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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 2012 DL

Faculty

Dennis, Kay S.

Title

Associate Professor of Education

Degrees/Certificates

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

Office Location

Online

Office Hours

By email anytime.Telephone by appt. 10:00 a.m. - 5:00 p.m. C.S.T. Monday through Thursday (Fridays until 4:00 p.m. C.S.T.). Available Saturdays by appointment (made via email).

E-Mail

kay.dennis@park.edu

Semester Dates

Oct. 22 - Dec. 16, 2012

Class Days

Any

Class Time

Any

Prerequisites

None

Credit Hours

3


Textbook:

Required Textbook:

Title:
Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers, 2nd ed., 2002
Author: Rosemary J. Caffarella
Publisher: Jossey-Bass
ISBN: 0-7879-5225-7
Recommended:
 
Title: Publication Manual of the American Psychological Association 6th ed.              
Author/Publisher: American Psychological Association
ISBN: 1433805618
 

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.


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. At all times I expect students to demonstrate graduate level academic writing. 

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:

 
Weekly Discussion Postings

Participation is a fundamental aspect of this course. Much of what you learn will be shared through our conversations. You are expected to attend – contribute – at least three (3) days each week. Your postings should be reflective and critical of the content discussed. This includes exchanging views and information on the reading assignments, other resources, and personal experiences. Discussion and support for your point of view are part of graduate level dialogue. Graduate level academic writing is expected.  

Discussion Participation - Grading Rubric

Initial entry is posted 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

Total points

10 points 

Deductions on spelling, punctuation, grammar, citation style, etc. 

 



Weekly Assignments

Each week you will take steps toward the design, development, implementation and evaluation of an instructional program. Selected aspects of this process will involve a “deliverable” to be submitted for a grade via the eCollege course Dropbox. Using a structured sequence will enable you to build a solid instructional program.


Week 1. Program Ideas -
15 points
Describe the potential participants for your course. List the information you need to obtain from the potential audience to help you design the course. Explore program ideas.


Week 2. Learner Analysis and Needs Assessment -
30 points
For this assignment you will analyze your target learners and conduct a needs assessment. Needs can be assessed by asking questions, making observations, or giving tests. Decide which type is most appropriate for your target audience and devise the instrument.

Learner Analysis Grading Rubric        

Describe the target audience for your program: Age, profession, education, location, other relevant factors.

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

Deductions on spelling, punctuation, grammar, citation style, etc. 

 

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

Deductions on spelling, punctuation, grammar, citation style, etc. 

 

Week 3. Selection of Program Topic – 15 points
Find a group of 10-12 people in the population you selected for your target audience. Administer your needs assessment to this group. Record the data or responses from the needs assessment and write an analysis or conclusion of the data. Submit your program topic and provide rationale for that selection based on the needs assessment you conducted.

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

Deductions on spelling, punctuation, grammar, citation style, etc. 

 



Week 4. Developing Learning Objectives -
15 points
Describe the overall purpose of your educational program. Write two learning objectives for the overall program.  Select one specific topic of the program and write two learning objectives for that topic. Make sure the learning objectives use active verbs that are measurable and that describe what learning will be done achieved, in which category of learning (cognitive level, affective level, or psychomotor level).

Learning Objectives Grading Rubric    

Purpose of the program.

The program purpose is clear – 2 learning objectives are delineated.

 2 points

Each program objective contains measurable, observable verbs.

 2 points

The category of learning is given for each learning objective.

 2 points

The learning objectives use measurable verbs.

 2 points

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

 2 points

Deductions on spelling, punctuation, grammar, citation style, etc. 

 

Week 5. Assessment of Learning - 15 points
Learning Assessments are used to determine if learning has occurred. Select the most appropriate type of assessment for the topic for which you created the learning objectives. Identify and explain the types of assessment you will use. Indicate how the assessment matches the objectives.

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

Deductions on spelling, punctuation, grammar, citation style, etc. 

 

Week 6. Instructional Delivery Plan - 15 points
Based on the same topic for which you wrote objectives and assessments, create an outline for delivery of the content. This will include materials and equipment needs, timeline, and information on how the activities and appropriate for the type of learning, learning objectives, and assessments described in weeks 4 & 5.

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

Deductions on spelling, punctuation, grammar, citation style, etc. 

 

Week 7. Transfer of Learning Plan – 10 points
Describe how you will plan for the transfer of learning from your program. Explain how your plan links to each component. Identify the strategy you will use with each group.

