Class+Assignments


 * Here are two websites to help with the APA format that will be asked of you when writing papers at Regis. These are two sources that I find to be useful and more reliable.**


 * Noodletools http://www.noodletools.com**

=Topic 1 - - Intro to Class=
 * Purdue Online Writing Lab http://owl.english.purdue.edu/**

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

**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 http://en.wikipedia.org/wiki/Instructional_design --A brief history of instructional design http://www.pigncispi.com/articles/education/brief%20history.htm or A Hypertext Perspective, http://www.coe.uh.edu/courses/cuin6373/idhistory/index.html -- 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.**

=Topic 2 - - Analysis= In Morrison, Ross, and Kemp, read chapters 2, 3, & 4
 * Readings:**

-- 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.** =Topic 3 - -Objectives= In Morrison, Ross, and Kemp, read chapter 5
 * Assignments:**
 * Readings:**


 * Assignments:**

􀂃 Read the following online resources: --Understanding Objectives Tutorial http://edweb.sdsu.edu/courses/EDTEC540/objectives/ObjectivesHome.html --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 http://www.whitestag.org/resources/sb2a2.htm -- 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

=**Topic 4 - - Designing**= In Morrison, Ross, and Kemp, read chapter 6, 7, and 8
 * Readings:**


 * 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.**

=**Topic 5 - -** Development= In Morrison, Ross, and Kemp, read chapter 9
 * Readings:**

-- Begin developing your instruction. **Your instruction should be developed and implemented by the end of week / topic seven.**
 * Assignments:**

=**Topic 6 - - Implementation/Assessment**= In Morrison, Ross, and Kemp, read chapter 14 and 15 -- Pick 3 new case studies to read in Ertmer & Quinn -- Choose 1 case study to conduct your third and final case analysis on and explain why you choose it over the other 2 new cases you read. 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 six. Your depth of analysis is expected to increase with**
 * Readings:**
 * Assignments:**
 * each case analysis.**

=**Topic 7 - - Evaluation**= In Morrison, Ross, and Kemp, read chapter 10, 11, and 12
 * Readings:**

-- More about Kirkpatrick’s 4 levels of evaluation 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.**
 * Assignments:**

=**Topic 8 - - Instructional Design of the Future**= Read the following articles: --Rapid Instructional Design - @http://www.thiagi.com/article-rid.html --The Postmodern Paradigm - @http://carbon.cudenver.edu/~bwilson/postmodern.html --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 --Choosing our future - @http://carbon.cudenver.edu/~bwilson/ChoosingOurFuture.html --Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy - @http://www.reusability.org/read/chapters/wiley.doc
 * Readings:**
 * Pick one article and write a critical analysis of it. See the Guidelines for Academic Papers and Research Projects for specifics.

Assignments Due A presentation of the Instructional Design Process will be given in a 10-15 minute discussion. This and any rewrites from the 7 weeks prior are due on the last class.**