Kindness in words creates confidence; Kindness in thinking creates profoundness; Kindness in giving creates love.

-- Lao Tzu

CIMT 620

Instructional Design

CIMT 620: Instructional Design

Instructor: Feng-Qi Lai, Ph.D.

GENERAL INFORMATION
Course instructor: Instructors office: Instructors phone number: Instructors e-mail address: Class format: project due time: Textbook:

Feng-Qi Lai, Ph.D. Associate Professor UH 323C, Bayh College of Education (812) 237-2934 Feng-Qi.Lai@indstate.edu Online 11:59 pm Eastern Standard Time Required Smith, P. L. & Ragan T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc. Mager, R.F. & Pipe, P. (1997). Analyzing Performance Problems (3rd Ed.). Atlanta, GA: The Center for Effective Performance, Inc. Mager, R.F. (1997). Goal Analysis (3rd Ed.). Atlanta, GA: The Center for Effective Performance, Inc. Mager, R.F. (1997). Measuring Instructional Results (3rd Ed.). Atlanta, GA: The Center for Effective Performance, Inc. Mager, R.F. (1997). Preparing Instructional Objectives (3rd Ed.). Atlanta, GA: The Center for Effective Performance, Inc.

Supplemental Readings:

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CIMT 620: Instructional Design

Instructor: Feng-Qi Lai, Ph.D.

Becoming a Complete Professional "Becoming a Complete Professional" is the overarching theme and conceptual model for all of Indiana State Universitys teacher educator preparation programs. Because the conceptual framework continues to provide the central focus for what we believe and what we do, universal student outcomes reflect performance-based teacher education in Indiana. Programs have identified a set of student outcomes that serves as a conceptual framework for initial and advanced levels; all are linked to the conceptual model of "Becoming a Complete Professional." This model encompasses three broad areas that recognize the essential work and focus of an educator for initial and advanced teacher preparation:
o o o

Educator as Mediator of Learning, Educator as Person, and Educator as Member of Communities.

The word complete acknowledges that, to be truly successful, an educator must be effective in all three of these areas. Similarly, the word becoming is included because a new graduate of one of the Universitys educator preparation programs is not yet a complete professional as a teacher, counselor, school psychologist, speech language pathologist, principal or superintendent. Each has only developed a solid foundation for becoming such a professional in the chosen role. The component "Educator as Mediator of Learning" deals with an educators professional skill as a mediator of students learning and/or of the progress individuals make in achieving their potential. The component "Educator as Person" represents the traits that make a successful educator justifiably respected and emulated by students. The component "Educator as Member of Communities" reflects the necessity of contributing to the various communities of which educators, as professionals, are members. To be proficient, an educator cannot simply be skillful as a mediator of learning or simply be respected and emulated by students or simply be a contributing member of relevant communities. Instead, a truly successful educator must at the same time be a competent mediator of learning, a person viewed as worthy of respect and even emulation by students, and a contributing member of the communities in which educators are expected to function. The establishment of a conceptual framework links to a central theme that allows the program to be thoroughly grounded in the best educational practices as illuminated by professional organizations and educational leaders. The foundation for all undergraduateteaching programs is the Interstate New Teacher Assessment Support Consortium (INTASC) standards. At the advanced program level, the standards of the National Board for Professional Teaching Standards (NBPTS); the American Association of School Librarians (AASL); the Council for the Accreditation of Counseling and Related Educational Programs (CACREP); the Interstate School Leaders Licensure Consortium (ISLLC); the American Psychological Association (APA); and, the American Speech and Hearing Association (ASHA) have provided guidelines for establishing student outcomes and for developing programs in teaching, school counseling, school administration, school psychology, and speech-language pathology.

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CIMT 620: Instructional Design

Instructor: Feng-Qi Lai, Ph.D.

COURSE INFORMATION
Course Description

3 hours. This course will cover typical instructional design models and theories. Students will complete an entire instructional design sequence on an instructional unit using one of these models. CIMT 620 involves the design and development of selfinstructional materials using Smith and Ragans instructional design model, which covers three major activities: analysis, strategy development, and evaluation. The intent of this course is to prepare you for design and development of self-instructional materials in a cooperative environment, to develop your ability to create effective, efficient, and appealing instruction, and to enhance your analytical and systematic thinking skills. Upon the completion of this course, you will be able to: 1. Describe the systematic process of instructional design (ID) models (AECT 1) 2. Describe a variety of different theories of learning and instruction that have influenced ID practices (AECT 1) 3. Design and develop a complete self-instructional unit (around 1 and a half hours) based on the ID process, including learning context analysis, learner analysis, learning task analysis, learning objectives, assessment instruments, instructional strategies development, instruction production, and formative evaluation. (AECT 1 through 5) 4. Analyze instructional strategies for different types of learning and apply the strategies to your instruction (AECT 1) 5. Evaluate each of your team members work using the given criteria (AECT 5) 6. Critique peers projects against instructional design principles (AECT 5)

Course Intent

Instructional Goals

Representative Teaching Methods

You will learn instructional strategies, different learning and instructional theories, and the systematic process of instructional design. You must master all the concepts and knowledge about instructional design and various theories that have influenced instructional design in order to be able to design effective, efficient, and appealing instruction. You will do seven design projects in a collaborative learning environment that fosters the development of instructional designers. By collaborative learning, I mean that you will do your projects through a team effort. The following are the details: 1. You look for team members to form a group of four by posting your background, interest, and the potential project topic of your choice on the Blog, and negotiating with one another. You may also visit your classmates home pages to find the ones who have