Context for the program

1 point

Program ideas or topic

1 point

Learning objectives

1 point

Instructional strategy

1 point

Program evaluation

1 point

Instructors or facilitators

2 points

Participants or learners

2 points

Other key player (specify

1 point

Deductions on spelling, punctuation, grammar, citation style, etc. 

 


Week 8.  Program Evaluation - 40 points

This course contains no Final Exam. Rather, you will create a formative and summative evaluation using a model such as Kirkpatrick’s Levels of Evaluation or Accountability Planner. Discuss how you would conduct the formative evaluation. Include a section on the stakeholders.
 

Grading:

 
 Grade Point Distribution


A

211-235

B

188-210

C

164-187

D

141-165

F

0-140

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:

 
Week 1

Reading:

  1. Caffarella - Chapter 1, Planning Programs for Adults; 6, Identifying Program Ideas; 7, Sorting and Prioritizing Program Ideas
  2. Presentation - Adult Learning Principles - Knowles, M. S., Holton, E. F., & Swanson, R. A. (1998). The Adult Learner. Houston: Gulf Publishing
  3. Prior Learning & Learner Characteristics - Smith, P. L. and Ragan, T. J. (1999). Instructional Design, 2nd ed. New York: John Wiley & Sons
  4. Learning styles link: take your test                 

Discussion: 10 points

Assignment: 15 points

Program Topic. Using your own ideas and discussion feedback, make further refinements to your thinking about a program topic, along with as many details – and questions to be answered – as possible. Prepare a concise 2-3 page document with citations as appropriate. The more you articulate at this point, the easier later stages will be for you.

Due by Sunday, 11:59 p.m., CST

Week 2

Reading:

Discussion: 10 points

Assignments: 15 points

Needs Assessment
Here you will design a needs assessment instrument. For example, learning needs can be determined through questions, observations, or tests. Decide what approach is most appropriate for your target audience and develop an instrument for gathering data on their learning needs.

Due by Sunday at midnight (CST).

Week 3

Reading:

Caffarella – Chapters 2-3, Interactive Model of Program Planning; 8, Developing Program Objectives

Bloom's Model of Mastery Learning from Smith, P. L. and Ragan, T. J. (1999). Instructional Design, 2nd ed. New York: John Wiley & Sons, Inc.

Discussion: 10 points

Assignments: 15 points

Needs Assessment. Identify a group of 10-12 people in the population you selected for your target audience. Administer your needs assessment to this group. Record the data or responses from the needs assessment and write an analysis or conclusion of the data. Based on the needs assessment findings, choose a program topic and provide rationale for your choice.

Due by Sunday at midnight (CST).

Week 4

Reading:

Discussion: 10 Points

Assignment: 15 points

Learning Objectives. Describe the overall purpose of your educational program.  Write two learning objectives for it.  Select one specific topic of the program and write two learning objectives for that topic. Make sure the learning objectives use active verbs that are measurable and that reveal the category of learning (cognitive, affective, or psychomotor level) involved.

Due by Sunday at midnight (CST).

Week 5

Discussion: 10 Points

Assignment: 15 Points

Due by Sunday at midnight (CST).

Week 6

Readings:

  • Caffarella - Chapter 10, Devising Transfer-of-Learning Plans; 11, Formulating Evaluation Plans, 14, Budgets and Marketing
  • Strategies for Attitude Change from Smith, P.L. and Ragan, T. J. (1999). Instructional Design, 2nd ed. New York: John Wiley & Sons, Inc.

Discussion: (10 Points)

Assignment: (15 Points)

Due by Sunday at midnight (CST).

Week 7

Reading:

  • Caffarella- Chapter 15, Coordinating Facilities and On-Site Events; 16, Revisiting the Interactive Model of Program Planning
  • Consider your present learning needs and search for relevant and appropriate materials. Aim to include at least one scholarly journal and professional organizations' websites in addition to less formal Internet resources.

Discussion: (10 Points)

Assignment: (10 Points)

Due by Sunday at midnight (CST).

Week 8

Discussion: (10 Points)

  • Who will be interested in the results of your evaluation?
  • What happens to the information gathered in program evaluation?

Assignment:

Design an evaluation 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 2012-2013 Graduate Catalog Page 21-22

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


A student who plagiarizes may receive a grade of zero on the assignment. Documentation of the incident will be sent to the Graduate School and the School for Education. A second infraction will result in an automatic *F* for the course.

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 course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

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:10/2/2012 11:44:56 AM