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Educational Leadership

EdAd 514 Curriculum and Instructional Design

(3 semester credit hours)

Instructor: David Cillay, Ph.D.

Email: dcillay@wsu.edu

Office: Van Doren 202b

Course Space: http://webct.wsu.edu
Phone: 509 335-5188

Required Texts:

Bransford, John D. , Brown, Ann L., and Cocking, Rodney R. (1999) How People Learn: Brain, Mind, Experience, and School. Washington, D.C. National Academy Press.

http://bob.nap.edu/readingroom/books/howpeople1/

*All learning resources will be delivered through your on-line course space. Please see Reading List for specific learning resources.

Course Overview:

This course will investigate theories and approaches to instructional design. It is designed to allow students, based upon current literature, to clarify their beliefs about learning and instruction, apply instructional design processes, and manage a project that embraces sound instructional design principles. The course is structured to give students a theoretical understanding and practical experience with instructional design and to set the stage for the transference of this experience into future design situations. The course will assist educators in implementing quality instructional design into traditional and non-traditional educational settings. There will be a considerable focus on on-line instruction--design and delivery. In addition to theory, students will investigate various tools and strategies that assist educators in the delivery of instruction and help nurture interaction. Students will understand the basic tenets of instructional design, investigate various philosophies of learning, receive hands-on experience with delivery and interaction techniques and tools, and will design and implement quality assessment instruments.

Course Goals

Goal: Effectively design and develop quality learning experiences for audiences found in

a variety of educational and training environments.

Objectives:

Students will

1. Demonstrate an understanding of learning and learning theories

2. Demonstrate an understanding of the cognitive design theories and their relationship to learning

3. Demonstrate an understanding of diverse instructional approaches and their alignment with design and learning theories

4. Demonstrate evidence of needs assessment

5. Demonstrate appropriate strategies for assessing student performance

6. Demonstrate strategies for formative assessment

7. Demonstrate design or integration of measures which systematically inform program improvement

Activities:

The activities in this course are designed to assist you in meeting the goal of this course. You will encounter the following types of activities:

Discussions: You will participate in several asynchronous and synchronous discussions throughout the semester. Each discussion is an opportunity for you to demonstrate your understanding of instructional design, synthesize current research, work with peers to investigate design issues, and to formulate, based upon literature, a philosophy of instructional design. You will need to be an active participant in all discussion topics.

Research Paper: In this paper, you will identify a current issue/trend facing the field of instructional design, investigate current thinking, and formulate a conclusion or solution. You must demonstrate familiarity with the literature. The paper should be between 10 to 20 pages in length (bibliography not included), adhere to APA style guide, and provide appropriate citations.

Project Proposal: This document will identify the project you will work on throughout the semester. Please give significant thought to your choice of projects, as it will affect the remainder of your work in this course. You should keep the scope of the project in mind, as well, when selecting a project, as you will have to actually build your design. You will want to ensure that this is something you can complete. The Project Proposal is just that, a proposal. You should provide an

explanation of the suspected need for this project,
overview of the project to be undertaken,
description of who will participate in the learning event,
estimate of the projected scope of the project
estimate of the projected cost (time and resources),
estimate of the projected impact of the project.

This document should be no more than two pages in length (12 point font, single spaced) and written in easy to follow narrative language. The use of bulleted items and headings will be helpful in identifying the main points of the proposal. There is no formal template to follow however, proposals will need to be organized and clear.

All papers, case studies, and discussion attachments must be submitted as .doc files (Word) through the "Assignment Dropbox" section in the course space. Save papers as .rtf (Rich Text Document) files if you do not have the option to save files as a .doc (Word) file. If you do not, I will not be able to read it, nor grade it.

