Course Content

Course Description:

In this course we investigate several theories and models for the systematic designs of instruction.

Progressive Inquiry

To enhance the learning experience, we will be using a modified ‘progressive inquiry method. Our adopted model is designed to facilitate engagement in an in-depth process of inquiry to develop a working knowledge that is essential for productive participation in knowledge building. The model has been validated through testing and development in several schools, other educational institutions, and some workplaces. The following is a visual that describes the original concept of Progressive Inquiry:

Course Objectives:

Using the above visual as a guide, students, upon completion of this course should be able to::

• Determine the role of an instructional designer in the workplace and in K-12 (if applicable)
• Assess and evaluate various instructional design models for their applicability in various instructional work environments
• Identify various types of design models and their applicability in various instructional settings
• Evaluate different instructional design requirements among f2f, hybrid, and eLearning environments
• Identify web-based resources that assist in the development of instructional courseware
• Discuss the role of learning theory in designing instruction
• Understand the importance /ramifications that motivation plays in successful learning
• Evaluate/assess the role of technology/media
• Discuss change theory and its applicability in instruction
• Assess and evaluate various instructional delivery methods and how they affect instructional design

and finally,

• Demonstrate the use of a design model in the design of a unit of instruction (Culminating critical task item)

 

In this course you will be asked to participate in the collaborative development of instructional resources.

College of Education Mission

Our mission is to provide diverse environments of excellence that support dynamic learning experiences. In these environments, faculty and students reflect upon and engage in the applications of theory, research, and emerging technologies. These environments support the construction of knowledge, skills, and attitudes through collaboration and inquiry. As a result, faculty and students are empowered to create an enhanced quality of life within their respective communities.

Instruction and Grading Approach

The course will involve your participation in multiple ways in the delivery of our online instruction and complementary reflections and discussions. There are web resources that will be assigned as we move along; these resources will be assigned.

Your grade will be made up of on-time delivery of reflections from the readings, and participation in discussions.

Open reflections count approximately 40% of your grade.

Discussions count another 30%.

Your final reflection is approximately 15% of the final grade.

Your project is 15%.

Please note that late submissions will automatically incur a 50% point reduction, regardless of the reason. Any exceptions to this policy will be reviewed on a case by case basis.

The Grading Scale is as follows:

A= 90-100%

B= 80-89%

C= 70-79%

D= 60-69%

F= Below 60%

Web Resources

Even with the huge variety of textbooks available in any given content area, there never seems to be that “perfect one”. Therefore, we are no requiring a text. Instead, we will be using web resources will help you get a broader picture of the work we will do, and a second opinion on what is important, and what isn’t.

Professionalism

You are an adult and a professional. Throughout all of the interaction conducted in this, you are expected to act in a professional manner. This includes your interaction with fellow classmates and instructor. You are asked to:

1. Be enthusiastic towards your participation in the weekly reflections and discussions;
2. Exhibit professional standards of appearance;
3. Be patient;
4. Seek assistance as needed;
5. Accept and provide only constructive criticism; and
6. Maintain respect for self and others.

Directions for Submitting Assignments

All assignments are to be submitted on Canvas. Final Assignments must also be submitted in LiveText.  All assignments must be submitted in the text area on Canvas . Final assignments will be submitted as an attachment on Canvas using Word or Open Office file formats.

There are essentially four types of assignments:

1. “Open” Reflections – These are placed on Canvas in the text area and are available to your classmates to read. Specific instructions will be posted as to the format, length etc.
2. Discussions – Just as the name implies, these are where you participate in a discussion forum making comments/suggestions, etc about your peers’ reflections
3. “Final” Reflection – During the term, you need to keep notes in order to reflect on your reflection, so to speak.. a kind of evolving journal that you privately keep. At the end of the term, you will turn in this series of evolving ah-ha! experiences, and evolving thinking about the concepts and terms in a single document as an attachment in a special drop box set up on Canvas.
4. Final Project/Culminating Learning Experience – This is a unit of three lessons/ modules that you design and develop collaboratively with a team. Your team will select a topic with my approval in which you identify specific select learning theories and models, instructional delivery method, technology etc and explain your rationale for each. This is to be considered your culminating critical task for this course and will be uploaded to LiveText.

