Syllabus THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education

THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Syllabus
Conceptual Framework & Knowledge Base
The conceptual framework contains four core
concepts, which are themes through which we
organize and deliver our programs; hence they are
central to our vision of professional educators and
scholars. These include:
•
•
•
•
Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
Mission Statement
•
•
•
To prepare highly skilled professionals to assume roles and positions in teaching, research, educational
leadership, and human development.
To provide undergraduate and graduate programs based on proven best practice, knowledge acquisition,
reflective inquiry, critical thinking, and respect for the cultural and linguistically diverse learner.
To continuously develop a dynamic local, state, national, and international, dimension that promotes
innovations and contributes to scientific educational, economic, and social change.
Vision Statement
The vision of the College of Education is to be consistently recognized as fully-accredited and as a nationally
and internationally respected college in the areas of science, mathematics, educational technology and
intercultural dimension (language, literacy, culture and interdisciplinary studies in regard to preparing
teachers, counselors, administrators, educational researchers, and professional at all levels, not only for the
school system but for other economical and service areas which require training, human resources,
development and life-long learning.
Teacher preparation programs of the College of Education will be central to the mission of the University
and will have national prominence. It will be at the forefront in programs for English Language Learners
and, through teacher preparation, P-16 and life-long education initiatives will be a model for helping to
close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the scholarship of its faculty,
and the leadership and service they provide to the local, regional, and national educational communities in
the previously mentioned areas.
Note: Please be advised that the College of Education conducts ongoing research regarding the effectiveness
of the programs. You will receive one survey in the final semester prior to graduation regarding the
operations of the unit during your time here. A second survey will occur within one year following graduation
from or completion of a program, and will be sent to your employer. This survey will focus on the
preparation received at UTB. Please remember that your response to these surveys is critical to UTB
excellence.
College of Education
Department of Teaching, Learning and Innovation
EDTC 3320: Instructional Design for the Corporate Trainer
SYLLABUS
Prerequisite: None
Program Coordinator:
Maria Elena Corbeil, Ed.D.
Email:
[email protected]
Telephone:
(956) 882-4200
Office:
EDBC 1.328
Office Hours:
Monday, Wednesday, & Thursday
9:00 a.m. to 12:00 p.m.
Other days: By appointment
Class Location:
This class is offered fully online. Please log in to:
http://myutb.blackboard.com to access, and participate in the course.
Class Day & Time:
There are no designated meeting days and times for this course.
Please log in to the course and carefully review the course Syllabus,
Calendar, and Projects pages to become familiar with the course
requirements and deadlines. Please contact me if you have any
questions.
Instructor:
The instructor for the course is listed on the Course Schedule. Please
note that the instructor may change prior to the first day of class. If
you have any questions regarding this course, please contact the
program coordinator.
COURSE CATALOG DESCRIPTION
This train-the-trainer course introduces the learner to the principles of instructional design
(ID). In this course, students will explore the complexities of designing instruction in the
context of corporate training environments. Students will learn classic ID theory and models
and apply these theories in a real-world context through a major design project. Level:
Undergraduate. Credit hours: 03. Suggested workload: 10-12 hours per week.
2
REQUIRED RESOURCES
Textbook
Title: The Essentials of Instructional Design: Connecting Fundamental
Principles with Process & Practice (2nd edition
Year: 2011
Authors: Abbie Brown and Timothy D. Green
Publisher: Pearson
ISBN-10: 0-13-508422-9
Computer Requirements
In order to successfully complete this course, you MUST have access to a computer with
Internet access and an email account. You should expect to spend several hours a week
accessing course material, completing assignments by email, and participating in Internetbased activities. You will need access to some basic drawing and web design software, to
create diagrams and web pages.
Student Web Account
In this course, you will also be creating various online projects. In order to share these
products with your classmates and instructor, they must be saved in an appropriate Webbased format (such as HTML, PDF, MP3, WMV, FLASH, etc.). Your projects will be
uploaded to a web server and shared with the class and instructor. If you do not have a web
account, you must request one during the first week of class. Contact the UTB Virtual Help
Desk to request your new web account. Go to How Do I Request a Student Website? If you
need immediate assistance you may call the Toll Free Number: 1-882-HELP (4357).
Recommended Software
You will be developing a series of Web-based instructional products in this course and in
future EDTC courses. We are recommending that students use SoftChalk Lesson Builder for
creating their web-based instructional resources. You may purchase the software directly
from the SoftChalk web site for a student discount price of $150 or you may purchase the
software from the UTB Bookstore at a reduced price. Contact the bookstore at (956) 8828249. You may download a free 30-Day trial of the program to try before you buy. Click
here for a SoftChalk Lesson Builder Tutorial.
Email Account
All students should have their own email account. Due to the high volume of email
correspondence that will be associated with this course, you might want to set up a separate
email account to handle and manage your messages. Go to the Free Email Address Directory
to help you find an e-mail provider that suits your needs. Important: Verify and update your
email account on Scorpion Online. Click here to learn how.
3
COURSE CONCEPTUAL FRAMEWORK & KNOWLEDGE BASE
Course Description Expanded and Purpose of the Course
This fully online course will introduce you to the ADDIE instructional design process, which
involves the analysis, design, development, implementation, and evaluation of instruction.
The ADDIE instructional design module, when implemented correctly, results in the
development of instructional/training materials designed to address the specific goals and
objectives of a pre-identified instructional problem or performance gap. Special emphasis
will be on the development of computer/web-based instructional/training materials for
corporate settings.
Course Objectives
After successfully completing the course, the learner will be able to:
COURSE
OBJECTIVES
NCATE
STANDARDS
SPA
STANDARDS
1. Demonstrate an
understanding of the
ADDIE instructional
design process
1e. Knowledge &
Skills for Other
School Professionals
2. Explain how learning
theories impact
instructional design
1e. Knowledge &
Skills for Other
School Professionals
3. Identify an
instructional
problem/opportunity
within a work/learning
environment
1f. Student Learning
for Other School
Professionals
Responsibility 2: Design (2.1)
Demonstrates ability to perform
analysis and documentation of
instructional need or opportunity
resulting in student centered,
performance based instructional
objectives based upon, and for, a
specific audience.
COE-1: Knowledge
in Practice
4. Design a plan to
respond to the
instructional
problem/opportunity
1e. Knowledge &
Skills for Other
School Professionals
Responsibility 2: Design (2.1)
Demonstrates ability to perform
analysis and documentation of
instructional need or opportunity
resulting in student-centered,
performance based instructional
objectives based upon, and
appropriate for, a specific audience.
COE-1: Knowledge
in Practice
5. Develop a training
solution to target the
instructional
problem/opportunity
1e. Knowledge &
Skills for Other
School Professionals
Responsibility 2: Design (2.1)
Demonstrates ability to perform
analysis and documentation of
instructional need or opportunity
resulting in student-centered,
performance based instructional
objectives based upon, and
appropriate for, a specific audience.
COE-1: Knowledge
in Practice
6. Implement the training
solution
1f. Student Learning
for Other School
Professionals
Responsibility 2: Design (2.1)
Demonstrates ability to perform
analysis and documentation of
instructional need or opportunity
COE-1: Knowledge
in Practice
1f. Student Learning
for Other School
Professionals
1f. Student Learning
for Other School
Professionals
Responsibility 3: Design (3.3)
Demonstrates ability to manage
projects and evaluate progress and
improvement.
COE
CONCEPTUAL
FRAMEWORK
COE-1: Knowledge
in Practice
COE-1: Knowledge
in Practice
COE-2: Reflection
COE-3: Collaboration
4
resulting in student-centered,
performance based instructional
objectives based upon, and
appropriate for, a specific audience.
COE-6: Technology
Responsibility 2: Design (2.3)
Demonstrates ability to select and
integrate into instruction a variety of
research-based instructional
strategies.
7. Evaluate the training
solution using
formative evaluation
strategies
1f. Student Learning
for Other School
Professionals
Responsibility 4: Evaluation (4.1)
Demonstrates ability to use
formative evaluation strategies to
evaluate the quality of instruction.
COE-1: Knowledge
in Practice
8. Revise training
materials based on
formative evaluation
1f. Student Learning
for Other School
Professionals
Responsibility 4: Evaluation (4.4)
Documents results from formative
evaluations and uses those results to
revise instructional materials, and/or
instructional development process.
COE-1: Knowledge
in Practice
COE-2: Reflection
COE-2: Reflection
TOPICS, LEARNING PROCESSES, AND DESIRED RESULTS
The following is a presentation of the weekly topics, processes, assignments, related course
objectives, and evaluation methods.
DATE
Week 1
TOPICS
§ Course
Introduction
PROCESSES &
ASSIGNMENTS
§ Important: Verify and
update your Email
account on Scorpion
Online. Click here to
learn how.
RELATED COURSE
OBJECTIVES
EVALUATION
METHODS
§ Plagiarism
Tutorial Post
Test
§ Review the course
syllabus, schedule, and
projects pages.
§ Introduce yourself on the
class Discussion Forum.
§ Request a Web Account.
§ Purchase your textbook.
§ Begin Project 1: The
ADDIE Model
Presentation.
§ Complete the Plagiarism
Tutorial. Email post-test
results to your instructor.
If you are taking more
than one EDTC course,
you only need to take the
test once, but you need to
submit the results to all
of your instructors.
5
Week 2
§ Defining
Instructional
Design
§ Read Chapter 1:
Defining Instructional
Design.
Discussion
Forum
Participation
§ Post your response to the
question for Chapter 1 on
the class Discussion
Forum.
§ Continue working on
Project 1.
Week 3
§ Understanding
How People Think
§ Read Chapter 2:
Understanding How
People Think.
§ Discussion
Forum
Participation
§ Post your response to the
question for Chapter 2 on
the class Discussion
Forum.
§ Continue working on
Project 1.
Week 4
§ Understanding
How People Learn
§ Read Chapter 3:
Understanding How
People Learn.
§ Discussion
Forum
Participation
§ Post your response to the
question for Chapter 3 on
the class Discussion
Forum.
§ Project 1:
ADDIE Model
Presentation
§ Submit Project 1 Due
Week 5
§ Managing
Instructional Media
Production
§ Read Chapter 4:
Managing Instructional
Media Production.
§ Discussion
Forum
Participation
§ Post your response to the
question for Chapter 4 on
the class Discussion
Forum.
§ Begin Project 2:
Learning Theories
Presentation.
Week 6
§ Conducting Needs
Analysis
§ Read Chapter 5:
Conducting Needs
Analysis.
§ Discussion
Forum
Participation
§ Post your response to the
question for Chapter 5 on
the class Discussion
Forum.
§ Continue working on
Project 2.
Week 7
§ Conducting Task
Analysis
§ Read Chapter 6:
Conducting Task
Analysis.
§ Discussion
Forum
Participation
§ Post your response to the
question for Chapter 6 on
6
the class Discussion
Forum.
§ Continue working on
Project 2.
Week 8
§ Analyzing the
Learners
§ Read Chapter 7:
Analyzing the Learners.
§ Post your response to the
question for Chapter 7 on
the class Discussion
Forum.
§ Submit Project 2.
Week 9
§ Developing
Instructional Goals
and Objectives
§ Read Chapter 8:
Developing Instructional
Goals and Objectives.
§ Discussion
Forum
Participation
§ Project 2:
Learning
Theories
Presentation
§ Discussion
Forum
Participation
§ Post your response to the
question for Chapter 8 on
the class Discussion
Forum.
§ Begin Project 3:
Instructional Design
Plan.
Week 10
§ Organizing
Instruction
§ Read Chapter 9:
Organizing Instruction.
§ Post your response to the
question for Chapter 9 on
the class Discussion
Forum.
§ Discussion
Forum
Participation
§ Continue working on
Project 3.
Week 11
§ Creating Learning
Environments and
Producing
Instructional
Activities
§ Read Chapter 10:
Creating Learning
Environments and
Producing Instructional
Activities.
§ Post your response to the
question for Chapter 10
on the class Discussion
Forum.
§ Discussion
Forum
Participation
§ Project 3:
Instructional
Design Plan
§ Submit Project 3.
Week 12
§ Evaluating Learner
Achievement
§ Read Chapter 11:
Evaluating Learner
Achievement.
§ Discussion
Forum
Participation
§ Post your response to the
question for Chapter 11
on the class Discussion
Forum.