Analysis Document: This document will identify the goals and objectives of the instruction or learning event, the audience that will participate in the event, and the potential environment in which the event will be housed. This document will be delivered as a whole but will analyze three unique features of the design. This document should be in an easy to read, narrative style, with appropriate headings and bullets. The document should be no more than five pages of single-spaced, 12 point font. In addition to the three specific areas of review, the document should possess a title, an explanation of the analysis process (how you gathered the information), a specific findings section for each area--Content, Learner, and Environment--a general findings section for the overall project (what your analysis found for the project as a whole, a discussion of time and resources necessary to complete the project, a projected time line for development and delivery, and a statement of success.).

Content: In this phase of the Analysis Document, you will explain in detail, the specific goals and objectives of the instruction.
Learner: In this phase of the Analysis Document, you will explain why the identified audience needs this specific instruction, the specific attributes of the audience making sure to address issues of learning style, level of education, language dominance, motivations, expectations, learning sophistication, etc...In other words, be as detailed as you can.
Environment: In this phase of the Analysis Document, you will detail potential learning environments that may be utilized to deliver your design. For example you may explain why a web environment may or may not work for this specific project, taking into account issues of cost, types of outcomes, and participant expertise. Or you may discuss why a face to face workshop is the best environment. However, in your analysis document be sure to discuss at least three different potential learning environments, explaining the pros and cons of each environment independently and against one another.

All papers, case studies, and discussion attachments must be submitted as .doc files (Word) through the "Assignment Dropbox" section in the course space. Save papers as .rtf (Rich Text Document)files if you do not have the option to save files as a .doc (Word) file. If you do not, I will not be able to read it, nor grade it.

Design Document: In this document you will present a text-based picture of the type of learning experience the learner will encounter. Think of this document as a blueprint. Your work here will be similar to an architect designing a blueprint for a dwelling. Be sure that your design takes into account all of the findings of your analysis document.

Just as there are many ways to design instruction, so too are there many ways to represent design. You are free to select any presentation format you deem appropriate. All that I ask is that a connection between the goals and outcomes, activities and resources, and assessment is clear. Your Design Document should provide a rational regarding the selection of specific learning activities and assessments in regard to the

Content
Learner
Environment.

The document should also include a discussion of the strengths and limitations of your design.

Develop Project: For this assignment, you will build the instruction you designed in the previous assignment. Based upon the blueprint you developed in the Design Document you will build all (that you can) of the instruction, web-pages, media, etc... you designed previously. All of the materials will be housed in your idesign web space. This document/web-space needs to be a coherent representation of the design blueprint.

Please complete and submit a brief description of your completed project to the Assignment section of the course. Be sure to submit this file as a .doc file (Word) through the "Assignment Dropbox" section in the course space. Save this project as .rtf (Rich Text Document) file if you do not have the option to save files as a .doc (Word) file. If you do not, I will not be able to read it, nor grade it.

Be sure to include: What worked and what did not.
I will review this document and those materials posted on the idesign server.

Assessment Document: This document should explain how well your design held up under the many unforeseen variables you undoubtedly encountered. You will present your assessment findings for:

Content
Learner
Environment

Each section should contain a discussion of the:

methods of assessment
conditions of assessment
strength and limitations of assessment
findings
corrections made.

In addition to the three sections, the document as a whole should provide a basic rationale for assessment, expectations, general findings, and recommendations for improvement. This document should be an easy to read, narrative style presentation, no more than five pages, double spaced, 12 point font.

*Assignment Dates & Late Policy:

It is imperative that you meet the deadlines for each assignment in this course. Much of the work of your peers will be centered around your ability to meet deadlines.

Course Work	Points	Percent of Final Grade
Discussions	95 points
Research Paper	100 points
Project Proposal	25 points
Analysis Document	50 points
Design Document	100 points
Project Development	50 points
Assessment Document	50 points
TOTALS	470 points

Please note that total points possible for the class fall and spring semester is 370 points. Final grade is based on points received out of total points possible, calculated as a percentage, using the following percentage table.

Grade	Percent of Final Grade	Grade	Percent of Final Grade
A	95�100%	C	73�76%
A�	90�94%	C�	70�72%
B+	87�89%	D+	67�69%
B	83�86%	D	60�66%
B�	80�82%	F	59% & Below
C+	77�79%

Concept

Resources

Activity

Week 1-16

Introduction: What is Instructional Design?

E-mail your Three Moments
Participate in Discussion
E-mail your current e-mail address and phone number

Weeks 2-6

What Do You Want To Do?

Content
Learner
Environment

Read Resources
Participate in
Discussion
Project Proposal
Analysis Document

Weeks 7�10

How Will You Do It?

Content
Learner
Environment

Read Resources
Participate in Discussion
Design Document

Weeks 11-13

Do It: (overlaps with Could You Do It Better?)

Develop Product

Weeks 11-16

Could You Do It Better?

Content
Learner
Environment

Read Resources
Participate in Discussion
Assessment Document
Research Paper due

The following table represents the discussion schedule for EDAD524

	Discussion	Resources	Concept Question
Week 1	Asynchronous		Historical roots of instructional design
Week 2-4	Asynchronous		Current Practice and issues: K-12, adult, and training
Week 5	Asynchronous		Approaches to instructional design
Week 6	Asynchronous		How do you determine a need for instruction?
Week 7	Asynchronous		Learning theory and design issues
Week 8-10	Asynchronous		Instruction vs. education
Week 10	Asynchronous		Concepts and procedures and design
Week 11	Asynchronous		Designing for different learning styles
Week 12	Asynchronous		Development formula: allocating resources
Week 13	Asynchronous		Educational media to enhance student learning
Week 14	Asynchronous		The unforeseen: variables that influence design decisions
Week 15-16	Asynchronous		Assessing design

The tables below provide detail examples of the assessment criteria for each educational objective.

1) Demonstrates an understanding of learning and learning theories.

Emerging	Developing	Mastering
Student work reflects a basic understanding of key schools of thought, including Behaviorism, Cognitivism, Information Processing (Informatics) & Constructivism.	Student work demonstrates the ability to appropriately integrate basic theories to learning tasks.	Student work reflects a well considered application of key schools of thought and emerging understanding of learning.
Work assumes a nominalist understanding of learning.	Understands the pitfalls of nominalist assumptions.	Work compensates for pitfalls of nominalism, educative designs.
Does not apply the essential principles of instructional design to design projects and course activities.	Partially applies the essential principles of instructional design to design projects and course activities.	Applies the essential principles of instructional design to design projects and course activities.
Does not apply techniques to design projects and course activities that allow information and communication technologies to positively influence audience and subject matter.	Inaccurately applies some techniques to design projects and course activities that allow information and communication technologies to positively influence audience and subject matter.	Apply techniques to design projects and course activities that allow information and communication technologies to positively influence audience and subject matter.
Does not interpret how information and communication technologies influence how information is received and processed for individual learning situations.	Partially interprets how information and communication technologies influence how information is received and processed for individual learning situations.	Interprets how information and communication technologies influence how information is received and processed for individual learning situations.
Does not describe how information and communication technologies influence how information is received and processed.	Incompletely describes how information and communication technologies influence how information is received and processed.	Describes how information and communication technologies influence how information is received and processed.

2) Demonstrate an understanding of the cognitive design theories and their relationship to learning.

Emerging	Developing	Mastering
Instructional strategies do not involve the learner.	Applies instructional strategies to design projects and course activities which accommodate various learning styles.	Applies instructional strategies to design projects and course activities which promote student engagement by allowing for the incorporation of personal experience and recognizes and promotes grappling with diverse views and opinions.
Does not address the current components of learning theory.	Accurately articulates but does not analyze the current components of learning theory.	Articulates and addresses the current components of learning theory appropriately

3) Demonstrates an understanding of diverse instructional approaches and their alignment with design and learning theories.