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Please remember that technology issues, personal problems, and errors in submissions do not constitute excuses for submitting assignments late.

Final Project/Culminating Learning Experience: Task Description (This is also a LiveText Assignment and must be submitted to LiveText)

1. Create an instructional unit that demonstrates that you understand the principles of instructional design that includes, among other things, an instructional analysis (i.e. analysis of what needs to be done based on needs analysis and associated and appropriate learning theories and instructional models), performance outcomes, course objectives, and evaluation and assessment specifications (i.e., how will you determine students actually attained the desired outcomes?).

• This project should cover a teaching unit composed of two to three modules that include a ‘catalog’ of lessons (i.e., they all focus on accomplishing a common goal).

• You must submit a short description of your proposed project approximately one month prior to the due date (watch for the due date in the course calendar). You may submit this at any time however. There is a dropbox on Canvas for you to submit your proposal.
• Included in your final project will be a reflection/justification/design document of approximately 3-5 pages that indicates your thought process in designing the unit that includes the considerations/aspects we reviewed throughout this semester
• Once completed you will submit the project to Live Text and then post a confirmation on Canvas that it has been completed.

The intent is for you to demonstrate that you planned the lesson using a systematic approach. A general model to use could be ADDIE, as it contains four organizational principles that help organize the process (analysis, design, development, implementation, evaluation). While the implementation phase might not be appropriate, certainly including an evaluation plan is.

Student Code of Conduct:

All students must follow the student code of conduct set forth by Florida Gulf Coast University. The university student code of conduct can be found at the following link:
http://studentservices.fgcu.edu/judicialaffairs/files/Code_of_Conduct_book_08-09.pdf

Honor Code:

All students are expected to demonstrate honesty in their academic pursuits. The university policies regarding issues of honesty can be found under the Student Code of Conduct on page 11 of the University Catalog and under Policies and Procedures on pages 18-24 of the Student Guidebook. All students are expected to study this document that outlines their responsibilities and consequences for violations of the policy. The Academic Honor Code will be strictly enforced. Any student, who is not prepared or is having difficulties with an assignment, is strongly encouraged to discuss the matter with the instructor. The instructor is committed to helping the student achieve success. Academic dishonesty is not a solution.

Plagiarism:

Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions posted on the Turnitin.com site.

ADA:

Florida Gulf Coast University, in accordance with the Americans with Disabilities Act and the university’s guiding principles, will provide classroom and academic accommodations to students with documented disabilities. If you need to request an accommodation in this class due to a disability, or you suspect that your academic performance is affected by a disability, please see me or contact the Office of Adaptive Services. The Office of Adaptive Services is located in Howard Hall, room 137. The phone number is 590-7956 or TTY 590-7930

Student Observance of Religious Holidays

All students at Florida Gulf Coast University have a right to expect that the University will reasonably accommodate their religious observances, practices, and beliefs. Students, upon prior notification to their instructors, shall be excused from class or other scheduled academic activity to observe a religious holy day of their faith. Students shall be permitted a reasonable amount of time to make up the material or activities covered in their absence. Students shall not be penalized due to absence from class or other scheduled academic activity because of religious observances. Where practicable, major examinations, major assignments, and University ceremonies will not be scheduled on a major religious holy day. A student who is to be excused from class for a religious observance is not required to provide a second party certification of the reason for the absence.

LiveText Statement

The College of Education has adopted the use of Live Text software to assist in the assessment of student’s performance and program quality. As a degree-seeking, endorsement or certification student you are responsible for purchasing a membership to Live Text during your first course in the FGCU’s College of Education. If you do not have a membership to Live Text, you will need to purchase it immediately. This is a one-time only purchase. Students enrolled in this class will be required to submit critical tasks (assignments that are linked to standards, relevant to the field you have chosen). Your work will receive scores in Live Text that will be used to help monitor your demonstration of the standards, receive feedback from faculty on your progression toward meeting them, and certify that you have demonstrated all the required standards and competencies needed. Your documented success on these tasks can contribute to a portfolio that showcases your learning for current and future employers.