Specification Template

Inst 6250
Instructional Design Theory

On-line components

Much of the work of this course will be conducted on-line at groups.yahoo.com. You will need to subscribe to the class group site. Send an email message as instructed below to subscribe. You can then post messages as per the first direction below. The group site has a calendar that you can consult. You can post files to the group site or post links to other URLs. All assignments should be posted either to this site or posted to your personal web site with a link indicated on the group site. Some of the later assignments may be resource intensive. In this case please establish a personal web site, as the amount of file space on the group site is limited. All on-line discussion will be conducted via the group site. Feedback on you work, my primary responsibility, will be posted as messages to the group site. All messages will be sent to you by email. Reminders from the calendar will also be sent to you via email.

Some of the files posted to the group site will be in PDF format. If you don't have Adobe Reader you can download a free copy from www.Adobe.com.

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Objective

You will be able to design instruction based on theoretical models for instructional design.

You will be able to apply the following theoretical models in their instructional designs:

van Merriënboer 4C/ID Model for Technical Training augmented by First Principles of Instruction as contained in numerous other instructional design theories and models.

Approach

The course will implement First Principles of Instruction. The course is problem-based, where the problems are a progression of instructional design problems. The course implements the four phases of instruction: activation, demonstration, application, and integration.

Text and Reading Assignments

Van Merriënboer, Jeroen J. G. (1997). Training Complex Cognitive Skills. Educational Technology Publications.

Students are encouraged to engage in a rigorous reading program based on the following document: Merrill, M. David Suggested Self Study Program for Instructional Systems Development. This document is available on the author's web site www.id2.usu.edu/MDavidMerrill/IDREAD.PDF .

Progression of Problems

Problem 1 -- Activation

Review and evaluate 5 internet courses for instructional effectiveness.

Problem 2 -- Demonstration

Worked problem. Designing a course involving primarily procedural problems.

Problem 3 -- Application/Integration

Design a course involving primarily procedural (how-to) problems

Problem 4 -- Application/Integration

Design a course involving primarily classification (kind-of) problems.

Problem 5 -- Application/Integration

Design a course involving primarily interpretation (what-happens) problems.

Activation

Problem 1

Review at least three internet courses.

Write a summary of the course that can be shared with other members of the class (See sample review on ID2 web site).
Find a critique of this course, if it exists, at lguide.com. (You can sign up for a 30 day free trial of this site that gives you access to their software reviews.) Do you agree with the critique? Why? Why not? What are the major instructional design strengths of the course? What are its major instructional design weaknesses?
Submit your reviews and critiques to the group site for review by your instructor and other members of the class.
Comment, critique, or discuss at least 2 other reviews submitted by class members. Respond to the critique of your reviews.

Demonstration

Lectures (see Schedule)

Suggested reading for individual lectures:

First Principles

To see a 15 minute video www.id2.usu.edu/5Star/5Starins.ram

For a short paper describing First Principles www.id2.usu.edu/Papers/5FirstPrinciples.PDF

For a Power Point presentation www.id2.usu.edu/5Star/FirstPrinciples

For the Introduction to 5 Star book www.id2.usu.edu/5Star/Introduction.PDF

Problem Progression

For details of describing problems see Gibbons, et al chapter in Wiley book http://reusability.org/read/chapters/gibbons.doc

Extended Task Analysis

For short paper www.id2.usu.edu/Papers/KnowledgeObjects.PDF

For Power Point presentation www.id2.usu.edu/Papers/KnowObjMentalModels

For more information see additional papers at www.id2.usu.edu/Papers section on Knowledge Objects.

Strategies -- Consistency

For short overview paper see www.id2.usu.edu/Papers/Consistency.PDF

Demonstration -- Worked Problem -- Procedure Oriented Instruction

For example course ask the instructor for directions to access.

Application/Integration

Design a short procedure-oriented course. Details to be provided.

Post your design documents to the class group site for review and discussion by other class members.

Comment, critique, discuss one other design posted by class members.

Design a short concept-oriented course. Details to be provided. See schedule for due dates.

Post your design documents to class group site for review and discussion by other class members.

Comment, critique, discuss one other design posted by class members (See Integration).

Design a short principle-oriented course. Details to be provided.

Post your design documents to class group site for review and discussion by other class members.

Comment, critique, discuss one other design posted by class members (See Integration).

Integration

For Problem 1 comment, critique, discuss at least 2 other reviews submitted by class members. Respond to each of the critiques of your reviews.

For Problems 3, 4, and 5 critique one other design posted by another class member or group.

Post your critique following each of the sub-assignments: Problem Progression, Extended Task Analysis, Strategy Analysis and Design. Respond to the critique of your assignment.

Schedule

Date	Assignment to be posted on or before date	Class activity
Aug 29		USU IT INSTITUTE
Sep 5		Lecture: First Principles of Instruction
Sep 12		Lecture: Pebble in Pond Instructional Development Problem Progression Demonstration Course
Sep 19		Lecture: Extended Task Analysis
Sep 26	On-line reviews	Lecture: Strategy Analysis and Design
Oct 3	Problem progression 3 projects	Discussion: On-line reviews
Oct 10	Extended Task Analysis (How-to)	Discussion: Problem Progression
Oct 17	Strategy and Design (How-to)	Discussion: Extended Task Analysis (How-to)
Oct 24	Extended Task Analysis (Kind-of)	Discussion: Strategy and Design (How-to)
Oct 31	Strategy and Design (Kind-of)	Discussion: Extended Task Analysis (Kind-of)
Nov 7		NO CLASS AECT CONVENTION
Nov 14		NO CLASS TRAVEL KOREA
Nov 21	Extended Task Analysis (What-happens)	Discussion: Strategy and Design (How-to)
Nov 28	Strategy and Design (What-happens)	Discussion: Extended Task Analysis (What-happens)
Dec 5		Discussion: Strategy and Design (What-happens)
Dec 12