Syllabus Entrance
Printer Friendly
Email Syllabus

ED 542 Program & Instructional Design
Kaminski, Karen


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 542 Program & Instructional Design

Semester

F1P 2007 DL

Faculty

Kaminski, Karen

Title

Assistant Professor

Degrees/Certificates

MS Instructional Design and Technology
PhD Adult Learning and Technology
BS Elementary Education

Daytime Phone

970-204-9982

E-Mail

karen.kaminski@pirate.park.edu

Semester Dates

Fall 01

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

Required:

Title:  Mastering the Instructional Design Process: A Systematic Approach, 3rd Ed.

Author:  W. J. Rothwell and H. C. Kazanas

Publisher:  Pfeiffer

ISBN: 0-7879-6052-7

________________________________________________________________________

Title:  The ABCs of Evaluation: Timeless Techniques for Program and Project Managers, 2nd Ed.

Author:  J. Boulmetis and Phyllis Dutwin

Publisher:  Jossey-Bass

ISBN: 0-7879-7902-3

________________________________________________________________________

Title:  Publication Manual of the American Psychological Association 5th ed.

Author:  American Psychological Association

Publisher:  American Psychological Association

ISBN: 1-55798-810-2

_________________________________________________________________________

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org/ website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
This course will provide the learner with various program and course development models, and apply those concepts to develop programs and course, from needs assessment to evaluation, for adult learners in education and training environments. A final project is required at the completion of the course.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify the various instructional design models;
  2. Apply the Instructional Design Process or other model to develop a program or course;
  3. Develop and conduct a needs assessment;
  4. Design an evaluation plan for a program or course;
  5. Develop a program or course based on course models.


Core Assessment:

Grading:

Grading

Each assignment is allocated points based upon the academic quality and thoroughness of the assignment, which are then added together to obtain the final letter grade. To assist you in meeting the expected grading criteria for assignments, grading rubrics are posted for all assignments including participation under the Course Home. Please pay attention to the rubrics as all the quantitative grading criteria is provided.

Assignment details may be located under the Course Home Assignments

Point Grade Distribution

A

180 - 200

B

160 - 179

C

140 - 159

D

120 - 139

F

119 - below

 Assignments equal 550 points

  • Needs Assessment - total 20 points
  • Learner Analysis – 20 points
  • Objectives – 20 points
  • Instructional Delivery – 20 points
  • Assessment – 20 points
  • Final Exam - Evaluation: 20 points
  • Participation: 10 points each - total 80 points

 

Late Submission of Course Materials:

Any missing activity will be considered an "F". In exceptional circumstances, an "I" (incomplete) may be given; expectations for completion will be agreed upon with the instructor before the end of the semester. In fairness to those who complete the work on time no late assignments will be accepted.

Course Topic/Dates/Assignments:
 

                                                                                                       ED542 Weekly Schedule                

All readings should be completed by the week they are listed. Discussions listed in a week will occur during the week listed and will flow into the following week. You will have access to each week for the entire term, but I sincerely encourage you to keep up with the weekly discussion and assignments as we will not be able to revisit past discussions in our short time frame. All assignments are due by midnight on Sunday at the end of the week they are listed.

Week 1 Detecting and Solving Human Performance Problems

            Read Chapter 1, 2, and 3 in Rothwell

            Begin Reading Survey of Instructional Development Models: ERIC document in the Documents link

            Posting 1: Have you applied instructional design before?  Did you know it?

            Posting 2: How do we know that instruction is the solution and not some other form of performance management?

Week 2 Needs Assessment

            Read Chapters 4, in Rothwell

            Read Survey of Instructional Development Models : ERIC document in the Documents link

            Posting 1: Brainstorm: How do we determine there is a need for instruction.  Once we know there is a need, then what do we do?

            Posting 2: Based on the various models you have reviewed, consider which one feels most comfortable to you and discuss why.

Week 3 Learner Characteristics

            Read Chapers 5, 6, 7

            Posting 1: Brainstorm: What are some questions we might ask our potential audience which will help us improve our instructional development?

            Posting 2: Describe the work setting for your learning activities and discuss how this impacts learning and performance.

            Submit: Needs Assessment

Week 4 Writing Objectives

            Read Chapter 8 in Rothwell

            Posting 1: Write 3 practice performance objectives, identifying each component, and post for review here.

Week 5 Performance Assessment

Read Chapters 9, 10 in Rothwell

Posting 1: Why do we develop the assessment before the instruction?

            Posting 2: Discuss what forms of assessment you might use for your objectives.

Submit: Learner Analysis

Submit: Objectives

Week 6 Delivering the Instruction Effectively

Read Chapters 11, 12, 13  in Rothwell for this week’s discussion

Begin reading The ABCs of Evaluation (have completed before the final).

            Post 1: What can we do to ensure that our instructional strategies lead the learner toward the instructional objectives?

            Post 2: Where can we look for instructional materials that already exist? What considerations must we make before using them?

            Post 3: What information should we take into account when determining the delivery mode and technology we might use?

            Post 4: In your area of instruction, discuss how you can conduct formative evaluation of instruction before ‘going live’.

            Submit: Assessment

Week 7 Managing Instructional Design Projects

            Read Chapters 14, 15, 16, 17, 18, 19, 20 in Rothwell

            Post 1: What are the greatest challenges to instructional design and following a process or system?  What are the greatest advantages?

            Post 2: Compare and contrast the roles of instructor and instructional designer.  When are they distinct and when are they not?

            Post 3: How does the theory behind instructional design help you become a better instructor?

            Submit: Learning Activity

Week 8 Evaluation

Read: ABCs of evaluation

Post: What types of evaluation have you used or experienced within your own teaching/learning events?

Final Exam Information

Park University requires that all final exams be proctored. Your proctor will receive the instructions for the final exam and will give them to you at your arranged time.   You will have two hours to complete the final exam.

See the grading rubrics for the final exam assignment. 

You may use your text books and any notes or printed documents you may have. Because not all proctor sites can provide access to the Internet, you will not be allowed to access the online version of the class or other Web sites. Therefore, if you want to have these resources, you should print them out ahead of time and bring them with you. You can, and should if your proctor makes one available, use a computer to type your responses. If you can not type your final, please write neatly.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Graduate Catalog Page 24-26

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2007-2008 Graduate Catalog Page 24-26


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2007-2008 Graduate Catalog Page 28

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:8/12/2007 3:46:01 PM