Emerging	Developing	Mastering
Instructional strategy lacks is unclear, incongruent, and unsupported by scholarly research.	Selects and evaluates the appropriateness of instructional strategies, but does not fully address current scholarly research.	Selects and evaluates the appropriateness of instructional strategy selection, grounding that evaluation in current scholarly research.
Does not integrate appropriate instructional strategies to design projects and course activities found in prescriptive models of instructional design.	Integrates appropriate instructional strategies to design projects and course activities found in prescriptive models of instructional design.	Integrates appropriate instructional strategies to design projects and course activities found in prescriptive models of instructional design.
Does not integrate appropriate instructional strategies to design projects and course activities found in phenomenological models of instructional design.	Integrates appropriate instructional strategies to design projects and course activities found in phenomenological models of instructional design.	Integrates appropriate instructional strategies to design projects and course activities found in phenomenological models of instructional design.
Given unique learning environments, students fails to evaluate models of instructional design for appropriateness.	Given unique learning environments, students will evaluate models of instructional design for appropriateness.	Given unique learning environments, students will evaluate models of instructional design for appropriateness.
Does not identify the primary models in the prescriptive approach to instructional design.	Inaccurately identifies some of the primary models in the prescriptive approach to instructional design.	Identifies the primary models in the prescriptive approach to instructional design.
Does not identify the primary models in the phenomenological approach to instructional design.	Inaccurately identifies some of the primary models in the phenomenological approach to instructional design.	Identifies the primary models in the phenomenological approach to instructional design.
Does not summarize the characteristics of the prescriptive approach to instructional design.	Incompletely summarizes the characteristics of the prescriptive approach to instructional design.	Summarizes the characteristics of the prescriptive approach to instructional design.
Does not summarize the characteristics of the phenomenological approach to instructional design.	Incompletely summarizes the characteristics of the phenomenological approach to instructional design.	Summarizes the characteristics of the phenomenological approach to instructional design.

4) Project is informed by evidence from needs assessment.

Emerging	Developing	Mastering
Substitutes personal preference for client needs, ramming square peg into round hole, or misperceives client interests, commitment, or capacity; or, conversely, evidence suggests that client has not done audience analysis, and designer has done little to help.	Responds to client needs and can distinguish from own experience and preferences, but there may be little or no evidence that conversation with clients advanced or deepened needs assessment.	There is evidence that designer has negotiated with client (or other designers) to expand understanding of learners context and deepened the needs assessment; needs analysis reflects current as well as ways to anticipate or create better understanding of future needs.
Analysis is based solely on existing student population and does not consider potential of other markets and other learners.	Analysis explores current students� directions and interests. Survey or focus group design includes questions for determining potential interests or levels of commitment.	Analysis extrapolates from current students, questions potential employers, alumni and advisory boards to negotiate and create new markets.
Constrained by delivery and market assumptions.	Explores asynchronous and hybrid potential.	Identifies variety of ways to create global communities, fosters F2F within those communities in context of needs analysis (and design).
Assumes approach will be either built or bought with little evidence of analysis.	Buy/build distinction is understood if not clearly addressed.	Buy/build distinction has been addressed.

5) Project includes appropriate strategies for assessing student performance

Emerging	Developing	Mastering
Relies almost exclusively on multiple choice tests of inert factoids.	Multiple choice tests are carefully constructed and sequenced to target concepts. Cognizant of need for providing feedback to learners. Other measures are included in design.	Multiple choice tests are part of more comprehensive design. MC tests focus on concepts and feedback is paramount and provided for students and faculty. Tests may be adaptive and foster competency rather than simple measures for sorting.
Little evidence that assessment aligns with goals.	Assessment strategy, on the surface, aligns with goals.	Alignment between goals and assessment strategies, as well as pedagogical framework, is clearly articulated.
Assignments are graded for conformity or no criteria (or rubrics) are included. If criteria are present, focus is exclusively on hygiene�length, number of sources required, form. Exchange is exclusively between faculty and individual students.	Writing or presentation assignments are guided by a rudimentary set of criteria. Focus is hygienic and fundamental�writing will demonstrate good grammar, organization, a good intro, etc.	Criteria for communication assignments are appropriately detailed and suitable for variety of content/concept focus. Portfolios have criteria that provide a longitudinal view and include student reflections. Criteria are valuable for teaching as well as for assessing.
Communication environments such as threaded discussions and other collaborative and communication environments are supplemental.	Communications are assessed by post counts, word length, required responses and other hygienic criteria.	Communications are assessed by sophisticated criteria that point to quality. Students use criteria to inform peer critiques, reflection and self-assessment.
Student projects (which resemble little Golden Book Encyclopedia go fetch the info, please, Susie) are assessed by completion, again only by faculty or graders.	Projects are assessed by criteria that suggest quality.	Project outcomes are assessed by sophisticated criteria used by faculty, peers, and reflection/self assessment. Advisory board members, alumni, employers are included in criteria development and application.

