Download New EDUC 733 – Instructional Systems Design


Download New EDUC 733-Instructional Systems Design

Course Description

Through the examination of various instructional design models and conceptual underpinnings, this course works to develop advanced instructional design and development skills from systems thinking perspective. The enhancement of technology leadership proficiencies to effectively lead organizations in applying technology to foster active engagement with other professionals within instructional systems is a significant focus.

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


In the field of instructional design, biblically-grounded Christian leaders—who are effective and reflective thinkers and planners—are needed to support the development of positive and collaborative learning spaces. This course provides the candidate with the knowledge and skills necessary to design and implement appropriate approaches, experiences, resources, and assessment strategies based on sound pedagogy, evidence-based practices, and relevant instructional design principles to maximize potential and improve human performance and learning outcomes.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Elucidate the important role that instructional design plays in achieving learning priorities and providing optimal conditions for learning to improve operations.
  2. Use a systems approach to plan for conducting a learning needs assessment for a target audience within an organization.
  3. Undertake multiple appropriate methods of data analysis and articulate significant findings.
  4. Design instructional materials that address the learning need while fostering learner motivation and engagement.
  5. Communicate effectively with and engage in developing a shared vision for content development to improve learning outcomes.
  6. Identify and practice Christ’s methods of engaging learners.
  7. Recognize the importance of practicing professional agency through a continuous cycle of improvement.
  8. Apply sound pedagogy and technology leadership proficiencies to instructional design.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions (2)

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 400 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, G, H)

Instructional Design Project

This project consists of 8 parts of analysis, synthesis, and evaluation focusing on an organization where the candidate will design instructional interventions to address a human performance need. Each submission must be based on a biblical foundation, include references from literature articles, include references from the textbook chapters covered in each Module: Week, and be in current APA format.

Part 1 – Human Performance

For this first assignment in the 8-part Instructional Design Project, the candidate will use his/her current professional context and experience to develop and conduct an assessment of human performance whereby the candidate will collect and analyze available data to determine a need that can be addressed through specific instructional solutions. (MLOs: A, B).

Part 2 – Needs Assessment from a Systems Approach

In this second part of the Instructional Design Project, the candidate will analyze the data he/she collected in step one to determine the characteristics of the learners, the work setting, and job/task performance. (MLOs: B, C)

Part 3 – Determining the Instructional Content

Using a systematic approach, the candidate will determine the goals, objectives, and learning outcomes that will frame his/her instructional decisions for the Instructions Design Project. The candidate must identify and sequence his/her instructional goals and align these with the organizational goals. The candidate will then determine the performance objectives through goal, task, and content analysis. The candidate must consider the affective, motor, and cognitive domains as he/she plans. (MLOs: C, D)

Part 4 – Organizing Programs and Products

In part 4 of the Instructional Design Project, the candidate will step back and think big picture as he/she considers the overall scope of learning and performance of which this particular project is a part. What is the change the candidate is seeking? Focus on the WHY, then bring the thinking into the specifics of how learning will best take place within the specific learning context. Consider the learning situations, the types of interactions, and the technologies that will best support these interactions. The bulk of this stage will represent the instructional strategies that the candidate will use to maximize teaching and learning potentials. As the candidate sequences the learning strategies, he/she is to consider both macro- and micro-level strategies and design. (MLOs: D, E, F, G, H)

Part 5 – Designing the Instructional Interventions

Part 5 considers how this instructional intervention will fit with the culture of the organization for which it is designed. What reward systems are in place in this organization? What partnerships need to be confirmed or created? What collaborative relationships will be needed to ensure positive and lasting results? How will the candidate build and maintain the necessary relationships? What non-instructional interventions are needed? How will feedback be used to address the performance need? Identify any job performance aids that may be required. (MLOs: D, E, F, G)

Part 6 – Developing the Instructional Materials

In part 6 of the Instructional Design Project, the candidate will select, modify, and develop instructional materials that will be used for the instructional intervention. These materials must be designed for the appropriate delivery format. The candidate will include a cost-benefit analysis to validate the instructional choices you make.  (MLO: D, E, F, G)

Part 7 – Designing the Assessments

In part 7 of this project, the candidate will consider both the assessment of learning and the assessment for learning. In other words, the candidate will plan both summative and formative assessments for the instructional intervention and ensure that the assessments are aligned with the goals of the project and the anticipated learning outcomes. The paper must address how the candidate will evaluate both the instructional and the non-instructional interventions. (MLO: D, E, F, G)

Part 8 – Implementing and Evaluating Instructional Interventions

Great educators are first reflective thinkers. In this final stage of the Instructional Design Project, the candidate will reflect on the work he/she has done in the previous 7 parts. Where did the candidate strategically plan for buy-in? Once an instruction has taken place, instructional designers reflect on actual results by asking questions. What are the pitfalls that were experienced by the implementers of the instruction or by the learners themselves? Were the outcomes and objectives met? If so, how? If not, why not? They then use answers to the questions to identify the adjustments that may need to be made. In this term, the candidate will not have time to implement the ID plan. Instead, the candidate will conclude the project by carefully considering and reflecting on his/her work and predicting future results and learning needs. (MLOs: D, E, F, G, H)

Needs Presentation

For this presentation, the candidate will use Google Slides or PowerPoint to clearly articulate the human performance need to be identified in the needs analysis to present the candidate’s evidence to his/her stakeholders. The presentation should be well-focused, highly professional, and compelling. (MLO: A, G, H)

Instructional Design Clientele Report

Instructional designers keep their stakeholders informed during the process of design. Instructional Design Central is an organization that provides tools and resources for instructional designers. Several free templates are available at The Instructional Design Template used in this course was purchased from IDC and permission was granted to use it in the course. However, the candidate is not permitted to use this template for resale purposes. The template has been modified to meet the instructional needs of this course. The candidate will develop the content on the template across 4 Parts. For each of the 4 parts, you will modify the same document, adding content for the next required section.

Part 1 – Storyboard Design

Part 1 will include all sections through and including the Storyboard Design. (MLO: E)

Part 2 – Training Content Plan

For Part 2 of the IDT assignment, the candidate will modify the template to include content for the Training Content Plan section. (MLO: E)

Part 3 – Training Delivery Plan

For Part 3 of the IDT assignment, the candidate will modify the template to include content for the Training Delivery Plan section. (MLO: E)

Part 4 – Instructional Evaluation Plan

For Part 4 of the IDT assignment, the candidate will modify the template to include content for the final section of the template: the Instructional Evaluation Plan. (MLO: E, G)

Instructional Design Skills Survey

Well-rounded instructional design professionals must be highly skilled in several areas. The candidate will put himself/herself in the role of an instructional designer, using the ID survey to self-identify areas of strength and areas where growth is needed. The candidate will then use his/her self-assessment to set professional development goals.

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(MLOs: C, G)

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