Summer 2020 - EDUC 891 G001
Learning Design in Technology-Mediated Environments (4)
Class Number: 1148
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 through reading and discussing foundational literature, evaluating case studies, designing instructional materials, and developing appropriate evaluation plans.
The goal of this course is to provide students with an orientation to the field of instructional design (ID) through explorations of learning theories, technologies, and issues associated with technology-mediated environments. At the end of this course, students will be able to:
- Explain the historical development of ID in relation to theories of learning, technologies, and pedagogical approaches.
- Compare and examine different ID models and choose the most relevant approach to meet the needs for a given context.
- Design and develop instructional materials using ID principles.
- Evaluate instructional materials and environments and argue how to improve them using instructional and learning theories and frameworks.
- Demonstrate one’s understanding of social and ethical issues that surround ID and articulate ways to address them.
Due to the decision made in response to the outbreak of COVID-19, this course will be hosted entirely online this year, which means, in addition to the Canvas system that is usually used for asynchronous conversations, we are going to meet online synchronously each week instead of meeting in a classroom. We are going to use Blackboard (Bb) Collaborate Ultra for the synchronous class sessions. In order to make sure you can participate in the class without technical problems, you need the following environment:
- Computer with a supported web browser : For the best results, make sure you have the most updated version.
- Stable Internet connection : If available to you, connect your computer to the router using Ethernet cable instead of Wi-Fi.
- Webcam that can share your face with the class.
- Headset (earphones and microphone) to avoid unnecessary noise and other audio problems in the online classroom.
For more details of the system requirement, visit https://help.blackboard.com/Collaborate/Ultra/Participant
- Online (synchronous and asynchronous) participation 20%
- Design journal (reflecting & commenting on readings, documentation of design process) 15%
- Instructional design case study 25%
- Instructional design project 40%
Miriam Larson & Barbara B. Lockee (2014). Streamlined ID: A Practical Guide to Instructional Design. Routledge. ISB: 978–0–415–50518–5 [Complete text available electronically through the SFU Library]
Reiser, R.A., & Dempsey, J.V. (Eds.). (2018). Trends and issues in instructional design and technology (fourth ed.). Upper Saddle River, NJ: Pearson Prentice Hall. [Will be distributed by the instructor through Canvas]
All other required readings will be distributed by the instructor through Canvas.
Sample of other required readings:
Cronjé, J. (2006). Paradigms regained: Toward integrating objectivism and constructivism in instructional design and the learning sciences . Educational technology research and development , 54 (4), 387-416.
Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994). A conceptual framework for comparing instructional design models . Educational technology research and development , 42 (4), 55-72.
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective . Performance improvement quarterly , 6 (4), 50-72.
Hardré, P. L., & Miller, R. B. (2006). Toward a current, comprehensive, integrative, and flexible model of motivation for instructional design . Performance Improvement Quarterly , 19 (3), 27-54.
Jonassen, D. H., Myers, J. M., & McKillop, A. M. (1996). From constructivism to constructionism: Learning with hypermedia/multimedia rather than from it . In Wilson, B. G. (Eds) Constructivist learning environments: Case studies in instructional design . (pp. 93-106). Educational Technology.
Lowyck, J. (2014). Bridging learning theories and technology-enhanced
environments: A critical appraisal of its history . In J. M. Spector, M. D. Merrill, J. Elen & M.J. Bishop (Eds) Handbook of Research on Educational Communications and Technology, 4th ed. (pp. 3-19). Springer
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.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
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
TEACHING AT SFU IN SUMMER 2020Please note that all teaching at SFU in summer term 2020 will be conducted through remote methods. Enrollment in this course acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.
Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (firstname.lastname@example.org or 778-782-3112) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion.