EDC390T :: Instructional Systems Design (09450) Fall 2010 Thursdays :: 4:00pm – 7:00pm :: SZB 296

Instructional Systems Design

Offered through INSTRUCTIONAL TECHNOLOGY, at the University of Texas at Austin http://www.edb.utexas.edu/education/departments/ci/programs/it/ Instructor George Veletsianos, Ph.D. 244L Sanchez Bldg Phone/Voice Mail: 512-232-2284 E-mail: veletsianos |AT| gmail.com @veletsianos on Twitter Office Hours: Thurs 2:00-3:00 pm & by appointment. You are more than welcome to make an appointment to meet with me to discuss your progress, work, or evaluation AT ANY TIME. Course Description & Goals This course focuses on introducing students to the field, with specific emphasis on providing an overview of the theoretical frameworks, current trends, and common concerns associated with the design and development of instructional materials. The course aims at providing you with theoretical, experiential (hands-on), and critical perspectives on instructional design as it is applied in a variety of educational contexts (i.e. K-12, high education, and corporate training). You will read and discuss behavioral, cognitive, and constructivist theories and their implications for design, study several instructional design (ID) models, and engage in real-word design. As a group, we will also compare and contrast instructional design models to develop and critique instructional designs to solve real problems. Students interested in instructional design, instructional effectiveness, learning environments, learning, teaching, and training will find immediate relevance to this course. The course will consist of a range of practices ranging from face-to-face and practical sessions led by Dr. Veletsianos, self-directed student work, and real-world design. The course is designed in line with collaborative and interactive ideas of learning, with special emphasis on inquiry-based work. Course Goals include: • Developing an understanding of the field and its foundations • Understanding theoretical issues relevant to the ID process (behavioral, cognitive, and constructivist perspectives) • Developing knowledge of different components of a systematic instructional design process • Learning how to write instructional objectives and assessments • Learning how to identify appropriate instructional activities • Learning how to evaluate instructional designs

But, above all, Becoming learning experience designers
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Course Web Page Our course site is at: Readings Dick, W., Carey, L. & Carey, J. (2008). Systematic Design of Instruction, (7th ed.) Upper Saddle River, NJ: Pearson Available at the U.T. Co-op and other bookstores (in this syllabus: DC). Other readings as assigned Course Structure Class Sessions and Attendance Attendance is mandatory. In case you need to miss a class session, please inform me a week in advance (except in case of emergency, obviously). If you expect to miss more that two scheduled sessions, I advise you to take this course at a later time. Class Participation Class participants are required to read assigned readings, contribute to face-to-face or online discussions, and participate maximally in all class activities. Your participation will improve everyone’s experience and learning. Assignments Students are required to: • Prepare all assigned readings for discussion and contribute to discussions • Conduct on-line or off-line literature research • Complete assignments related to course topics Late Work Policy All work is due on its specified date, except in emergency situations. If work is turned in late without prior consultation with the instructor, the assignment will receive zero marks. In case the instructor has agreed to allow you turn in late work, you will be subject to a 10% point deduction for each 24-hours that the work is late. This policy is in place to provide an incentive to keep current with coursework because the work in one session is based on understanding prior sessions. File Backups You are responsible for your files. You must backup all your files to your own disk, CD-Rom, or key drive. I would suggest that you purchase a key drive or use a cloud service like Dropbox. Performance Outcomes (Point Values) Digital story of an ID model Final project: Module development ID Case presentation ID resource sharing Course participation Total 15 Points 30 Points 15 Points 5 Points 20 Points 85 Points
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Performance Outcome Descriptions Digital Story of an ID model other than DC Due dates: October 21-22 Final Project: Module Development Due date: December 8 Individually, you will study an alternative ID model and develop a digital story explaining the ID model, its focus, and the ways it differs from DC. You will then share this story with other students in the class, and reflect/discuss the alternative ID models presented. In groups of 2-3, students are be required to redesign the university’s Human Participant Training module OR develop a module relating to Networked Scholarship (more details on the modules to follow) For this task, you will use all aspects of the DC model, and handouts providing guidance on each step of the model will be handed out during class. Specific requirements/rubrics for the assignment will also handed out during class. ID Case presentation Due dates: Ongoing ID Resource sharing Due date: Ongoing In groups of 2-3 you will be assigned an ID problem to investigate. You will present this case/problem to the rest of the class and lead a discussion of the issues involved with regards to solving the instructional problem/issue presented. You will identify and share an online tool that is helpful when designing instruction. You will take 5 minutes to demonstrate this tool in class and share it with everyone else on our course site. Examples of such resources are here: http://www.delicious.com/veletsianos/EDC390T Class participation Due date: Ongoing You are required to be an active participant during class time. Being an active participant means completing assigned readings, asking/answering meaningful questions, and being a critical thinker. If you absolutely must miss a class, arrange with a classmate beforehand to provide detailed notes to you. You are still responsible for the information covered in classes that you miss. ID Resource Sharing ID Case presentations 1. 2. 1. 3. 2. 4. 5. 3. 6. 7. 4. 8. 5. 9. 10. Final projects due by 4pm.

Sign-up dates: September 2 September 9 September 16 September 30 October 7 October 14 November 4 November 11 November 18 December 8

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Relevant Policies Course Drop August 30 is the last day of the official add/drop period; after this date, changes in registration require the approval of the department chair and usually the student’s dean. September 10 is the last day to drop and possibly receive a refund. Policy On ADA The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY. Emergency Evacuation Policy Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside. Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class. In the event of an evacuation, follow the instruction of faculty or class instructors. Do not re-enter a building unless given instructions by the following: Austin Fire Department, The University of Texas at Austin Police Department, or Fire Prevention Services office. Policy on Scholastic Misconduct Scholastic misconduct is broadly defined as "any act that violates the rights of another student in academic work or that involves misrepresentation of your own work." Scholastic dishonesty includes, (but is not necessarily limited to): cheating on assignments or examinations; plagiarizing, which means misrepresenting as you own work any part of work done by another; submitting the same paper, or substantially similar papers, to meet the requirements of more than one course without the approval and consent of all instructors concerned; depriving another student of necessary course materials; or interfering with another student's work. Academic/Scholastic Dishonesty Academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course. Definition of Grades A - achievement that is outstanding relative to the level necessary to meet course requirements. B - achievement that is significantly above the level necessary to meet course requirements. C - achievement that meets the course requirements in every respect. D - achievement that is worthy of credit even though it fails to meet fully the course requirements. S - achievement that is satisfactory, which is equivalent to a C- or better (achievement required for an S is at the discretion of the instructor but may be no lower than equivalent to a C-.) ---F (or N) - Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I (see also I).

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The grading for this course is as follows A 95 – 100% A90 – 94% B+ 87 – 89% B 84 – 86% B80 – 83% C+ 77 – 79% C 74 – 76% C70 – 73% D+ 67 – 69% D 64 – 66% D60-63% F Below 60% Incomplete Grades The grade of "I" is not a regular grade and cannot be given without special arrangements under unusual circumstances. It cannot be given merely to extend the time allowed to complete course requirements. If family or personal emergency requires that your attention be diverted from the course and that more time than usual is needed to complete course work, arrangements should be made with the instructor of the course before the quarter ends and consent obtained for receiving an "Incomplete" or "I" grade. These arrangements should be made as soon as the need for an "I" can be anticipated. A written agreement should be prepared indicating when the course assignment will be completed. I require an "Incomplete" grade for a course to be removed within two weeks into the semester immediately following its receipt. Receipt of Final Grade Feedback and grades will be sent via email. Your grades are also available online after they are posted.

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Course Schedule August 26: Introduction & Class Overview • Introductions • What the course is about o Readings o Structure o Requirements & expectations o What is design? o Your first in-class ID activity • Tasks for next week o There are lots of Instructional Design models that designers use. The one that we will use in this class is called the Dick and Carey model. Read DC, chapter 1, to learn about this model. o Read Reiser: A history of IDT [Available online] o Read: Lowenthal, P., & Wilson, B. G. (2009). Labels DO Matter! A Critique of AECT’s Redefinition of the Field. TechTrends, 54(1), 38-46. [Available online]

September 2: Our field and its history • ID Resource sharing • What is ID? • The history of ID • Professional Organizations in our field • Overview of the Dick & Carey model • Tasks for next week o Read: Ertmer, P., & Newby, T. (1993). Behaviorism, Cognitivism, Constructivism:
Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. [available online]


Read Duffy & Cunningham [available online]

September 9: Learning Theories and ID • ID Resource sharing • Learning Theories overview • How do learning theories inform design? • ID Case presentation #1 • Tasks for next week o Read: Chapter 5 from DC
o o Read: Chapter 6 from DC Read : Mager: The qualities of Useful Objectives [online]

September 16: Defining the Learner & Writing Objectives • ID Resource sharing
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• • • •

The elusive learner The elusive (and often unclear) objectives ID Case presentation #2 Tasks for next week o Read: Chapter 7 from DC

