Simon Fraser University
Engaging the World

Course Outlines

Summer 2021 - EDUC 891 G001

Learning Design in Technology-Mediated Environments (4)

Class Number: 1129

Delivery Method: Remote

Overview

  • Course Times + Location:

    May 12 – Aug 9, 2021: Tue, 4:30–8:20 p.m.
    Burnaby

Description

CALENDAR DESCRIPTION:

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.

COURSE DETAILS:

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.

COURSE-LEVEL EDUCATIONAL GOALS:

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:

  • Describe 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.
  • Explain the importance and rationale of each of the following methods and procedures in the instructional design process and be able to apply these to actual case studies.
    • Front-end analysis (needs assessment, goal assessment, performance assessment)
    • Learner and context analysis
    • Task Analysis
    • Determining instructional and performance outcomes
    • Evaluation of learning and performance (formative, summative and confirmative)
    • Selecting and using instructional strategies and instructional technologies
    • Planning and implementing revisions of the instructional design
  • Identify key issues, questions, and concerns in a design case and propose a solution based on the ID principles and theories of learning.
  • Effectively communicate an instructional solution and the rationale behind it based on evidence.

Grading

  • Mid-term Self-assessment 5%
  • Online Discussion Participation 20%
  • 2 Case Briefs 35%
  • Design Case Development 40%

NOTES:

Participation in the synchronous sessions is optional.

Materials

MATERIALS + SUPPLIES:

All materials you need in this course will be provided by the instructor or made available via the SFU library.

REQUIRED READING:

Larson, M. & Lockee, B. B. (2014). Streamlined ID: A Practical Guide to Instructional Design. Routledge. [Complete text available electronically through the SFU Library]

All other required readings will be distributed by the instructor through Canvas.


ISBN: 978–0–415–50518–5

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.

Registrar Notes:

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 2021

Teaching at SFU in summer 2021 will be conducted primarily through remote methods, but we will continue to have in-person experiential activities for a selection of courses.  Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment 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. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

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 (caladmin@sfu.ca or 778-782-3112).