Summer 2019 - EDUC 891 G002
Learning Design in Technology-Mediated Environments (4)
Class Number: 6039
Delivery Method: In Person
Engages students in a critical analysis of learning design theory, including the underlying assumptions these embrace about knowledge, learning, the learner, learning technologies and the nature of instruction. Students will examine the appropriateness of media and learning technologies to support teaching and learning, and create a learning design according to a principled approach.
This course deals with a systematic and grounded approach to the design, development, and evaluation of instruction and learning environments. Students will learn about the theoretical and practical aspects of designing technology-enhanced learning environments by reading and discussing foundational literature, evaluating case studies, designing instructional materials, and developing appropriate evaluation plans.
COURSE-LEVEL EDUCATIONAL GOALS:
This course is designed to provide students with an orientation to the field of instructional design (ID) including technology-mediated environments and experiences that support instructional goals in diverse teaching and learning contexts. At the completion of this course, you will be able to:
- Explain the historical development of ID
- Develop and evaluate instructional materials using ID principles and processes
- Compare and classify different ID models and choose the most relevant one to analyze an assigned educational context and a case study of your choice
- Draw implications from ID work in this course for the work you do (or will do) as a professional
- Instructional design case studies 50%
- Seminar leadership and professionalism 30%
- Instructional design Pecha Kucha 20%
Attendance at all classes is essential and mindful engagement in discussions and activities is expected. The success of this class is dependent upon the preparation and participation of everyone in our learning community. The weekly learning labs will develop throughout the semester in response to class members’ interests and experiences.
Miriam Larson & Barbara B. Lockee (2014). Streamlined ID: A Practical Guide to Instructional Design. Routledge
A detailed syllabus with specific readings and media will be made available at the first class. All required texts will be listed on Canvas and accessible through the SFU library system or other open‐sources.
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS