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ED 542 Program & Instructional Design
Dennis, Kay S.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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

F2P 2011 DL

Faculty

Dennis, Kay S.

Title

Assistant Professor

Degrees/Certificates

Ed. D., North Carolina State University
M.S.N., East Carolina University
B.S.N., University of Kentucky

Office Location

Online, anytime

Office Hours

Online/skype: Wed. 3-8:00 p.m. CST and Saturday 8:00-noon.

Daytime Phone

1.252.241.9463 (cell)

E-Mail

kay.dennis@park.edu

Semester Dates

Oct. 17 - Dec. 11, 2011

Class Days

Any

Class Time

Any

Credit Hours

3


Textbook:
 

Title: Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers, 2nd Ed.
Author:  Rosemary J. Caffarella
Publisher:  Jossey-Bass
ISBN: 0-7879-5225-7

Title: Mastering the Instructional Design Process: A Systematic Approach, 4th Ed.
Author:  W. J. Rothwell and H. C. Kazanas
Publisher:  Pfeiffer
ISBN: 9780787996468

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

Additional Resources:
Plan to use your APA Style Manual as necessary.

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:
ED542 Program and Instructional Design: 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.

Educational Philosophy:
 

As an educator I guide, facilitate and support learning by creating a positive and interactive environment, focusing on important aspects of the course, clarifying performance expectations, encouraging reflection on your part, and assessing and acknowledging your achievements.

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:

Class Assessment:
 

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, details and grading rubrics are provideded for all assignments.
 
Weekly Discussion Postings

You are expected to participate in discussions at least two times a week. This includes sharing thoughts and feedback on the reading assignments, sharing information from other resources, and sharing information from personal experiences. In addition, you must respond to at least two peers’ postings with insightful, reflective comments/questions.

Discussion Participation - Grading Rubric

Initial posting by Wednesday midnight.

3 points

Initial post is at least 3 paragraphs with 3 citations (APA style with page no.) from the textbooks.

3 points

One post includes additional information beyond the textbooks (in APA style).

2 points

Reflective response to two peers’ postings by Sunday.

2 points


Participation counts 10 points each week, a total of 80 points – 40% of the course grade.
 
Learner Analysis Grading Rubric        
 

Describe the target audience for your program: Include age, profession, education, location, etc.

8 points

How do your potential participants prefer to learn?

2 points

When do they prefer to attend learning sessions?

2 points

What motivates them to attend learning sessions?

2 points

Who pays for them to attend learning sessions?

1 points


 
Needs Assessment Grading Rubric
 

Design a needs assessment instrument listing ten questions you will ask or observations you will record. (1 point each)

10 points

Explain why the type of needs assessment you chose is appropriate for your target audience.

5 points



Selection of Program Topic Grading Rubric
 

Present a composite of responses from your Needs Assessment.

3 points

Write an analysis or statement of conclusions from the Needs Assessment.

2 points

Explain your rationale for selecting your program topic.

3 points

List the program topic and sub topics

2 points



Learning Objectives Grading Rubric
    
 

Purpose of the program.

List 2 program learning objectives.

 2 points

The objectives use measurable verbs (1 point each)

 2 points

The category of learning is given for the learning objective. (1 point each) 

 2 points

Learning objectives.

The objectives use measurable verbs (1 point each)

 2 points

The category of learning is given for the learning objective. (1 point each)

 2 points



Learning Assessment Grading Rubric
 

Create the assessment for the topic (as you would give it to the learner).

6 points

Explain why this type of assessment was selected.

3 points

Describe how the assessment measures the learning objectives.

6 points



Instructional Delivery Grading Rubric
 

For one instructional topic include:

Materials and equipment needed

2 points

Timeline

1 points

How will you get participants involved with the material to be learned?

2 points

Learning activity - Why is it appropriate for the learning objective you described in week 4?

2 points
3 points

Learning activity - Why this is appropriate for the learning objective you described in week 4?

2 points
3 points

Transfer of Learning Plan – Rubric

Context for the program

1 point

Program ideas or topic

1 point

Learning objectives

1 point

Instructional strategy

1 point

Program evaluation

1 point

Identify the strategy you will use with each group. (5 points)

Group

Strategy

Instructors or facilitators

2 points

Participants or learners

2 points

Other key player (specify

1 point

Week 8.  Final Exam - Program Evaluation Plan - 30 points

For this final exam, which is not proctored, you will create a formative and summative evaluation for your course.

Using an approach to evaluation (such as Kirkpatrick’s Levels of Evaluation or Accountability Planner or other) design the evaluations for your program.

Discuss how you would conduct the formative evaluation.

Discuss how you would conduct the summative evaluation. Include a section on the stakeholders.)

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, details and grading rubrics are posted for all assignments in the tab marked Assignments. Please pay attention to the rubrics as all the quantitative grading criteria is provided. Discussion postings are listed in the Course Schedule with the participation grading rubric.

Point Grade Distribution


A

180 - 200

B

160 - 179

C

140 - 159

D

120 - 139

F

119 - below

Late Submission of Course Materials:
Due to the brevity of the term, late assignments are accepted only in emergency situations and at the discretion of the Instructor. If you encounter difficulty, please contact me at once to discuss. All approvals for late submission must be discussed prior to the assignment due date.

Classroom Rules of Conduct:
 

  • General email: Students should use email only for private messages to the instructor and other students. When sending email, you must identify yourself fully by name and class in all email sent to your instructor and/or other members of our class.
  • Online threaded discussions: are public messages and all writings in this area will be viewable by the entire class or assigned group members.
  • Observation of "Netiquette": All your online communications need to be composed with fairness, honesty and tact. Spelling and grammar are very important here.  What you put into an online course reflects your level of professionalism. Here are some references that discuss writing Online http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html.
  • Please check the Announcements area before you ask general course "housekeeping" questions (i.e. how do I submit assignment 3?).  If you don't see your question there, then please contact your instructor. 

Course Topic/Dates/Assignments:
In week 1:
You will select a population for your target audience and describe their learning characteristics.
In week 2:
You will design a needs assessment instrument to determine the learning needs and preferences of your target audience and administer it to a group.
In week 3:
You will read about instructional and program models. From the results of you needs assessment you will select your program topic.
In week 4:
You will write the learning objectives for your overall program and program topics.
In week 5:
You will design the learning assessment instrument used to measure participants’ learning of the program and topic learning objectives.
In week 6:
You will create an outline for the delivery of instruction at your program.
In week 7:
You will prepare a transfer-of-learning plan for your program.

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2011-2012 Graduate Catalog Page 21

Plagiarism:

Plagiarism is 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 2011-2012 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25

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 cannot be reused without author permission.

Last Updated:10/7/2011 2:16:36 AM