INSTRUCTIONAL DESIGN ?
About the course
This course will explore how learning theory and motivation can be applied to the instructional process to make more engaging and practical for diverse learning audiences. The focus of the course is on two areas: 1) the theoretical principles that have contributed to the field of Instructional Design (ID), and 2) how those principles can be applied within practical settings of select professional settings.
Course Facilitator
Dr. Holly Henry, Instructor
Dr. Holly Henry is an experienced instructional designer with over 15 years designing for both corporate and academic environments. Her special research interests include problem solving, problem-based learning, and the transition from novice to expert. She received her PhD in Information Science and Learning Technologies from the University of Missouri. She also holds a Master of Arts in Instructional Technology and media from Teachers College Columbia University, and a Bachelor of Science in Information Technology from the University of Cincinnati. Dr. Henry currently works as an instructional designer at Western Governors University.
Ms. Janice Horoschack, Teaching Fellow
Janice Horoschak, holds a Master’s in Instructional Design with over 10 years of experience in instructional design in the corporate and higher education space. She’s proficient in multi-modal teaching approaches to design (instructor-led, online/machine infused, and blended learning) as well as optimizing learning for various Learning Management Systems (LMS). Additionally, Janice has15 year’s experience in instructional design project management and course evaluation skills as well as account management and client services.
Prerequisites
There are no prerequisites for this course. The course is designed to allow participation by all interested students. All course materials are presented in English.
Schedule
The course will open on January 15, 2018, and run for 8 weeks. Each week, new content will be released. Weekly knowledge checks and discussions will be released along with course content. The course ends March 11, 2018, UTC. You will have until that day to complete all learning activities. Verification Upgrade Deadline is approximately one month after the course begins – February 11, 2018.
Students should plan to spend between 4-6 hours each week to fully complete each of the following weekly modules.
· Module 1: Learning Evolution
· Module 2: ADDIE Design Model
· Module 3: Dick and Carey Design Model
· Module 4: Understanding by Design
· Module 5: Rapid eLearning Design
· Module 6: Instructional Systems Development
· Module 7: Learning Objectives
· Module 8: Adaptive Learning
Learning outcomes
Upon completion of this course, you will be able to:
· Analyze contributions of selected learning theories to the field of instructional design
· Describe the basic components of various motivational theories and their impact on the learning process
· Select appropriate principles derived from given theories and apply those within practical learning situation.
Topics covered in each weekly module:
1. Module 1: Learning Evolution
Module 1 provides the foundation for the course. You will learn how theories of human learning and motivation can be applied to the instructional process to make it more effective, efficient, and appealing. You will then explore the evolution of trends in learning and development.
2. Module 2: ADDIE Design Model
This week, you will explore the ADDIE instructional design process which involves the analysis, design, development, implementation, and evaluation of instruction. The ADDIE instructional design module, when implemented correctly, results in the development of instructional / training materials designed to address the specific goals and objectives of a pre-identified instructional problem or performance gap.
3. Module 3: Dick and Carey Design Model
You will explore the Dick and Carey instructional design model. The Dick and Carey model prescribes a methodology for designing instruction based on a reductionist model of breaking instruction down into smaller components. Instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the learning of these outcomes.
4. Module 4: Understanding by Design
In this module, you will explore the concepts and use of another instructional design framework, Understanding by Design (UbD). UbD follows three specific steps that contain a prescriptive sequence of events to develop a complete learning solution.
5. Module 5: Rapid eLearning Design
Rapid eLearning is a process you are probably familiar with and may even use within your organization. As it states, this model is built on a “just in time” approach to learning; however, this module will break down the processes and roles within this model.
6. Module 6: Instructional Systems Development
This week you will gain a better understanding of the elements that compose the instructional system development process. As you have learned in this program, instructional design is more relevant to how it’s used and the gaps it is trying to fill. This module will introduce two similar, yet different contexts in which learning and development processes are used.
7. Module 7: Learning Objectives
In this module, you will explore different approaches used in the development of learning objectives and the roles of other people within the creation and evaluation process of the objectives and learning experiences you create.
8. Module 8: Adaptive Learning
In this module, you will walk away with a working, pragmatic knowledge of adaptive learning. Beginning with an overview of adaptive today, contextualized by various consumer media technologies, the module will provide concrete examples of different platforms.
Grading policy
Grading:
Each week, new content will be released. You will be able to view all material and take any knowledge checks at any time after the content is released. In order to be awarded a certificate, you will need to have completed all learning activities by March 11, 2018, when the course closes.