6) Project presents strategies for formative assessment.

Emerging	Developing	Mastering
No formal strategies for gathering evidence of project effectiveness.	Limited strategies for gathering evidence of project effectiveness.	Specific strategies for gathering evidence of project effectiveness.
No structures in place to encourage learners to elicit feedback from peers and colleagues.	Project includes surveys such as cyberCATs that identify proxy or process outcomes.	CyberCATs are strategically placed to identify project use, effective function, and/or learners� cognitive bottlenecks.
Project may include a simplistic, end of project satisfaction survey.	Multiple data sources (tests, CATs, peer review, etc) are included.	Surveys are sophisticated, capturing student profile, engagement, learning processes and satisfaction and are correlated with other data sources such as tests, peer reviews, and outcomes.

7) Design or integration of measures systematically inform program improvement.

Emerging	Developing	Mastering
No formal strategies for gathering evidence of project effectiveness.	Outcomes have been identified, though may or may not target aspects that apply to project improvement.	Outcomes are strategically designed to provide information about learners.
No structures in place to encourage learners to elicit feedback from peers.	Learner feedback is systematically included as part of design.	CyberCATs are strategically placed to identify project use, effective function, and/or learners� cognitive bottlenecks.
No process for external evaluations has been developed.	External review is included.	Reviewers include alumni, employers, advisory boards, accrediting agencies and learners.
Project may include a simplistic, end of project satisfaction survey.	Project has surveys that identify proxy or process outcomes.	Surveys are sophisticated, capturing student profile, engagement, learning processes and satisfaction and are correlated with other data sources such as tests, peer reviews, and outcomes.
Incorporates no data sources.	Incorporates limited data sources.	Incorporates multiple data sources.
Student performance and competency standards do not align with project design, goals, and stakeholders� needs.	Student performance and competency standards align with project design, goals, and stakeholders� needs.	Student performance and competency standards align and extend project design, goals; Deepen stakeholders� understanding potential and value-added of the project, encourages further collaboration with all stakeholders.

Readings List

Bransford, John D. , Brown, Ann L., and Cocking, Rodney R. (1999) How People Learn: Brain, Mind, Experience, and School. Washington, D.C. National Academy Press.

http://bob.nap.edu/readingroom/books/howpeople1/

Bruinsma, Marjon. (2004) Motivation, Cognitive Processing and Achievement in Higher Education. Learning and Instruction v14 pg.549

http://www.springerlink.com/media/BA750YCD5K1QUG8B2V5Q/Contributions/J/7/6/3/J7636L6973QH2M26.pdf

Dick, Walter. (July/August 1995) "Instructional Design and Creativity: A Response to the Critics." Educational Technology 35, no. 4: 5-11.

WSU ereserve

Dijkstra, Sanne. (Jan 1997) The Integration of Instructional Systems Design Models and Constructivistic Design Principles. Instructional Science; v25 n1 p1-13.

http://www.springerlink.com/media/38KHWVVXWGRN7QXQMXFR/Contributions/U/H/1/7/UH17421287G73483.pdf

Eastmond, Nick., Gibbons, Andrew S. (1998) The Single-Parse Method of Design for Problem-Based Instruction. Educational Technology, Research and Development. v.46, n.2; pg. 110

http://proquest.umi.com/pqdlink?did=32455475&sid=6&Fmt=4&clientId=3738&RQT=309&VName=PQD