Download Guided EDUC 736-Models for Instructional Design and Technology

Course Description

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.

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

Rationale

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, 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 logic frame to inform content, processes, and practice for an instructional design solution.
Compare, contrast, and critique various models of instructional design 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.

Course Assignment

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 the Course Overview.

Discussions (6)

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 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 Assignment

Several 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 the 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 5 parts 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 several 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 use in his or her work setting, either now or in the future.

For each part of the project, the candidate will complete a reflection paper in the current APA format. Each reflection paper must be at least 1,000 words and include at least 2 citations from each textbook. (MLO: A, B, C, D, E, F, G, H, I)

Instructional Design Project: Part 1 – Foundations on Biblical Principles Assignment

For this first assignment in the 5-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)

Instructional Design Project: Part 2 – Assessments and Delivery for eLearning Assignment

In Part 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)

Instructional Design Project: Part 3 – Content Planning Assignment

In Part 3 of the Instructional Design Project, the candidate will carefully plan the content from a biblical foundation. (MLO: A, B, D, F, G, H)

Instructional Design Project: Part 4 – Home Page Assignment

In Part 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 before beginning the mini-course. (MLO: A, I)

Instructional Design Project Assignment

Social Media Reflection Assignment

Several social media platforms are increasingly becoming indispensable for connecting practitioners across several 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 Instructional Design by sharing ideas and tips on improving practice and discussing 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 at least 1,000 words and follow the current APA format. (MLO: A, C, E, I)

Evaluating Existing and Emerging Technologies Assignment

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)

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Download Guided EDUC 736 – Models for Instructional Design and Technology