Summer 2023 - EDUC 891 G001
Learning Design in Technology-Mediated Environments (4)
Class Number: 1253
Delivery Method: In Person
Course Times + Location:
Th 4:30 PM – 8:20 PM
SRYC 3280, Surrey
1 778 782-3476
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.
- Case-based learning
- Models of the instructional design process, including: ADDIE, SAM, ASSURE, Agile and Backward design
- Common instructinal frameworks that inform instructional design: e.g Bloom's taxonomy, Gagne's nine events, Community of Practice, etc.
- Learning theory (review)
- Needs analysis
- Models of online and blended learning
- Project implementation and management
- Models of program evaluation and assessment
Students learn about the process of instructional design and then apply this learning to the analysis of cases of instructional design. Time in class will be spent discussing readings and working in small groups to analyze example cases. These case analyses will be written up as “briefs” and later discussed as a whole class. Guest speakers, most of whom are former ETLD students, will present about their experience engaging in instructional design. They will offer design problems for the students to discuss in small groups and then unpack as a whole class with the speaker’s feedback. For their final independent project, students will review an existing instructional design and propose a revision for it based upon their learning in the course. Students will provide feedback on one another’s final projects through peer review.
COURSE-LEVEL EDUCATIONAL GOALS:
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 of 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.
- Reading responses and class preparation 10%
- Group work: Summary of one model of instructional design and three case briefs 50%
- Final project: Review and make recommendations for revising an instructional design 30%
- Peer review of a classmate’s final project 10%
MATERIALS + SUPPLIES:
Students should have access to a desktop, laptop or tablet computer and a fast enough internet connection to download and upload course files, assignments and assessments on Canvas.
Larson, M. B., & Lockee, B. B. (2020). Streamlined ID: A Practical Guide to Instructional Design (2nd edition). Routledge.
Additional papers and handouts will be made available in Canvas.
Ertmer, P. A., Quinn, J. A., & Glazewski, K. D. (Eds.). (2019). The ID CaseBook: Case Studies in Instructional Design (5th edition). Routledge.
Three cases from this book will be used in class for the case briefs.
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 website 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