§ Begin Project 4: Training
Manual.
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Week 13
§ Determining the
Success of the
Instructional
Design Product and
Process
§ Read Chapter 12:
Determining the Success
of the Instructional
Design Product and
Process.
§ Discussion
Forum
Participation
§ Post your response to the
question for Chapter 12
on the class Discussion
Forum.
§ Continue working on
Project 4.
Week 14
§ Development of
Final Project
§ Continue working on
Project 4.
Final
Week
§ Final Exam
§ Submit Course
Evaluation.
§ Course Evaluation
§ Submit Project 4.
Note: All graded
assignments must be
submitted no later than the
last day of class.
Coursework submitted
after the final class day will
not be accepted.
§ Discussion
Forum
Participation
§ Project 4:
Training
Manual
Performance Tasks
The section below summarizes the performance tasks (assignments) in this course and their
grade values.
§
Class Participation/ Discussion Questions (DQs): Participation is extremely important.
After reading the assigned chapters, you will be expected to reply and post your
perspective to weekly questions posted on the Discussion Board each week. The
questions are intended to get you to synthesize, evaluate, and extend your knowledge and
understanding of the materials you have read. Class participation accounts for 15% of
your overall grade. To receive full credit for class participation, each week you must
answer the DQs, then comment on at least 3 of your classmate's responses to the DQs.
The quality and dynamics of our discussions will depend entirely upon your participation.
§
Projects: Students will complete the following projects to demonstrate their
understanding of the field of instructional design and technology. Please carefully review
the Projects page in Blackboard for project rubrics, deliverables, and submission
requirements.
1. Project 1: ADDIE Model Presentation (15%). One of the most commonly used
model of instructional design and development is the ADDIE process. ADDIE is a
generic instructional systems design model consisting of 5 phases: analysis, design,
development, implementation, and evaluation. The result of the instructional design
process is the development of instructional/ training materials designed to meet the
needs of a specific target audience. In Project 1, you will prepare a 10-15-slide
PowerPoint® presentation describing the ADDIE instructional design process with a
8
minimum of three electronic (online) sources on the ADDIE process.
2. Project 2: Learning Theories Presentation (15%). Successful instructional
designers have a solid understanding of how people learn. They are able to
understand the basics of various psychological perspectives that describe different
approaches to how people learn. This ability allows them to use this knowledge as
they help create instructional interventions that meet their client's goals. For Project 2,
you will prepare a 10-15-slide PowerPoint presentation describing how two selected
learning theories impact an adult education/training program.
3. Project 3: Instructional Design Plan (25%). In Projects 3 and 4 you are going to
engage in the development of a training manual for a complex procedure, process, or
software application. You will begin by developing a blueprint using a highly detailed
and specific process often referred to as Instructional Systems Design (ISD). This
process, when carefully implemented, produces an effective training solution. The
final product for Project 3 is an Instructional Design Plan that serves as your blueprint
for
the
training
manual
you
will
develop
in
Project
4.
4. Project 4: Training Manual (30%). For your final project you will develop a
training manual for a complex procedure, process, or software application based on
the Instructional Design Plan you developed in Project 3.
Evaluation
All projects will be graded on their originality, complexity, quality, and professional
appearance. Active class and online participation will be taken into account as a necessary
aspect of the course. All assignments are due on, or prior to, the stated date. All assignments
are due on, or prior to, the posted due date. It is strongly recommended you email the
instructor your projects at least 3 working days prior to the due date for feedback before
uploading it to Blackboard for final grading. All assignments and projects are expected to be
professionally formatted in APA format, where appropriate, with no mechanical,
grammatical, or spelling errors. Grades for the semester will be derived as follows:
Projects:
Class
Participation:
•
•
•
•
Project 1: ADDIE Model Presentation
Project 2: Learning Theories Presentation
Project 3: Instructional Design Plan
Project 4: Training Manual
• Responses to the Discussion Questions (DQs)
• Participation in the class discussions (at least 3 responses
per week to others' postings)
15%
15%
25%
30%
15%
9
Scoring Rubrics
Your projects will be evaluated using the following rubrics. Before you submit each project
for grading, please check it against the rubric to make sure you have adequately addressed all
of the evaluation criteria.
Project 1 will be graded based on the following criteria:
CRITERIA
Content
Accuracy
Mechanics
Use
of Graphics
Background
References
DESCRIPTION
The text and visuals are factually
accurate.
Selection of font colors, sizes, and
styles, background and foreground
colors, and images, work well
together to enhance the appearance
and readability of the content.
The graphics support and enhance
the delivery of the message or theme
of the presentation.
The choice of background makes the
text easy to read and is appropriate
for the topic being addressed.
The presentation includes at least
three references. References are
listed in the appropriate format on
the final page.
POINTS
INSTRUCTOR
FEEDBACK
30
15
10
10
10
10
Adheres to
Assignment
Instructions
Spelling and
Grammar
Project
Submission
The presentation is of appropriate
length, contains an introduction,
body, and conclusion, and adheres to
assignment instructions.
There are no spelling or grammatical
errors.
The project was submitted on time,
was correctly uploaded to the server,
and the correct hyperlink was
submitted to the instructor.
Total Points:
10
10
05
100
Project 2 will be graded based on the following criteria:
CRITERIA
Content
Accuracy
Mechanics
Use
of Graphics
Background
References
DESCRIPTION
The text and visuals are factually
accurate.
Selection of font colors, sizes, and
styles, background and foreground
colors, and images, work well
together to enhance the appearance
and readability of the content.
The graphics support and enhance
the delivery of the message or theme
of the presentation.
The choice of background makes the
text easy to read and is appropriate
for the topic being addressed.
The presentation includes at least
three references. References are
listed in the appropriate format on
the final page.
POINTS
INSTRUCTOR
FEEDBACK
30
15
10
10
10
11
Adheres to
Assignment
Instructions
Spelling and
Grammar
Project
Submission
The presentation is of appropriate
length, contains an introduction,
body, and conclusion, and adheres to
assignment instructions.
There are no spelling or grammatical
errors.
The project was submitted on time,
was correctly uploaded to the server,
and the correct hyperlink was
submitted to the instructor.
Total Points:
10
10
05
100
Project 3 will be graded based on the following criteria:
CRITERIA
DESCRIPTION
Instructional
Goal and
Outcomes
The instructional goal and objectives
are well written. The objectives are
clearly stated and in the appropriate
format.
Content
Organization
Assessment
of Learning
Outcomes
The content is aligned with the
lesson's goal and objectives. The
module is well organized and flows
in a sequential and logical sequence.
The assessment of learning
outcomes is well designed, logical,
and aligns with the instructional goal
and objectives.
The learner characteristics accurately
describe the target audience. The
Learner
instructional setting is clearly
Characteristics
described including key
and Learner
characteristics, resources, and
Context
constraints.
POINTS
INSTRUCTOR
FEEDBACK
15
15
15
10
12
Blueprints/
Schematics
Formative
Evaluation
Spelling and
Grammar
Adheres to
Assignment
Instructions
The blueprint is well developed and
self-explanatory. It graphically
displays the lesson and its
components in the order in which
they appear.
The formative evaluation plan
describes two strategies for
evaluating the quality of the training
module. The strategies that are wellthought-out and planned.
There are no spelling or grammatical
errors.
The instructional design plan
addresses all required elements and
adheres to assignment instructions.
Total Points:
10
10
10
10
100
Project 4 will be graded based on the following criteria:
CRITERIA
Structure
and
Organization
Use
of Graphics
Mechanics
Assessment
Overall
DESCRIPTION
The content is aligned with training
goal and objectives. The content is
well organized and flows in a
sequential and logical sequence.
The graphics support and enhance
the delivery of the message or theme
of the training. The digital photos/
screenshots were of very high
quality.
Selection of font colors, sizes, and
styles, background and foreground
colors, and images, work well
together to enhance the appearance
and readability of the content.
The final assessment is appropriate
for assessing the learner's
understanding of the training
materials. The assessment aligns
with the training goal and objectives.
The training manual is well
POINTS
INSTRUCTOR
FEEDBACK
20
15
15
10
15
13
Lesson
Spelling and
Grammar
Adheres to
Assignment
Instructions
Project
Submission
developed and implemented. The
lesson components, multimedia, and
final assessment combined result in
a very good final product.
There are no spelling or grammatical
errors.
The training manual addresses all
required elements and adheres to
assignment instructions.
The project was submitted on time,
was correctly uploaded to the server,
and the correct hyperlink was
submitted to the instructor.
Total Points:
10
10
5
100
MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY & EVALUATION
Rationale for Selecting Requirements
1.
2.
3.
4.
Candidate performance on course assignments
Weekly blog discussion
Mentoring, advising, and individual progress report
Evaluation weights and course grading system
Evaluation Weights and Summary
Students will be provided with a final letter grade based on above criteria. The instructor reserves
the right to penalize any additional facets of unprofessional and irresponsible work dispositions
or conduct, if the need arises.
Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on).
Letter grades of “A” through “F” (course final grade) will be awarded based on the UTB Grading
System Policies and Procedures.
14
UTB GRADING SYSTEM POLICIES & PROCEDURES
Grade Explanation Table
Grade
A+
A
A-
Grade Explanation
98-100
93-97.9
90-92.9
Grade Points
4.00
4.00
3.67
B+
B
B-
87-89.9
83-86.9
80-82.9
3.33
3.00
2.67
C+
C
C-
77-79.9
73-76.9
70-72.9
2.33
2.00
1.67
D+
D
D-
67-69.9
63-66.9
60-62.9
1.33
1.00
0.67
F
Failure
0.00
Au
I
IM
P
CR
NR
Audit
Incomplete
Incomplete military
Pass
Advanced
Placement and
CLEP credit only
No Grade Reported
S
Satisfactory
U
Unsatisfactory
W
WC
Withdrawal
Withdrawal due to
casualty
Withdrawal, military
Withdrawal,
excluded from
Academic Progress
WM
WS
Impact on GPA
Not used in computing GPA
Not used in computing GPA
Not used in computing GPA
Not used in computing GPA
Not used in computing GPA
Not used in computing GPA (Office
of the Registrar use only)
Not used in computing GPA (Noncourse based remediation only)
Not used in computing GPA (Noncourse based remediation only)
Not used in computing GPA
Not used in computing GPA
Not used in computing GPA
Not used in computing GPA (Office
of the Registrar use only)
15
Grades are awarded in courses in which students are officially enrolled after the official
record date. The deadline to withdraw is specified in the Academic Calendar for each
semester or term. After the deadline to drop with a grade of a W has passed, students may not
be awarded a W as a final grade.
Incomplete Grade Request
A student, who is unable to complete the course requirements due to a sudden, serious
interruption not caused by the student’s own negligence, may request consideration for an
Incomplete (I) grade. In order to qualify for consideration for an Incomplete Grade request,
the student must have been successfully completing the course and all
requirements/assignments, up to the point when the unexpected event that prevents the
student from completing the course, occurs. According to the UTB Registrar’s Office (2011):
“Incomplete grades are not issued for student or faculty convenience. They may be
issued only in the case of compelling, non-academic circumstances beyond the
student's control” (Incomplete Grades, para. 3). Please review the complete UTB
Incomplete Grade Policy at: http://www.utb.edu/em/registrar/Pages/registrargrades.aspx
Grade Point Average (GPA) Calculation
Grade points are computed by multiplying the points for each grade by the number of credit
hours; for example, 4 (A) x 3 (hours) = 12 grade points. A student’s grade point average
(GPA) is determined by dividing the total number of grade points earned by the number of
semester hours for which a grade other than X, NC, or CR is received.
Course Policies
Late Assignments. All projects and graded assignments are due by Midnight of the official
due date as posted in the course schedule. Unless you have made prior arrangements with the
instructor, late assignments will be subject to a 10% grade reduction per week for a maximum
penalty of 50% off for late submission. No projects or assignments will be accepted after the
final class day.
INSTITUTIONAL POLICIES
Faculty and students are responsible for understanding and adhering to all UTB Institutional
Policies. University policies are subject to change so it is important to read them at the beginning
of each semester as the policies may have changed since your last class. Please click on the
following link to review the updated UTB Institutional Policies:
http://www.utb.edu/vpaa/Documents/University_Policies.pdf
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