September 23: NO FACE-TO-FACE MEETING. Online Learning Session: Assessments • Course session will be conducted online over the duration of the week. Further details will be handed out in class. • Tasks for next week o Read: Chapter 8 from DC o Watch: http://www.youtube.com/watch?v=i_TKaO2-jXA o Read: Merrill, M. D. (2002). First principles of instruction, Educational Technology Research and Development, 50(3), 43-59. [Available online]

September 30: Instructional Strategy • ID Resource sharing • Developing instructional strategies • First principles & theory alignment • Guest Speaker: Justin Olmanson & the FunWritr group • Tasks for next week o Read: Chapter 9 from DC

October 7: Instructional Activities • ID Resource sharing • Material development • Media Selection • ID Case presentation #3 • Tasks for next week o Read: Chapter 10 from DC
o  Skim Chapter 11 from DC Read: Chapter 12 from DC

October 14: Formative & Summative Evaluations • ID Resource sharing • Evaluating products, experiences, learners, projects, etc • Guest Speaker: Lucas Horton will discuss Alien Rescue • Tasks for next week o Individually you will study an alternative ID models and develop a digital story explaining the ID model, its focus, and the ways it differs from DC. You will then share with each other and discuss. Rubric for this assignment will be given in class.  Resource to start with: http://www.slideshare.net/msquareg/comparinginstructional-design-models

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October 21: NO FACE-TO-FACE MEETING. Online Learning Session: ID Models beyond D&C (George at E-learn 2010) • See tasks above • Tasks for next week o Read: Yanchar, S. C., South, J. B., Williams, D. D., Allen, S., & Wilson, B. G. (2009). Struggling with theory? A qualitative investigation of conceptual tool use in instructional design. Educational Technology Research and Development, 58(1), 39-60.

October 28: What do ID practitioners do? Visiting Instructor: Debby Kalk (George at AECT 2010) • Instructional Design practice in the real-world • Theory vs. practice • Tasks for next week o Read: Read Hokanson, B., Miller, C. D., & Hooper, S. (2008). Commodity, Firmness, and Delight: Four Modes of Instructional Design Practice. In L. Botturi & T. Stubbs (Eds.), Handbook of Visual Languages for Instructional Design: Theories and Practices (pp. 1-17). Hershey, PA: Information Science Reference. [Available from http://hokanson.cdes.umn.edu/publications/vidl_FourModels021907.pdf] o Wilson, B. G., Parrish, P., & Veletsianos, G. (2008). Raising the Bar for Instructional Outcomes : Toward Transformative Learning Experiences. Educational Technology, 48(3), 39-44. o Veletsianos (in press). Designing opportunities for transformation with Emerging Technologies. Educational Technology.

November 4: Instructional Designers and the field’s goals • ID Resource sharing • How do we see ourselves? • What do we strive towards? • ID Case presentation #4 • Tasks for next week o Read: Veletsianos, G., & Doering, A. (2010). Long-term student experiences in a hybrid, open-ended and problem based Adventure Learning program. Australasian Journal of Educational Technology, 26(2), 280-296. From: http://www.ascilite.org.au/ajet/ajet26/veletsianos.html o Read: Doering, A., Scharber, C., Miller, C., & Veletsianos, G. (2009). GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge. Contemporary Issues in Technology and Teacher Education, 9(3).

November 11: Designing Interactive Open-Ended Learning Environments (George will be at

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Bowsten, TX for a keynote: CLASS WILL START AT 7PM AND FINISH AT 10PM). • ID Resource sharing • Complexities in designing open-ended learning environments • Geothentic discussion • Adventure Learning discussion • ID Case presentation #5 • Tasks for next week o Read: Veletsianos, G. (2010). Contextually relevant pedagogical agents: Visual appearance, stereotypes, and first impressions and their impact on learning. Computers & Education, 55(2), 576-585. o Read: Veletsianos, G., Miller, C., & Doering, A. (2009). EnALI: A Research and Design Framework for Virtual Characters and Pedagogical Agents. Journal of Educational Computing Research, 41(2), 171-194.

November 18: Designing Virtual Characters, Avatars, & Pedagogical Agents • ID Resource sharing • Designing virtual characters for instruction • Agent design activity • Tasks for next week o Rest o Continue working on your final project

November 25: NO CLASS: Thanksgiving break December 2: Reflection, Course Evaluation, and Work Session In this session, we will reflect on our work during this past semester and think back on the cases we solved, and designs we created to inform our future practice. You will then have the opportunity to work in your teams in preparing your final project and receive feedback from the instructor and from others on your designs.

December 8: Submit your final project by 4 p.m.

Enjoy the holiday season and have a great time with friends and family!

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