Instructional Design EDT 666 Spring 2008Monday 7:30 – 10:00Steve Schatz226 Hillyer [email protected] 860-768-4277uhaweb.hartford.edu/schatz Course Goals:1. Understand the ID (instructional design) process.2. Understand basic vocabulary including: ADDIE, Task Analysis, Needs Analysis, HPT, Evaluation.3. Understand the difference between training and performance.4. Apply the ID process to build training interventions.NETs StandardsTF-II.A.2 Consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning.TF-II.F.1 Assist teachers as they identify and apply instructional design principles associated with the development of technology resources.TF-III.A.5 Use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print media, and graphics.TF-IV.B.1 Guide teachers as they use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.TF-V.B.1 Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.TF-V.C.5 Use instructional design principles to develop hypermedia and multimedia products to support personal and professional development.TF-V.C.6 Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.TF-VI.B.1 Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.TF-VII.A.2 Use local mass storage devices and media to store and retrieve information and resources.IntroductionThis is a very exciting class, one that is very near to my heart. I am personally fascinated with instructional design – how do we develop and improve learning situations. In order to address this question, we must consider our personal beliefs about the nature of knowledge, learning, information, and use/recall of knowledge. During this course, there will be a lot of reading, a lot of learning new tools, and a lot of work. The interventions you develop are needed and will be used. This is authentic learning, so step up and let’s get to it! As with any authentic learning environment, there will be adjustments to format and form necessary to meet the needs that arise during our Practice. It is essential that you keep an open flow of information between yourself and your team mates and between yourself and me. I am not psychic! If you are feeling good or bad, you have to let me know. For your work in teams, I am not initially going to assign roles, but I would suggest you do so within your groups. It makes life easier. In an instructional development team, the standard roles EDT 666 – Instructional Design – Schatz Spring, 2008 Page 1are: Lead instructional designer, Editor, Media Specialist, Graphic Designer and sometimes interface specialist. Now, because this is a class, I would like everyone to have a go at all activities. I suggest you assign these roles as final check points, not as the person who does all that work. So, the graphic artist has final say in the look of the piece. If you need some guidance here, I would be happy to provide it.Format of classesThere are four activities we will engage in during this class. The focus will be Practice to explore theory. Be driven by the activity, not the product. What I mean by this is – be willing to take risks – to make mistakes. I will not be grading you based on product, but on effort and exploration. The four activities: 1) A short Lecture 2) Discussions of readings 3) Learning a skill necessary for building effective instruction 4) Using skills and theory learned to build trainings. The idea is some theory + more skills WITHIN practice.As you can tell, in class discussion and in class work is an essential part of this class. You need to attend and participate in order to make this class work. Because of this, a significant part of your grade is based on attendance. Missing two classes will result in dropping your final grade a letter. Missing 3 (whether excused or not) will result in dropping you from the class. ProjectsThe purpose of the projects is to give a sandbox – a safe place to play with these ideas. You will be graded on your effort, not on the product. I encourage you to experiment in this safe arena where you can explore without bad things happening to you. You MUST do the projects. If you do not turn in a project, your final grade will be lowered one point. I do not accept late projects.Turning in projects:Most of you have a web space. Make a new page for EDT 666. For each project, add a short description of the project and put a link to the different pieces. I STRONGLY recommend that you take the time to make your web space clean – make folders for pages and folders for projects and file things in the appropriate place. You may also make a folder for the specific class. How you organize is not important. It is just important that you come up with some method for organization. If you do not have a web space, I can provide one. If you need help in building a web space, I am happy to work with you on that.If you need reminders on how to do this, I am happy to do this also. 1. Task analysis – Due 2/4 5 pointsPick a task. What are the steps? Who is the audience? What knowledge is assumed? Turn in audience, steps, short reflection. 2. Paper based performance support Due 2/18 10 pointsCreate a paper based performance piece for a loosely defined audience (how to use a scanner, how to save a document in the new office). Turn in the piece, definition of the audience, and 1 page reflection on your process. EDT 666 – Instructional Design – Schatz Spring, 2008 Page 23. Plan for analysis. Defined population and need. Due 3/10 10 pointsChoose a population and a need (in conversation with instructor). Develop a plan for analysis. For each of your analyses, make a very cursory test and revise. Turn in:a. Statement of the population and the need (either provided or approved by instructor).b. What questions and tools you would use to ascertain user analysis.c. What questions and tools you would use to ascertain needs analysis.d. What questions and tools you would use to ascertain environmental