writing assessments into your ISD Plan Document More styles of the Mini-lesson template Assignment: DRAFT 1 ISD Plan Document (Blueprint)
Week 5 Monday, November 11 to Sunday, November 17	Module 5 Development: Mini-lesson Overview: Use your ISD planning blueprint to develop the first draft of your mini-lesson project. Sequencing instruction Instructional strategies and technologies Assignment due: ISD Plan Document (ISD planning blueprint) [10%]
Week 6 Monday, November 18 to Sunday, November 24	Module 6 Development: Mini-lesson Plus Overview: Start building the instructional materials for your mini-lesson project. Read the mini-lesson project specifications and rubrics If needed, revise your ISD Plan Blueprint with instructor feedback and resubmit by Sunday, November 24 Can't get enough of instructional technologies?
Week 7 Monday, November 25 to Sunday, December 1	Module 7 : Evaluation: Project Review Cycle Overview: Mini-lesson project revisions Think about how to determine what to measure for learning outcomes and lesson outcomes and what's a beta test (formative evaluation, anyway?) Develop the Core Instructional Strategy items for your mini-lesson/training (Instructional Activities, Learning Activities, Instructional Resources, Assessment Item(s) ) If you want an optional peer review of your Mini-Lesson, submit it in Discussion by Wednesday, November 27. The peer review window is open until Sunday, December 1.
Week 8 Monday, December 2 to Sunday, December 8	Module 8 : Iterative Design: Revisions are Your Friend Overview: Build your Mini-lesson/training and associated materials Assignment due December 8: Mini-lesson DRAFT (unit of instruction for instructor review) [15%]
Week 9 Monday, December 9 to Friday, December 13	Module 9 : Finishing Strong Overview: Use peer and instructor feedback to improve and refine your mini-lesson project. I will review and comment on your DRAFT by Monday, December 9 midnight Assignment due Friday, December 13: Mini-lesson final project [30%]

 

 

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Methods of Evaluation

In general:

• Designing and developing a systematic instructional design plan for a mini-lesson

• Presenting the mini-lesson to peers, capturing feedback, and using it to revise the mini-lesson

• Making constructive contributions to class discussions and peer review feedback

 

Graded Course Projects and Assignments

Percentage of overall grade noted in [ brackets ]

1. Learner Analysis (Who) \ Goal Definition (What)\ Task Analysis (What Details)  [ 5% ]

2. Objectives (How) [10%]

3. ISD Plan Doc (planning blueprint) [10%]

4. Mini-lesson draft (unit of instruction plus peer and instructor review) [15%]

5. Mini-lesson final project [30%]

6. Class Participation (20%)

7. All Other Assignments [10%]

 

Grading Scale

A = 90-100%

B = 80-89%

C = 70-79%

D = 60-69%

F = 59% and below

 

Important Policies

Attendance

To avoid being dropped from the class,

1) all students must complete the syllabus quiz by end of the third day after the course start date and

2) begin the first course module in the Canvas

Disability Accommodations

Any student needing accommodations should inform the instructor. Students with disabilities who may need accommodations for this class are encouraged to notify the instructor and contact the Disability Resource Center (DRC) early in the quarter so that reasonable accommodations may be implemented as soon as possible. Students may contact the DRC by visiting the Student Resources Center (located in building 5400) or by phone (650-949-7017).

Academic Integrity

Academic dishonesty and plagiarism will result in a failing grade on the assignment. Using someone else's ideas or phrasing and representing those ideas or phrasing as our own, either on purpose or through carelessness, is a serious offense known as plagiarism. "Ideas or phrasing" includes written or spoken material, from whole papers and paragraphs to sentences, and, indeed, phrases but it also includes statistics, lab results, artwork, etc. Please see the Foothill College Student Handbook for policies regarding plagiarism, harassment, etc. You may also see the Foothill College Guide to Academic Integrity for more information.