EDTC+602

=__**EDTC 602: Instructional Design**__= (5/9 - 7/3/11) Regis University Course Guide ====**Course Description:** Studies the process of solving instructional problems by analyzing and applying instructional design models and principles to meet educational and training goals in K12 education and higher education. ====

**Enduring Understandings:**
Designing sound standards-based instruction or faculty development is a process that starts well in advance of putting together a lesson plan or a faculty development session. • The design must begin with the final teaching goal in mind and progress must be monitored and communicated along the way. • Colleagues and peers are an excellent source of feedback and advice when working to improve one’s own practice.

**Background/Rationale:**
So often as educators, we quickly become narrowly focused on our school or even our classroom. We design our lessons, our assessments and our remediation efforts based on that narrow vision. Today’s learners are less isolated than those from even a decade previous to this one. They often have almost instant access to information and to each other. This necessitates us broadening our awareness of the forces outside the school that impact how we do our job as educators and how we approach our own continuing development as educators. This topic will provide a means for you to begin to broaden your perspective.

**Learner Outcomes:**
The student will know and/or be able to: • Explain a personal vision related to the future of education and connect that vision to prior learning. (introductory discussion) • Review the component parts of the final project. (discussion)

**Assignment:** Prior to Coming to First Class:
First Night Assignment: First night assignments must be completed prior to the first class for classroom-based courses or by end of the first week for GIS courses. - In Morrison, Ross, and Kemp, read Chapter 1

**Readings:**
-- In Morrison, Ross, and Kemp, read chapters 1 and 13 - Definitions of Instructional Design: -- Learning Theory Websites -- Websites On Different Design Models
 * Def'n Instructions Design
 * Instructional Design Def'n
 * What is Instructional Design
 * Learning Theories and Models Index
 * Learning Theory Site
 * Instructional Design Models

1. **ADDIE**

 * 1) Analysis Phase
 * 2) Design Phase
 * 3) Development Phase
 * 4) Implementation Phase
 * 5) Evaluation Phase

**Assignments:**
-- In addition, visit the following websites to get a different perspective on instructional design: --Definitions of instructional design, [|http://www.umich.edu/~ed626/define.html] [] --A brief history of instructional design [] or A Hypertext Perspective, [] -- In Ertmer and Quinn, read the Introduction -- In addition to the Morrison, Ross, and Kemp model, research the following Instructional Design Models: ADDIE Model, the Dick and Carey Model, the Smith and Ragan Model, and backward design models. --The final project of this course is to design / develop instruction. Eight weeks goes by fast. Be aware that some weeks have more work than others, be sure to plan accordingly. (You must send your instructor a brief explanation of the instructional problem you want to address by the end of week one.)

**Background/Rationale:**
In order to determine where the gaps in learning are occurring, you must first understand the larger context in which the learning takes place. Where are you learners located? How does the physical or political environment (ecosystem or force field) help or hinder the knowledge acquisition or teaching process? What are you being asked to consider in the development of your lessons or training? Are your learners receptive to your message? There are a number of "larger view" questions you must ask yourself before you can get down to the specifics of what you will be teaching and how you will best convey the information. This topic will give you practice starting at the beginning, an often neglected place to begin building your lesson or training.

**Learner Outcomes:**
The student will know and/or be able to: • Isolate and evaluate available progress-monitoring data and other environmental factors that impact and guide the everyday operations of a given classroom or school. (Context Map and peer review, assignment deliverable) • Generate an action plan which is supported by the evidence collected from the environmental mapping. (assignment deliverable)

**Readings:** In Morrison, Ross, and Kemp, read chapters 2, 3, & 4

 * Needs Analysis**
 * @http://linguistics.byu.edu/resources/volunteers/TESOLBYU_NeedsAnalysis.htm
 * @http://www.nedc.nrcs.usda.gov/isd/isd1.html
 * http://www.nwlink.com/~donclark/hrd/sat2.html
 * Needs Assessment Examples**
 * Here is another example...it doesn't use the same template but I hope the ideas are understood from this site! @http://iit.bloomu.edu/id/NeedsAnalysis/NeedsAnalysis.htm (The "Determining Needs and Solutions" section has some practice exercises that explain what they are looking for in needs analysis. I know these are not education)
 * Another Education Example @http://ilearn.20m.com/research/needs.htm Again I understand that this is not the template format that we went over in class...I apologize for the extra reading.
 * Videos On Instructional Design**
 * @http://www.youtube.com/watch?v=fdpHO1xycgo&feature=related
 * @http://www.teachertube.com/viewVideo.php?video_id=173109&title=Improving_Data_Collection_and_Analysis_Under_RtI

