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EDTC 3320 Instructional Design for the Corporate Trainer
Preliminary Course Syllabus
Program Coordinator: Rene Corbeil
STUDENT LEARNING OUTCOMES
EVALUATION/ASSESSMENT
HELP DESK
Office:
EDBC 1.318
Phone:
(956) 882-7540
Email:
[email protected]
Office Hours:
M, W, Th,
10:00 AM – 3:00 PM
Contact Methods:
You may contact me using any of the information shown above. Please feel free to reach me if
you have any questions regarding content, if you need clarification, or would like assistance.
COURSE DESCRIPTION [TOP]
EDTC 3320 Instructional Design for the Corporate Trainer. This 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 [TOP]
After completing this course, students will be able to:
1. Demonstrate an understanding of the ADDIE instructional design process.
2. Explain how learning theories impact instructional design.
3. Identify an instructional problem/opportunity within a work/learning environment.
4. Design a plan to respond to the instructional problem/opportunity.
5. Develop a training solution to target the instructional problem/opportunity.
6. Implement the training solution.
7. Evaluate the training solution using formative evaluation strategies.
8. Revise training materials based on formative evaluation.
TEXTBOOK(S) & OTHER RESOURCES [TOP]
Brown, A. & Green, D.G. (2006). The Essentials of Instructional Design: Connecting Fundamental Principles with Process
and Practice.
ISBN: 0-13-118220-X
You will be using a courseware authoring program called SoftChalk in many of your projects for this course and other
EDTC courses. You may purchase this program directly from the web site for $99 (Special Student Price) or through the
UTB/TSC Bookstore at a reduced price.
In this course, you will be developing a variety of products that will be shared with fellow classmates and the instructor
through the Web. UTB/TSC provides free Web publishing space on the Orange server for all students in the Master's in
Educational Technology Online program, for the purpose of storing and publishing your student projects and portfolios.
This is a place to store your Web projects, portfolios, curriculum vitas/resumes, etc. for the duration of your enrollment in a
UTB program. You can click on the following link and proceed with your account request:
http://myutbtsc.blackboard.com/webapps/portal/frameset.jsp?tab_id=_182_1
Please note that to fully process your request can take time. You should submit your request on the first day of the class.
EVALUATION/ASSESSMENT [TOP]
CLASS PARTICIPATION/DISCUSSION QUESTIONS (DQs): Class participation is very important in an online course.
After reading the assigned texts, you will answer and submit your viewpoint to issue questions posted on the Discussion
Board. The questions are intended to get you to synthesize, evaluate, and extend your knowledge and understanding of
the materials you have read. Class Participation counts for account for 15% of your overall grade. To receive full credit for
class participation 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. Total points: 15.
PROJECTS: Students will complete four projects which will demonstrate their understanding of the instructions design
process as it pertains to the development of instructional/training materials in a corporate setting. Please refer to the
Projects page for Additional information.
Project 1: ADDIE Model Presentation. Prepare a 10-15-slide PowerPoint® presentation describing the ADDIE instructional
design process. Do an Internet search to locate at least three electronic sources on the ADDIE process. Illustrate your
presentation as appropriate. Include your list of references on the final page. Total points: 10.
Project 2: Learning Theories Presentation. Prepare a 10-15-slide PowerPoint presentation describing how two selected
learning theories impact an adult education/training program. Use at least three references including, but not limited to,
the text book, journal articles, and electronic sources (see evaluation rubric). Include the following in your PowerPoint®
presentation: Total points: 15.
1.
2.
3.
4.
5.
Describe the selected learning theorists (one cognitive and one behavioral).
Describe the selected learning theories (one cognitive and one behavioral).
Analyze how the selected learning theories impact teaching/training.
Evaluate the applicability of each theory for the selected adult education environment.
Provide a list of references in APA format.
Project 3: Instructional Design Plan. 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. Total points: 15.
Project 4: Training Manual. Based on the Instructional Design Plan you created in Project 3, you will develop a short
training manual that teaches individuals how to perform a specific process or procedure. Your training manual should
have an introduction, step-by-step instructions accompanied by pictures and/or screenshots of the major steps, a
summary, and a final assessment. The assessment may be a written exam to test learner’s understanding of the training
materials or a project rubric that assesses how well they were able to carry out your instructions. Your final product will be
a 6-12 page training manual. You will submit your final draft in MS Word or PDF format. Total points: 20.
QUIZZES: The quizzes address the main topics addressed in the textbook chapters. After reading an assigned chapter,
go to Quizzes and Tests and take the online quiz. Total points: 10.
FINAL EXAM: The final examination will be a 1200-word paper. Instructions and exam date will be announced toward the
end of the semester. Total points: 15.
GRADING POLICY [TOP]
All graded assignments are due on, or prior to, the due date as stated in the Course Schedule. If you submit a draft prior
to the due date, I will provide feedback in time for you to make modifications before you post the final draft onto the ePortfolio for grading. Projects submitted on or after the due date will be graded and feedback provided, but revised
projects will not be regraded. All assignments are expected to be professionally presented, in APA format where
appropriate, with no mechanical or spelling errors. Grades for this course will be derived as follows:








Discussion Questions (DQs)--10%
Class Participation--5%
Project 1--10%
Project 2--15%
Project 3--15%
Project 4--20%
Quizzes--10%
Final Exam--15%
Point Distribution





A=90%~100%
B=80%~89%
C=70%~79%
D=60%~69%
F=Below 60%
ABSENCES AND MAKE-UP WORK [TOP]
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 for late submission. I urge students to submit their projects early for free feedback and to avoid last
minute technical problems that may result in a late submission. If you begin to fall behind in the course, please contact the
instructor to discuss your options.
UNIVERSITY POLICIES [TOP]
Satisfactory Academic Progress (sap)
UTB/TSC monitors academic progress every fall and spring semester to identify those students who are experiencing
difficulty with their courses. Satisfactory Academic Progress (SAP) is based upon two components: GPA of 2.0 or
higher and successful course completion of at least 70% of course work attempted. Students remain in good
standing with the university and Financial Aid when both criteria are met. Students who do not maintain these required
minimum standards will be placed on probation or suspension as appropriate. The complete Satisfactory Academic
Progress policy and the Undergraduate Satisfactory Academic Progress for Financial Aid policy can be found in the
current Undergraduate Catalog. For more information, please visit http://blue.utb.edu/vpaa/sap/.
Academic Integrity
Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are
subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University.
Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work or
materials that are attributable in whole or in part to another person, taking an examination for another person, any act
designed to give unfair advantage to a student, or the attempt to commit such acts. Since scholastic dishonesty harms
the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced.
(Board of Regents Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers to pressure you to
cheat. Your grade, academic standing and personal reputation are at stake.
Academic Responsibilities
Students are expected to be diligent in their studies and attend class regularly and on time. Students are responsible for
all class work and assignments. On recommendation of the instructor concerned and with the approval of the Dean,
students may, at any time, be dropped from courses. This may result in a “W” or “F” on the student’s permanent record.
Emergency Academic Continuity plan
In compliance with the Emergency UTB/TSC Academic Continuity Program, academic courses, partially or entirely, will be
made available on the MyUTBTSC Blackboard course management system. This allows faculty members and students
to continue their teaching and learning via MyUTBTSC Blackboard http://myutbtsc.blackboard.com, in case the
university shuts down as a result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying faculty members and students of their
responsibilities as a hurricane approaches our region. If the university is forced to shut down, faculty will notify their
course(s). To receive credit for a course, it is the student’s responsibility to complete all the requirements for that course.
Failure to access course materials once reasonably possible can result in a reduction of your overall grade in the class.
To facilitate the completion of class, most or all of the communication between students and the institution, the instructor,
and fellow classmates will take place using the features in your MyUTBTSC Blackboard and UTB email system.
Therefore, all students must use Scorpion Online to provide a current email address. Students may update their email
address by following the link titled “Validate your e-Mail Account” in MyUTBTSC Blackboard Portal. In the event of a
disaster, that disrupts normal operations, all students and faculty must make every effort to access an internet-enabled
computer as often as possible to continue the learning process.
Americans with Disabilities Act (ADA)
Students with disabilities, including learning disabilities, who wish to request accommodations in this class should notify
the Disability Services Office early in the semester so that the appropriate arrangements may be made. In accordance
with federal law, a student requesting accommodations must provide documentation of his/her disability to the Disability
Services counselor. For more information, visit Disability Services in the Lightner Center, call 956-882-7374 or e-mail
[email protected].
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