Courses
Educational Leadership
EdAd 520/522: Seminar and Topics
6 semester credit hours (variable)
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:
All learning resources will be delivered through your on-line course space. Please
see Reading List for specific learning resources.
Course Overview:
This course is the capstone experience for students
enrolled in the Instructional Design certificate. Students, working in cohorts,
will apply the knowledge and skill acquired in EdAd514 and T&L519 to various
educational environments, and further investigate current research and practice
regarding instructional design. These environments will include adult education,
K-12, and corporate training. Through in depth discussion, hands-on project
development, and peer support, students will demonstrate their ability to apply
appropriate learning solutions, research, and theoretical perspectives to
various educational problems.
Course Goals
Goal: effectively apply appropriate analysis, design,
development, implementation, and assessment skills in various educational
environments.
Objectives:
Student will. . .
1. Demonstrate successful leadership skills
2. Demonstrate successful team building skills
3. Demonstrate successful negotiation skills
4. Demonstrate successful communication skills
5. Demonstrate an understanding of instructional
media design principles in
various learning environments
6. Demonstrates an understanding of instructional
media and its use in
educational environments
7. Demonstrate an ability to use various
instructional technologies
8. Demonstrates an awareness of various educational
technology standards
9. Demonstrate an understanding of learning and
learning theories
10. Demonstrate an understanding of the cognitive
design theories and their
relationship to learning
11.
Demonstrate an understanding of diverse instructional approaches and
their alignment with design and learning theories
12. Demonstrate evidence of needs assessment
13. Demonstrate appropriate strategies for assessing
student performance
14. Demonstrate strategies for formative assessment
15. 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 work with peers to investigate design
issues and formulate strategies to solve instructional problems encountered in
your projects. You will need to be an active participant in all discussion
topics.
Corporate Training Project and Rationale Paper: Your
team will be assigned a project(s) to analyze, design, develop, implement, and
assess. In addition to the actual project, the project team will develop a
rationale paper to accompany the final product. This paper will provide the
theoretical foundation of each design decision. This paper should be no more
than 10 pages in length, provide appropriate citations, double-spaced, and
adhere to the APA style guide
Higher Education Project and Rationale Paper : Your
team will be assigned a project(s) to analyze, design, develop, implement, and
assess. In addition to the actual project, the project team will develop a
rationale paper to accompany the final product. This paper will provide the
theoretical foundation of each design decision. This paper should be no more
than 10 pages in length, provide appropriate citations, double-spaced, and
adhere to the APA style guide
K-12 Project and Rationale Paper Your team will be
assigned a project(s) to analyze, design, develop, implement, and assess. In
addition to the actual project, the project team will develop a rationale paper
to accompany the final product. This paper will provide the theoretical
foundation of each design decision. This paper should be no more than 10 pages
in length, provide appropriate citations, double-spaced, and adhere to the APA
style guide.
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 on
your ability to meet deadlines.
|
Course
Work |
Points |
Percent
of Final Grade |
|
Discussions |
75
points |
|
|
Corporate Training Project |
150
points |
|
|
Corporate Training Rationale Paper |
75
points |
|
|
Higher
Education Project |
125
points |
|
|
Higher
Education Rationale Paper |
75
points |
|
|
K-12
Project |
150
points |
|
|
K-12
Rationale Paper |
75
points |
|
|
TOTALS |
725
points |
|
Please note
that total points possible for the class fall and spring semester is 800 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% |
|
|
One
Semester
|
|
Concept |
Resources |
Activity |
|
Week 1 |
Introduction: Developing Your Team?
|
1 |
- Participate in
Discussion
|
|
Weeks
2-6 |
Instructional Design for Training:
- What do you want to
do
- How will you do it
- Could you do it
better
|
2 |
- Participate in
Discussion
- Corporate Training
Project
|
|
Weeks
7–11
|
Instructional Design for Adult Education:
- What do you want to
do
- How will you do it
- Could you do it
better
|
3 |
- Participate in
Discussion
- Adult Learning
Project
|
|
Weeks
12-16 |
Instructional Design for K-12 Education:
- What do you want to
do
- How will you do it
- Could you do it
better
|
4 |
- Participate in
Discussion
- K-12 Project
|
Two
Semester
|
|
Concept |
Resources |
Activity |
|
Week 1 |
Introduction: Developing Your Team?
|
1 |
- Participate in
Discussion
|
|
Weeks
2-12 |
Instructional Design for Training:
- What do you want to
do
- How will you do it
- Could you do it
better
|
2 |
- Participate in
Discussion
- Corporate Training
Project
|
|
Weeks
13–22
|
Instructional Design for Adult Education:
- What do you want to
do
- How will you do it
- Could you do it
better
|
3 |
- Participate in
Discussion
- Adult Learning
Project
|
|
Weeks
23-32 |
Instructional Design for K-12 Education:
- What do you want to
do
- How will you do it
- Could you do it
better
|
4 |
- Participate in
Discussion
- K-12 Project
|
The
following table represents the discussion schedule for EDAD526
|
|
Discussion |
|
Concept Question |
|
Week
1-2 |
Asynchronous |
|
The theories of
Instructional design: Higher Education
|
|
Week
2-3 |
Asynchronous |
|
The theories of
Instructional design: Adult Training
|
|
Week
4-5 |
Asynchronous |
|
The theories of
Instructional design: K-12 Education
|
|
Week
6-7 |
Asynchronous |
|
Applying Instructional
Design Models: Higher Education
|
|
Week
8-9 |
Asynchronous |
|
Applying Instructional
Design Models: Adult Training
|
|
Week
10-11 |
Asynchronous |
|
Applying Instructional
Design Models: K-12 Education
|
|
Week 12 |
Asynchronous |
|
Does the task fit the tool
or does the tool fit the task?
|
|
Week 13 |
Asynchronous |
|
Assessment of and in Higher
Education
|
|
Week 14 |
Asynchronous |
|
Assessment of and in Adult
Training
|
|
Week 15 |
Asynchronous |
|
Assessment of and in K-12
Education
|
|
|
Discussion |
|
Concept Question |
|
Week
17-18 |
Asynchronous |
|
The theories of
Instructional design: Higher Education
|
|
Week
19-20 |
Asynchronous |
|
The theories of
Instructional design: Adult Training
|
|
Week
21-22 |
Asynchronous |
|
The theories of
Instructional design: K-12 Education
|
|
Week
23-24 |
Asynchronous |
|
Applying Instructional
Design Models: Higher Education
|
|
Week
25-26 |
Asynchronous |
|
Applying Instructional
Design Models: Adult Training
|
|
Week
27-28 |
Asynchronous |
|
Applying Instructional
Design Models: K-12 Education
|
|
Week 29 |
Asynchronous |
|
Does the task fit the tool
or does the tool fit the task?
|
|
Week 30 |
Asynchronous |
|
Assessment of and in Higher
Education
|
|
Week 31 |
Asynchronous |
|
Assessment of and in Adult
Training
|
|
Week 32 |
Asynchronous |
|
Assessment of and in K-12
Education
|
1) Demonstrate successful
leadership skills
Emerging Developing
Mastering
------------------------------------------------------------------------------------------------------------------------------------------------
|
Does not positively
influence the creation of successful learning environments and assets.
Learning environments and assets are develop in spite of students effort
Does not interact with
colleagues and clients, modeling professional behavior, in various situation
and responsibility roles.
Does not articulate the
traits necessary for successful leadership
|
Restricted influence of
the creation of successful learning environments and assets
Limited interaction
with colleagues and clients, modeling professional behavior, in various
situation and responsibility roles.
Articulate the traits
necessary for successful leadership
|
Positively influence
the creation of successful learning environments and assets
Interact with
colleagues and clients, modeling professional behavior, in various situation
and responsibility roles.
Articulate the traits
necessary for successful leadership
|
2) Demonstrate successful
team building skills.
Emerging
Developing
Mastering
------------------------------------------------------------------------------------------------------------------------------------------------
|
Does not foster a
collaborative work environment.
Team activities result
in the development of inappropriate activities and assets |
Restricted work
environment is a result of student’s effort.
Team activities result
in the limited development of appropriate activities and assets |
Fosters a collaborative
work environment.
Team activities result
in the development of appropriate activities and assets |
3) Demonstrate successful
negotiation skills.
Emerging
Developing
Mastering
------------------------------------------------------------------------------------------------------------------------------------------------
|
Does not positively
influence the creation of successful learning environments and assets.
Learning environments and assets are develop in spite of students effort
Does not articulate the
traits necessary for successful negotiation
|
Restricted influence of
the creation of successful learning environments and assets
Incompletely
articulates the traits necessary for successful negotiation
|
Positively influence
the creation of successful learning environments and assets
Articulates the traits
necessary for successful negotiation
|
4) Demonstrate successful
project management skills.