**Needs Analysis Practice**
Please download and work on one of the exercises. If the entire class picks the same 2 or 3 exercises this discussion will be more helpful. Needs Analysis Exercise.doc

**Needs Analysis Format for your project**
Needs Analysis Format.doc

**Questions to think about for writing your Needs Analysis**
What is the problem we are asked to solve? Will instruction solve the problem? What is the purpose of the planned instruction? Is an instructional intervention the best solution? p. 29 of Morrison, Ross, and Kemp What skills and information are necessary to address the identified needs? What knowledge does the expert have that is essential for the task? What related subject content should be taught? How can the subject content items be organized? How is a task analyzed to identify its components and then to sequence the actions required? To what other elements of the instructional design process is task analysis most closely related? p. 75 of Morrison, Ross, and Kemp [|http://www.pearsonhighered.com/product?ISBN=0131717057#DownloadableInstructorResources] ====**Assignments:** -- Read Chapter 3 in ID Casebook Ertmer & Quinn -- Come ready for a Socratic Seminar on Chapter 3. -- After identifying an instructional problem, begin conducting a needs analysis (assessment). Morrison, Ross, and Kemp offer two different formats to conduct a needs analysis. Use either of their formats or use another documented format found on --(Finish your needs analysis and your objectives and send them to your instructor for feedback by the end of week / topic three.)====

**Background/Rationale:**
Planning a comprehensive instructional unit or a comprehensive training unit requires clarity and a focus on the intended learning goals. Following a backward planning process and starting with the intended learning goals in mind will help you align your lessons and activities. Rigor and relevance are key concepts to keep in mind as you design activities to support the learning. Ensuring connections to why the learning is important and how it can be connected to real life context will deepen the learning experience for your students and/or participants.

**Learner Outcomes:**
The students will know and/or be able to: (The students select one focus.) • Outline a unit for instruction which will include a specific learning topic which is based on a combination of the following: State Content Standards, NETS, 21st Century Skills and Work Force Readiness Skills (activities and assignment – note: discussions scaffold process) • Outline a professional development plan which includes a series of training sessions with a specific learning outcome for the plan which will be based on a combination of the following: State Content Standards, NETS, 21st Century Skills and Work Force Readiness Skills (activities and assignment – note: discussions scaffold process)

**Assignments:**
􀂃 Read the following online resources: --Understanding Objectives Tutorial [] --Writing Instructional Objectives [|http://edtech.tennessee.edu/~bobannon/writing_objectives.html#audience] --The Taxonomy of Educational Objectives [|http://www.humboldt.edu/~tha1/bloomtax.html] --Key Words in Instructional Objectives [] -- In your local library or on the web, continue to research learning objectives, outcomes, standards, benchmarks. You should have a clear understanding of the relationship, similarities and differences between these terms. -- After completing your needs analysis and reading and researching about learning objectives, write your learning / performance objectives for your instructional product. Classify each objective according to Bloom's taxonomy.

**Background/Rationale:**
Monitoring the learning progress of students/participants is key to attaining identified learning goals. Knowing specific learning targets and the observable student behaviors for success will support instructors and learners during the unit/training. This assessment information will help the instructor make any necessary changes or add supports to continue moving the learning forward. This learning topic will help you distinguish between formative assessments (assessments **FOR** learning that provide guidance to you learners so they can modify or enhance their skill in order to achieve competency) and summative assessments (assessments **OF** learning that give a clear indication of the ultimate level of competency attained) in order to gather data regarding learning progress in the most efficient and meaningful manner. At this stage in the development of your project, you have considered the sequence of topics that will lead to the ultimate goal(s) you have selected. Now you will work on the Assessments FOR Learning portion of the Backward Design for this assignment. These assessments will provide the teacher or training facilitator with information about how to amend or differentiate successive sessions to increase retention or improve skill or knowledge acquisition as the learners progress.

