The instructional design project will be evaluated based on a project report that documents all of the phases carried out in the design of your entire course. Course Planning and Design. Please be open-minded, flexible, reflective, and willing to talk and actively listen, or come with a willingness to develop these traits over the semester if you’ve never worked in an active learning environment in higher education. The Yard is a social learning network that is linked from within Canvas. Students will acquire hands-on practice with a variety of computer-based tools while exploring instructional methods and principles of design. You'll use it to blog, maintain your profile, and share photos from groupwork. CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 11/09/2020. There are no excuses for failure to uphold academic integrity. Everyone needs to be a lifelong learner in the 21st century. Make sure to send your messages to both of us in order to ensure the fastest response time. Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). To help us know what skills, talents, and experiences yo have, please complete this form. There are two websites we'll use to interact with the course materials and each other: Canvas and The Yard. . The same information is available by clicking on the buttons on the course homepage. Make-up classes will not be scheduled, except for the rare emergency. In R. M. Gagné, L.J. Assessments: Describe assessment approach and rationale. Educational Researcher, 25(4), 5-11. doi:10.3102/0013189X025004005, Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993). The following table provides a summary of key principles in UID and their implications for instruction (adapted from Black, Weinburg, & Brodwin, 2015). In order to get the most out of this class, it is expected that you complete your work on time. You can add any other comments, notes, or thoughts you have about the course This course is helpful for those professionals who work directly or indirectly to support and improve learning in their organizations, or those lifelong learners who want to better understand how to use technology to manage their own learning. We welcome and are counting on a mix of skills and talents: technical and non-technical; educators and non-educators, creative and logical. Please read this article from the Chronicle of Higher Education, “Becoming a Stylish Writer.” Make sure you understand and embrace the idea discussed in the article, “writing attractive prose will not make you appear less smart.” If you would like extra help with your writing, please use the Writing Center at the Extension School. This OER repository is a collection of free resources provided by Equella. In C.M. This list below is built automatically by Canvas and we are not able to control how the information is displayed and even if it is displayed at all. Instructional Design: Learning Experience (35%). course prerequisites to take this course. It is expected that your work in this class be written well and free of grammar and spelling mistakes. Educational Researcher, 13(6), 4-16. doi:10.2307/1175554. Karpicke, J. D., & Grimaldi, P. J. unexpected "bumps" and how you dealt with them. The assignment must be resubmitted no more than seven days after the scored. working to plan short online courses, webinars, or applets about engaging topics. The architecture of instructional theory. Learning to Teach Online (Coursera) If you are an educator or want to start a career in this field then … To add some comments, click the "Edit" link at the top. We meet face-to-face for ten Saturdays throughout the sixteen week semester. An instructional designer applies this systematic methodology (rooted in instructional theories and models) to design and develop content, experiences, and other solutions to support the acquisition of new knowledge or skills. Make sure that you are able to attend all ten classes before you register. Situated learning and education. You'll use it to blog, maintain your profile, and share photos from groupwork. Narrative that describes the design process, including: how you incorporated (or failed to) your design model into the actual product. Evaluation report: 2-3 page report detailing: Brief evaluation of the overall evaluation and how the project experience could be improved in the future. This course is part of the Instructional Design and Technology MicroMaster’s program from UMGC. At the conclusion of this course, you should be able to: You will read ONE of the following (as determined on the first day of class): And ALL of the following (which I'll make available in course reserve, using the code RIC564): As a way of giving back the community, I request that you engage in 7 hours of service on another instructional design project. create, deliver, and write about an effective instructional design. In other words, bring your, , Expanded 2nd Edition, by Grant Wiggins and Jay McTighe. Professionally, instructional designers work with diverse teams to develop engaging learning experiences, and so we will be working together in this class to learn from each other, try out new ideas, and produce learning experiences. For example, if you earned a 100% on a resubmitted assignment in which you originally received an 80%, your new score would be 90%. The power to communicate your ideas well lies in the ability to write well, and good instructional designers know how to write for a variety of formats. C. OURSE . The syllabus provides an opportunity for you to share your enthusiasm for the subject and discipline, and to offer answers to … The elaboration theory: Guidance for scope and sequence decisions. Instructional Design combines technology skills with application of learning theory to maximize the effectiveness of education. You may revise an assignment and resubmit it for re-scoring as many times as you want, given the following restrictions: You may only resubmit an assignment that was submitted on time. There are no traditional course prerequisites to take this course. Our activities most often involve working in small groups, both talking and actively listening to others. During the Instructional Design course I had the opportunity to learn about a traditional and graphic syllabi. Office hours: by appointment, Denise Snyder, denise.snyder@post.harvard.edu, 518.928.7565, @denisesnyder. During the course of the semester, students will complete the following . Please visit the. Students will acquire hands-on practice with a variety of computer-based tools while exploring instructional methods and principles of design. Wadsworth/Thomson Learning, Belmont: CA. Theoretical implications of the spacing effect. Information about course and syllabus design, and a list of recommended readings. You may not count as service something that you are already working on. Administrative details: 1. The syllabus is a great tool for communicating course content, information, and structure to students and for supporting their success in your courses. In other words, bring your growth mindset! Shiffrin, R. M., & Nosofsky, R. M. (1994). While we will provide some articles for you via our course website, you will also need to purchase the following books for the course: Understanding by Design, Expanded 2nd Edition, by Grant Wiggins and Jay McTighe, Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, by Ron Ritchart, Mark Church, and Karin Morrison, How People Learn: Brain, Mind, Experience, and School, by National Research Council (Note: You may buy the paperbook or download a free PDF to read in digital format). Bring lunch/snack. This would be the highest grade you could score on that assignment. Good instructional design makes for better learning. Please read this article from the Chronicle of Higher Education, “, .” Make sure you understand and embrace the idea discussed in the article, “writing attractive prose will. CIEP470-001 Principles of Instructional Design Course Syllabus – V1.0 Page 3 of 8 . (Late work will be accepted, but I will subtract 10% for every 3 days it is late); The assignment must be resubmitted no more than seven days after the scored assignment is returned to you. Syllabus. We welcome and are counting on a mix of skills and talents: technical and non-technical; educators and non-educators, creative and logical. If we suggest that you use this resource, please do. Students taking this class will understand that: We’ll be doing many activities during class, creating easy opportunities for participation—this is an active learning class with very little lecture. We expect every student to be an active participant and attend all ten classes. This is to encourage you to do your best you can on your original submission, but to also give you the opportunity to improve your score, should you wish to do so. If you want to do some reading this summer to be inspired about learning and thinking about how to help people learn in the 21st century, as well as get a sense of the “tone” of the class, we highly recommend that you read A Whole New Mind by Daniel Pink. John Dewey wrote, “We do not learn from experience, we learn from reflecting on experience.” You will maintain a weekly blog in the class, reflecting upon the readings, activities, and the connections you are making with your previous knowledge. The Disability Services Office offers a variety of accommodations and services to students with documented disabilities. Canvas is Harvard's LMS (learning management system) and you'll go there to find the readings, calendar, assignments, and your grades. Educational Researcher, 19(6), 2-10. Please visit the Disability Services Office website for more information. Using this hybrid model allows you the weekends “off” around Columbus Day and Thanksgiving, as well as some “quieter” time to read, write, and think. Principles of Universal Design, Universal Instructional Design and Universal Design for Learning each offer educators a range of considerations that can be applied to course design and instruction. Hintzman, D. L. (1974). Course name, number and designator (e.g., ENG 100F – Effective Writing) 2. Details. Briggs, & W.W. Wager, Principles of Instructional Design, pp. To add some comments, click the "Edit" link at the top. 185-204. structure, course policies or anything else. The syllabus could be: Situational: organized around different situations_and the oral skills needed in those situations by Daniel Pink. The syllabus page shows a table-oriented view of the course schedule, and the basics of You can add any other comments, notes, or thoughts you have about the course Core Curriculum. This four-course online sequence is equivalent to two courses worth of work from UMGC's Learning Design and Technology program for a total cost of $796. part of Jhpiego’s work in faculty development and strengthening pre-service education, basic instructional design skills are needed for faculty and teachers. The emphasis is on practical experience rather than theory. Make this professional. This may be in service to the advanced course students, or in service of another course in the program or on campus. See the MicroMasters program page for more information. This instructional design course will teach you the basics of instructional design and the phases of the design process, including conducting a needs assessment, designing and delivering training, and evaluating instruction. Saturdays 10 am–1:15 pm with a 15 minute break. Reigeluth (Ed.). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Taking different perspectives on a story. Each of the course activities is designed to help you build particular skills and gain knowledge while working together in an active learning community. Let’s look at each one a bit more closely with the online learning environment in mind. Your name and contact information (e.g., office location and office hours, instructor or course web site address, email address) [Note: instructors are not required to provide their … The gap between theory and practice is an issue in many fields. However, for those of you that do decide to join us, welcome! This class uses a hybrid model. I will make opportunities to serve known throughout the semester. Professionally, instructional designers work with diverse teams to develop engaging learning experiences, and so we will be working together in this class to learn from each other, try out new ideas, and produce learning experiences. There are four projects that you will complete this semester: You are responsible for understanding Harvard Extension School policies on academic integrity and how to use sources responsibly. However, because life emergencies can arise, notify Stacie and Denise as soon as possible if you are unable to complete your work on time and we can work with you to figure out a plan. Note: Graduate Students are also required to submit an Annotated Bibliography which reflects independent research outside of our course readings for this assignment. Retrieval-Based learning: A perspective for enhancing meaningful learning. not be the class for you. When contacting us, please use message feature found in Canvas; click on your Inbox and then choose New Message. Time: Saturdays 10 am–1:15 pm with a 15 minute break. coursework: Instructional Product - Throughout the course students will work on an instructional … 145-164. Online. Wadsworth/Thomson Learning, Belmont: CA. Merrill, M. D. (2009). Provide template for the different types of assessments to be used throughout the design. Posting Your Syllabus and Vita. We’ll be doing many activities during class, creating easy opportunities for participation—this is an active learning class with very little lecture. Course Description: This course will consider processes for designing instruction for effective and efficient delivery. We designed this class to address four important, enduring understandings. Be on time; late arrivals disrupt the learning experience for everyone. In this course, you will identify a relevant gap in knowledge, skill, and/or performance, and plan and design a solution framework to effectively address the identified gap. The course provides necessary knowledge, skills in identify instructional goals, conduct instructional analysis, design, development, implementation and evaluation phases of instructional design. Journal of Educational Psychology, 69(4), 309-315. Seven plus or minus two: A commentary on capacity limitations American Psychological Association. Situated learning and the culture of learning. Identify the Evaluand (what is the thing to be evaluated? We meet face-to-face for ten Saturdays throughout the sixteen week semester. To support your learning about academic citation rules, please visit the Harvard Extension School Tips to Avoid Plagiarism , where you'll find links to the Harvard Guide to Using Sources and two, free, online 15-minute tutorials to test your knowledge of academic citation policy. This course is helpful for those professionals who work directly or indirectly to support and improve learning in their organizations, or those lifelong learners who want to better understand how to use technology to manage their own learning. The purpose of the one-week resubmission time limit is to prevent an unpleasant end-of-semester situation for both of us where you are hurrying to revise and resubmit your assignments and I am being inundated with numerous resubmissions to score. Project Options. For a much more detailed look at the instructional design process, check out [Instructional Design Frameworks]. Psychological Review, 100(3), 363. doi:10.1037/0033-295X.100.3.363. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. doi:10.1207/s15326985ep4102_1. If you really don’t want to ask questions, work in small groups, draw with magic markers, or get involved during class, this. In C. M. Reigeluth & A. Carr-Chellman. Dates: We will meet face to face on 10 Saturdays during the semester: Note: During the Saturdays we do not meet face to face, there is still work due (with the exception of the Thanksgiving holiday weekend). SYLLABUS Course Description: This course provides practical experience and feedback in key instructional design skills. Our activities most often involve working in small groups, both talking and actively listening to others. If you find this confusing, just ignore it. This class uses a hybrid model. Course Syllabus Design; Course Syllabus Template; Plan, Design, and Develop Your Course Learning Outcomes. Metacognition is an ongoing practice that makes you a better learner and instructional designer. You'll work with your tweets to create two concept maps that represent and organize your mindcasting. Briggs, & W.W. Wager, Principles of Instructional Design, pp. Don’t ask us to Skype you in so that you can attend remotely, or record the class so that you can watch it at a later date; we’ve tried this before, many times, and without the right equipment built into the room, it is disruptive to the learning experience of the class. Instructional design is a creative process that uses learning theories and frameworks, project-planning, content expertise, communication, writing, and technology to architect experiences for today’s learners. Maintenance of foreign language vocabulary and the spacing effect. Online Education Resources: Instructional Design - Illinois Online Network Articles of relevance to online learning and instructional design. Visual Representation, You As a Learner (5%). Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). With Simple Syllabus, Instructional Designers can define learning objectives, required materials, and other critical elements that will be incorporated across all sections or instances of a class regardless of delivery methods such as face-to-face, online, or blended. Each of the course activities is designed to help you build particular skills and gain knowledge while, working together in an active learning community. The syllabus page shows a table-oriented view of the course schedule, and the basics of The Extension School is committed to providing an accessible academic community. You will deliver a log of your service activity at the end of the semester. If thoughts of tweeting, blogging, and using some of the other electronic tools during the semester makes you nervous, we can support you with the development of your technical skills either before or after class. I will score your resubmission out of 100% and then average your new score with your original score. The gap between theory and practice is an issue in many fields. We will meet face to face on 10 Saturdays during the semester: Stacie Cassat Green, stacie@64crayons.com, 978.897.6402, @staciecgreen. doi:10.1037/0033-295X.101.2.357. Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. R. EQUIREMENTS. course grading. Advance your skill-set and develop practical and theoretical knowledge as an educator while you gain the skills to design and analyze course curriculum in your field of expertise. (1996). By using this project-based approach, we’ll work to close that gap by learning about instructional design theories and frameworks. Instructional design is a creative process that uses learning theories and frameworks, project-planning, content expertise, communication, writing, and technology to architect experiences for today’s learners. 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