Certification:
If you have not selected the course certification option, the verification upgrade deadline is one month after the course begins – February 11, 2018. Verified students must meet the 80% cut-off to earn a certificate. Grades are calculated as explained below.
Overall Grade:
Grades for verified learners will be based on: Weekly activities (20%), Knowledge Checks (30%), and the Signature Assignment (50%).
· Weekly Activities
During the course, you will design and develop projects to demonstrate an understanding of course content. Many of the projects are developed weekly allowing for feedback and updates to improve content acquisition. Monitoring of these activities will be available through self-reports. These are graded components and worth 20% of your grade.
· Knowledge Checks
Knowledge Checks have been developed to reinforce your understanding of specific content throughout the course. These are graded components and worth 30% of your grade.
· Signature Assignment
The Signature Assignment for this course combines all the concepts you have explored in the program. During the signature assignment, you will be required to apply information and concepts covered in this course. Please see the Signature Assignment handout for a complete breakdown of the assignment requirements. Completion of the signature assignment is required for all candidates enrolled in the MicroMasters certificate program. This is a graded component and worth 50% of your grade.
· Discussions
Some of the weekly modules have discussion questions or discussion postings associated with the weekly activity. Discussion responses will not be graded, but active participation in discussions provides us with an incredible resource of viewpoints, and we want to take full advantage of this diversity in our discussions. Course facilitators and the course TA will not reply to every discussion post. They will monitor the discussions, highlighting important posts and clarifying concepts as needed. The instructors will be following the same schedule for due dates of discussions, as follows:
Guidelines
· Active participation is critical. We are all learning together and you will get out of the discussions what you put into them.
· Assume the best intentions of your classmates. If in doubt please contact your course facilitator or course instructor about specific concerns.
· Posts should be written in your own words. If you include a quote or reference when possible also provide a citation (book, URL, etc).
· Before posting, search the Discussion for similar questions or comments.
· Use evidence instead of personal attacks when you respond to a post with which you disagree. You can choose to support good posts and ideas if you click on the green plus button to upvote a post.
Logistics
· Please limit your posts/responses to a maximum of 400 words (by request of edX).
· A blue star on a post means a member of the course staff has endorsed it.
· If you see an inappropriate post, flag it instead of adding your own commentary.
If you are new to APA guidelines, Purdue Online Writing Lab (OWL) has a wonderful overview of how to use APA guidelines to cite resources: http://owl.english.purdue.edu. Attribute: The Purdue University Online Writing Lab (OWL).
Certificates
For those of you working to obtain MicroMasters certificate, you need to complete all activities and discussions for the 8 weeks of the course and complete all required colleague follow postings. Additionally, you will need to design, develop, and publish your signature assignment and post it to the course by the end of week 8. Reminder, that there is one required discussion post and follow up requirement during week 8 for verified students.
Online students who have upgraded to verified and achieved a passing grade in Instructional Design and Technology: Course Evaluation and Capstone Project will earn a Verified Certificate. These verified certificates indicate that you have successfully completed the course but will include a specific grade. Many students add their certificates to resumes, CVs, or LinkedIn profiles to demonstrate mastery of a given subject area to potential employers. Certificates are issued by edX under the name of UMUC and are delivered through your dashboard on edx.org.
The Verified Certificate costs $199 to administer and requires you to complete the ID Verification process. That means that you must verify your identity with a webcam and a government-issued photo ID. Click Upgrade to Verified under the course name on your edX dashboard to complete this process.
If you are interested in earning a UMUC MicroMasters Credential in Instructional Design and Technology, you must successfully pass and receive a Verified Certificate in each of the 4 courses in the Instructional Design and Technology Micromasters program:
- IDT100x Instructional Design and Technology: Learning Theories
- IDT200x Instructional Design Models
- IDT300x Instructional Design: Digital Media, New Tools and Technology
- IDT400x Instructional Design: Course Evaluation and Capstone Project
We urge you to consider the Verified Certificate option. You have limited time to become a Verified Certificate student. See the edX FAQ for more details on certificates.
Instructional Design and Technology: Course Evaluation and Capstone Project is part of the UMUC Instructional Design and Technology MicroMasters program. The UMUC Instructional Design and Technology MicroMasters Program is a graduate level series of courses designed to provide you with the in-depth knowledge and skills needed to be an instructional designer. This four course online sequence is equivalent to two courses worth of work from UMUC’s Learning Design and Technology program for a total cost of $796.
By earning the MicroMasters credential you will develop the knowledge and skills identified in the “what you’ll learn” bullets on the program landing page and within each course. Build on your MicroMasters Credential by applying to the Learning Design and Technology program at UMUC