**Learner Outcomes:**
The student will know and be able to: • Distinguish between the use of assessments **of (summative)** and **for (formative)** <span style="font-family: Times New Roman,Times New Roman;">learning for a specific purpose (activity 1 and 2) • Identify success criteria in terms of student/participant behaviors (activity 2 and assignment) • Align assessments **for** <span style="font-family: Times New Roman,Times New Roman;">learning with target goals for unit learning activities (activity 2 and assignment) • Develop a progress monitoring system for a unit or training series (activity 2 and assignment)

**Assignments:**
-- Pick 3 new case studies to read in Ertmer & Quinn -- Choose 1 case study to conduct your 2nd case analysis on and explain why you choose it over the other 2 cases you read this week. The format you should follow when writing your case analysis is located at the end of the syllabus. Send your case analysis to your instructor by the end of week / topic four. Your depth of analysis is expected to increase with each case analysis. -- Now that you have completed a needs-analysis and you have identified learning /performance objectives, begin designing your instructional materials / product. You should be done with the design phase by the end of week / topic five.

**Background/Rationale:**
<span style="font-family: Times New Roman,Times New Roman;">Decisions about the integration of technology require instructors to consider several things. They must decide how these tools can enhance their instructional practices as well as deepen students thinking and understanding around the intended learning. Purposeful integration of technology and the learning content changes the way students and teachers interact with one another.

**Learner Outcomes:**
<span style="font-family: Times New Roman,Times New Roman;">The student will know and be able to: • Recognize when and if technology enhances student learning. • Discern when to use technology to enhance student understanding versus using it as a tool to enable students to demonstrate their learning.

**Readings:**
In Morrison, Ross, and Kemp, read chapter 9 Read chapter 7 in the ID Case Book

**Background/Rationale:**
<span style="font-family: Times New Roman,Times New Roman;">Once your instructional design has progressed to the point of having identified topics, behaviors, assessments and pedagogy, you need to take a moment to consider how you will determine all this is achieving your target goals. How will you determine that knowledge gains are occurring in the time frame you established? How will you know your pedagogical approach is working? How will you know the information has been retained over time? How will you know which participants need extra assistance? How will you report this progress to the various interested parties, like parents, the learners themselves, the school leadership, perhaps even the school district? In every case, data gathering is the answer and technology has made this far simpler than when we used to track progress manually. This topic will provide practice designing data-gathering tools to collect proof of your learners’ progress, analyze trends and evaluate your own pedagogical practices.

**Learner Outcomes:**
<span style="font-family: Times New Roman,Times New Roman;">The student will know and/or be able to: • Interpret data from previously gathered assessments and discuss recommendations for further action. (class discussion, case study) • Develop a baseline that demonstrates current student/teacher levels of performance. (discussion and activity deliverable) •<span style="font-family: Times New Roman,Times New Roman;">Design a tool to collect data in order to clearly measure student/teacher progress over time. (assignment)

**Readings:** In Morrison, Ross, and Kemp, read chapter 14 and 15

 * Assignments:**
 * **Evaluation/Presentation Reflection (Due Week 8 with Materials Presentation)** Requirements: APA Format 2 pages, double spaced, Font = Times New Roman, Size 12
 * Reflection written on your presentation. Strengths and weaknesses along with ideas that you got from the group.
 * **Final Socratic Seminar on Chapter 9 Due June 28th** Requirements: This final Socratic Seminar will be run very similar to our second, EXCEPT, to get "points" (not Hershey Kisses) you must relate your thought or refer back to the book and the instructional design process. Last time, the class was very good at pointing out the problem that the administrator had in our Chapter 6 discussion, this time I would like for you to take it a step further and point out steps that you would take to correct the problem and use the book (especially chapters 14 & 15 as a reference). You will score points, the instructor will announce, if you do this. Those with the most points, not by popularity but by following our Socratic Seminar Rubric will earn the 40 points!
 * **Critical Analysis Due (Due Week 8)**Requirements: 2 to 4 pages, double spaced, Font = Times New Roman, Size 12, APA format - At least 2 sources. The Needs Analysis Rubric will be used on this assignment.
 * Students are to critic these things:
 * How successful your project will be and why? Having citations with examples from our textbook on the kinds of ideas implemented!
 * Explain what pieces of instructional design worked or didn't work for you.
 * What ideas from instructional design would you take away as a positive or negative from this class.
 * What things were you made to look at to help in planning and how is this different than you usually plan?
 * What things may you have to/need to put in place prior to rolling out your project?
 * There will be those that will not adopt this idea at first, what kind of things have you planned for this?
 * Whose presentation piece can you most relate with and why?
 * How ideas from this class will be used later
 * At least, a paragraph on how the instructor can make this class better for the next time.

