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 StatementThe 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 StatementThe 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 FrameworkCourseED 542 Program & Instructional DesignSemesterF2P 2012 DLFacultyDennis, Kay S.TitleAssociate Professor of EducationDegrees/CertificatesEd. D., North Carolina State UniversityM.S.N., East Carolina UniversityB.S.N., University of KentuckyOffice LocationOnlineOffice HoursBy 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-Mailkay.firstname.lastname@example.orgSemester DatesOct. 22 - Dec. 16, 2012Class DaysAnyClass TimeAnyPrerequisitesNoneCredit Hours3Textbook: Required Textbook:
Title: Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers, 2nd ed., 2002
Author: Rosemary J. Caffarella
Title: Publication Manual of the American Psychological Association 6th ed.
Author/Publisher: American Psychological Association
School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
ED 542 Program & Instructional Design
F2P 2012 DL
Dennis, Kay S.
Associate Professor of Education
Ed. D., North Carolina State UniversityM.S.N., East Carolina UniversityB.S.N., University of Kentucky
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).
Oct. 22 - Dec. 16, 2012
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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 email@example.com or call 800-927-3024Resources 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 firstname.lastname@example.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.
Learning Outcomes: Core Learning Outcomes
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.
Initial post is at least 3 paragraphs with 3 citations (APA style with page no.) from the textbooks.
One post includes additional information beyond the textbooks (in APA style).
Reflective response to two peers’ postings by Sunday.
Deductions on spelling, punctuation, grammar, citation style, etc.
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.
Learner Analysis Grading Rubric
Describe the target audience for your program: Age, profession, education, location, other relevant factors.
How do your potential participants prefer to learn?
When do they prefer to attend learning sessions?
What motivates them to attend learning sessions?
Who pays for them to attend learning sessions?
Needs Assessment Grading Rubric
Design a needs assessment instrument listing ten questions you will ask or observations you will record. (1 point each)
Explain why the type of needs assessment you chose is appropriate for your target audience.
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.
Write an analysis or statement of conclusions from the Needs Assessment.
Explain your rationale for selecting your program topic.
List the program topic and sub topics
Learning Objectives Grading Rubric
Purpose of the program.
The program purpose is clear – 2 learning objectives are delineated.
Each program objective contains measurable, observable verbs.
The category of learning is given for each learning objective.
The learning objectives use measurable verbs.
The category of learning is given for the learning objective. (1 point each)
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).
Explain why this type of assessment was selected.
Describe how the assessment measures the learning objectives.
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
How will you get participants involved with the material to be learned?
Learning activity - Why is it appropriate for the learning objective you described in week 4?
Learning activity - Why this is appropriate for the learning objective you described in week 4?
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
Program ideas or topic
Instructors or facilitators
Participants or learners
Other key player (specify
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:
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
Assignments: 15 points
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).
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.
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).
Discussion: 10 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.
Assignment: 15 Points
Discussion: (10 Points)
Assignment: (15 Points)
Assignment: (10 Points)
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 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
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 .
Last Updated:10/2/2012 11:44:56 AM