Emerging
Developing
Mastering
------------------------------------------------------------------------------------------------------------------------------------------------
|
Projects and assets are
not delivered in a timely manner
Projects and assets do
not adhere to stated and established design needs
|
The delivery of
projects and assets is minimally delayed.
Projects and assets
partially adhere to stated and established design needs
|
Projects and assets are
delivered in a timely manner
Projects and assets
adhere to stated and established design needs
|
5) Demonstrate successful
communication skills.
Emerging
Developing Mastering
------------------------------------------------------------------------------------------------------------------------------------------------
|
Creates incoherent
documentation.
Does not demonstrate a
commitment to listening, staying current, maintaining a teachable attitude.
articulate the traits
necessary for successful communication
|
Occasionally creates
coherent documentation.
On occasion demonstrate
a commitment to listening, staying current, maintaining a teachable
attitude.
articulate the traits
necessary for successful communication
|
Creates coherent
documentation.
Demonstrate a
commitment to listening, staying current, maintaining a teachable attitude.
articulate the traits
necessary for successful communication
|
6) Demonstrate an
understanding of instructional media design principles in various learning
environments.
|
Emerging |
Developing |
Mastering |
|
Does not apply
instructional media design principles to design projects and course
activities which present various instructional environments. |
Applies instructional
media design principles to design projects and course activities which
present various instructional environments. |
Applies instructional
media design principles to design projects and course activities which
present various instructional environments. |
|
Does not incorporate
"their" approach to instructional media design in different instructional
environments. |
Rigidly incorporates
"their" approach to instructional media design and does not modify or adapt
aspects of that approach to fit with different instructional environments.
|
Incorporates "their"
approach to instructional media design, modifying or adapting aspects of
that approach to fit with different instructional environments. |
|
Does not critique
various instructional environments comparing and contrasting advantages and
disadvantages of each. |
Incompletely critiques
various instructional environments comparing and contrasting advantages and
disadvantages of each. |
Critiques various
instructional environments comparing and contrasting advantages and
disadvantages of each. |
|
Does not prioritize
instructional tools based upon the instructional environment. |
Partially prioritizes
instructional tools based upon the instructional environment. |
Prioritizes
instructional tools based upon the instructional environment. |
|
Does not articulate
successful design strategies for various instructional environments.
|
Incompletely
articulates successful design strategies for various instructional
environments. |
Articulates successful
design strategies for various instructional environments. |
|
Does not describe the
specific characteristics of various instructional environments--such as
technology mediated, blended, training, asynchronous. |
The description of the
specific characteristics of various instructional environments--such as
technology mediated, blended, training, asynchronous—is limited.
|
Describes the specific
characteristics of various instructional environments--such as technology
mediated, blended, training, asynchronous. |
7) Demonstrates an
understanding of instructional design and its use in educational environments.
|
Emerging |
Developing |
Mastering |
|
Does not select and
integrate appropriate instructional media into various learning
environments. |
Limited selection and
integration of appropriate instructional media into various learning
environments. |
Selects and integrates
appropriate instructional media into various learning environments.
|
|
Does not assess the
advantages and disadvantages of various instructional technologies.
|
Incompletely assesses
the advantages and disadvantages of various instructional technologies.
|
Assess the advantages
and disadvantages of various instructional technologies. |
|
Does not classify
selected media into distinct categories. |
Mistakenly classifies
selected media into distinct categories. |
Classifies selected
media into distinct categories. |
|
Does not investigate
emerging technologies and articulates their appropriateness in selected
instructional situations. |
Partially investigates
emerging technologies and articulate their appropriateness in selected
instructional situations. |
Investigates emerging
technologies and articulate their appropriateness in selected instructional
situations. |
|
Does not describe the
function of various instructional technologies. |
Incompletely describe
the function of various instructional technologies. |
Describe the function
of various instructional technologies. |
8) Demonstrates an ability
to use various instructional technologies.
|
Emerging |
Developing |
Mastering |
|
Is not proficient in
the use of a single piece of instructional technology. |
Proficient in the use
of a few selected instructional technologies. |
Demonstrates
comprehensive implementation proficiency in several instructional
technologies and that complement learner’s skills, technology modes and
messages. |
9) Demonstrates an awareness of various educational technology standards.
|
Emerging |
Developing |
Mastering |
|
Does not articulate the
location and impact of current standards of technology on diverse
populations. |
Limited articulation of
the location and impact of current standards of technology on diverse
populations. |
Articulates the
location and impact of current standards of technology on diverse
populations. |
10) 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 tech | | 