**Background/Rationale:**
<span style="font-family: Times New Roman,Times New Roman;">So you have planned for a great targeted training or teaching unit. One last consideration is important. How will you present your information? An even broader question might be how will you present your information in a flexible manner to take a variety of learners into account? This topic challenges you to consider these questions and emerge with some concrete examples that demonstrate sound methods for incorporating multiple modalities into the design of teaching materials and activities. You will be challenged to isolate key factors that will impact the appropriate selection of interactive materials and media for your final project presentation.

**Learner Outcomes:**
<span style="font-family: Times New Roman,Times New Roman;">The student will know and/or be able to: • Develop content presentations that will incorporate a variety of presentation modes and address a variety of learning approaches. (activities 1 and 2 and assignment) •<span style="font-family: Times New Roman,Times New Roman;">Employ pedagogical reasoning to integrate technology to enhance student learning and/or enable learners to present their work. (activities 1 and 2 and assignment)

**Readings:** In Morrison, Ross, and Kemp, read chapter 10, 11, and 12

 * Assessment Resources**
 * Poll Everywhere - @http://www.polleverywhere.com/
 * Easy Test Maker - @http://www.easytestmaker.com/default.aspx
 * Quiz Center - @http://school.discoveryeducation.com/quizcenter/quizcenter.html
 * Quiz Egg - @http://quizegg.com/
 * Quizinator - @http://www.quizinator.com/
 * Quia - @http://www.quia.com/web
 * Yacapaca - @http://yacapaca.com/
 * ThatQuiz - @http://www.thatquiz.org/
 * SurveyMonkey - @http://www.surveymonkey.com/
 * Google Forms - @http://www.google.com/google-d-s/forms/
 * Poll Daddy - @http://polldaddy.com/
 * Rubistar - @http://rubistar.4teachers.org/
 * Online Resources for Assessment - @http://www.rmcdenver.com/useguide/assessme/online.htm
 * 4Teachers.org - //Assessment// - @http://4teachers.org/profdev/index.php?profdevid=as

**Extra Resources:**
<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-align: start; text-decoration: none; vertical-align: baseline;">* States make gains in building data systems - @http://www.eschoolnews.com/2011/02/21/states-make-gains-in-building-data-systems/?ast=66&astc=5053 <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-align: start; text-decoration: none; vertical-align: baseline;"> * Feds launch new education data tool - http://www.eschoolnews.com/2011/01/25/feds-launch-new-education-data-tool/?ast=66&astc=5053 <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-align: start; text-decoration: none; vertical-align: baseline;"> * Commentary: Data undermining - http://www.eschoolnews.com/2010/02/17/commentary-data-undermining/?ast=66&astc=5053 <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-align: start; text-decoration: none; vertical-align: baseline;"> * Schools need models for linking data, practice - @http://www.eschoolnews.com/2010/01/28/schools-need-models-for-linking-data-practice/?ast=66&astc=5053 <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-align: start; text-decoration: none; vertical-align: baseline;"> * Duncan: Use tech to leverage change - @http://www.eschoolnews.com/2009/06/13/duncan-use-tech-to-leverage-change/?ast=66&astc=5053 <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-align: start; text-decoration: none; vertical-align: baseline;"> * Forum calls for better data use in education - @http://www.eschoolnews.com/2009/03/12/forum-calls-for-better-data-use-in-education/?ast=66&astc=5053 <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-align: start; text-decoration: none; vertical-align: baseline;"> * Technology key to analyzing assessment data - @http://www.eschoolnews.com/2008/10/20/technology-key-to-analyzing-assessment-data/?ast=66&astc=5053 <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-align: start; text-decoration: none; vertical-align: baseline;"> * Report highlights exemplary data use - http://www.eschoolnews.com/2005/03/16/report-highlights-exemplary-data-use/?ast=66&astc=5053 <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-align: start; text-decoration: none; vertical-align: baseline;"> * Additional Resources - http://www.eschoolnews.com/2011/03/20/using-data-to-improve-education/#addt <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 13px; text-align: start; text-decoration: none; vertical-align: baseline;">* Collecting and Analyzing Data in Education<span style="color: #0066cc; font-family: 'Times New Roman',Times,serif; font-size: 12px; text-decoration: none;"> - http://datageeks.weebly.com

**Web Articles Assessment and Evaluation:**
(Keyword search terms: classroom assessment evaluation; formative assessment, summative assessment, formal assessment, informal assessment)
 * |[|Stiggins Alignment Chart.pdf]
 * [|Stiggins Definitions of Types of Assessment.pdf]
 * [|ASSESSMENTandEVALUATION2007.pdf]
 * [|Formative & Summative Assessment.pdf]
 * [|Role of Rubrics.pdf]
 * [|Linking Classroom Assessment Student Learning.pdf]
 * [|Criteria StepbyStep.1.pdf]

Link talking about assessment in our schools from another class:
Video on Evaluation ====**Assignments:** -- More about Kirkpatrick’s 4 levels of evaluation<span class="wiki_link_ext"> www.masterminds-ink.com/**Evaluation**.pdf -- Conduct and document a formative evaluation of the instruction you developed and send results and changes that will be made to your instructor by the end of week / topic 8====
 * @http://edtc601.wordpress.com/2011/06/16/week-6-data-and-assessment/
 * @http://www.mymande.org/index.php?q=content/multilevel-models-program-evaluation
 * @http://mindshift.kqed.org/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/
 * New teacher evaluation
 * Directions on Evaluating Schools
 * Teacher Evaluation
 * Teacher Effectiveness

**Background/Rationale:**
<span style="font-family: Times New Roman,Times New Roman;">You have now completed the steps for Backward Design. This experience has given you a taste of what instructional design is all about. There are many more instructional design models, learning theories, and instructional strategies to be explored. In the future, you may choose to use a different instructional design model, or to develop your own methodology and tools for instructional design, but now you have one model with which to work. By exploring this model to such an extent, we believe you have begun to develop a deeper sense of the myriad of considerations that inform every academic decision we make for our learners. Practice will imprint these considerations and eventually, they will become second nature. For this final topic, we will begin to ponder the implications for your practice. You will look at how you can continue to integrate these processes into your daily teaching.

**Learner Outcomes:**
<span style="font-family: Times New Roman,Times New Roman;">The student will know and be able to: • Propose ways to continue integrating the steps in Backward Design into the teaching/learning process. (discussions) • Express the desire to alter teaching practices based on observing experts in the field. • Discuss how the knowledge gained in this course will enhance or reinforce knowledge gained from previous courses. (discussions) • Reflect on personal progress and learning in order to select an appropriate artifact to demonstrate his/her competency in meeting the course outcomes.

--Reflections on Constructivism and Instructional Design - http://carbon.cudenver.edu/~bwilson/construct.html
==== --Broadening Our Foundation for Instructional Design: Four Pillars of Practice - http://carbon.cudenver.edu/~bwilson/Pillars.html --Foundations for Instructional Design: Reclaiming the Conversation - http://carbon.cudenver.edu/~bwilson/ReclaimingID.html ====

--Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy - @http://www.reusability.org/read/chapters/wiley.doc
--Rapid Instructional Design - @http://www.thiagi.com/article-rid.html --Choosing our future - http://carbon.cudenver.edu/~bwilson/ChoosingOurFuture.html

**Assignments**:

 * Come to class having read these articles and being able to defend why you think one of the articles is better than the others. I would also like you to refer back to your own project and what website helped you to better understand this Instructional Design process that we've gone through in the last 8 weeks. (See the Guidelines for Academic Papers and Research Projects for specifics.)
 * A presentation of the Instructional Design Process will be given in a 10-15 minute discussion.
 * Any rewrites from the 7 weeks prior are due on the last class.