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CIMT 620: Instructional Design

Instructor: Feng-Qi Lai, Ph.D.

similar background to yours and talk to them. Through doing so, you will find team members who have common interest as yours to ensure that the project will go smoothly throughout the semester when you work with your team. 2. You discuss with potential group members to determine a topic for the instructional material that your group is going to design and develop. Please note: the instruction that you are going to design is 1) teaching intellectual skills, 2) self-instructional, and 3) about one-and-a-half hours long (including completing the instructional material and both pre- and post-tests at the one-onone try-out learner validation). A possible topic, for example, could be instruction for teaching the attributive clause or instruction for two-digit number subtraction. You are NOT required to design a bigger project. The intention for doing these projects is to provide you with an opportunity of practicing with every step on the ID model. What I am expecting to see is effective, efficient, and appealing instruction. 3. By the end of Day Two, the team and the topic need to be finalized. You are encouraged to discuss with me about the topic you are going to use. I will provide feedback concerning the feasibility of the topic. However, please do NOT wait until the last minute to discuss with me. The project proposal template is provided in the Course Materials folder. Please provide clear and succinct content for each section. 4. You work on each project as a team. In order to be a true team, your team needs to discuss to share ideas before assigning tasks to each team member. The assignment has to be fair and no one should dominate. That means each team member should have a fairly equal amount of work to do considering both quantity and difficult levels. Each team member needs to complete his/her part on a timely manner. And then the team needs to discuss coherence of the project to finalize the project before submitting it. Everyone on the team has to be involved in every project. The purpose is for you to learn everything about instructional design in a team effort so you can learn more. If you do not participate in the group discussion and only do your part of the project, most likely, you will not learn what you are supposed to learn in this class. 5. Your project has to meet the deadline. NO late project is acceptable. Therefore, the key to a successful project is everyone on the team has to be available for group discussion and follow the timeline for completion of your part of the project. 6. Make sure that you will submit a perfect project. NO revision opportunity is provided owing to a tight schedule of eight weeks in summer.

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CIMT 620: Instructional Design

Instructor: Feng-Qi Lai, Ph.D.

7. For efficient work and to ensure a quality project, you need to start discussion at the beginning of the day when the project is assigned and keep discussing with your team members throughout the time of doing the project. 8. For each project, your grade will be based on three parts: 1) quality of the project, 2) your teammates evaluation of your work (refer to the document of Assessment of Contributions of Team Members), and 3) your evaluation of your teammates work. The team gets the same score for the quality of the project. However, the peer evaluation parts vary. You need to provide a very thorough evaluation of your peers contribution in order to be fair to your peers. If your evaluation is rough or is not fair, at least 10% will be taken off your total score for the project. As a result, all members will not necessarily get the same grade for each project. The following is an example of how it works: Example: Project C Learning Task Analysis, total possible 30 points. Your group has four members including yourself and your group project gets 28. Team member As grade (when As evaluation to her teammates is fair and thorough; no points taken off): The points that A gets from her three team members evaluations are 25, 24, and 25. As grade will be 28 * [(25+24+25)/75]. That is 27.6 points.

Team member Bs grade (when Bs evaluation to his teammates is not quite fair; 10% was taken off): The points that B gets from the peer evaluation are 23, 23, and 24. Bs grade will be 28 * [(23+23+24)/75] 10% * {28 * [(23+23+24)/75]}. That is 26.1-2.61 = 23.5 points. I want to repeat: All the team members have to be involved in all the projects. Work should be equally assigned to each team member for all the projects. All discussions have to be on the Blog and projects have to be done on the specified Wiki space so that I will be able to evaluate your performance. If your evaluation is not true about your peers performance, I will adjust the points based on my evaluation. I am always watching even if I do not join your discussion. 9. You submit all projects using the Assignment box. For each project, you submit the following two documents: A copy of your group project, and Your individual evaluation: Assessment of Contributions of Team Members.

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CIMT 620: Instructional Design

Instructor: Feng-Qi Lai, Ph.D.

Please follow the following naming convention to submit your projects: The group project: group name_your name_project name_mmddyy ACTM: group name_your name_ACTM name_mmddyy

For example, if I am in group 1 and this is project A, the following are my submissions: The group project: Group 1_Feng-Qi Lai_A_052112 Peer evaluation: Group 1_Feng-Qi Lai_ACTM A_052112

Please note: Submit the final version of your group project, making absolutely no mistakes. I only open ONE members project to grade and provide feedback based on this project to all members on the team. Your mistake will affect the score on all your team members. The Assignment box will be closed on the due time, so leave yourself at least a couple of hours for submission. It will be your responsibility to make sure there will be NO mistake with project submission. I will not provide any chance for a resubmission. NO submission through any other paths will be accepted. If you try to submit a project using e-mail, I will not open the e-mail and you get NO points for the project. You submit all projects using the CORRECT assignment box. If you submit your Project A, for example, through the Project B assignment box, the project will be removed without a notice and your Project A will get a 0. The seven projects are: A. Learning context analysis, including needs assessment and learning environment analysis B. Learner analysis C. Learning task analysis, including information processing analysis and prerequisite analysis D. Learning objectives and assessment tools E. Instructional strategy development F. Instructional material writing G. Formative evaluation Please note: You need to do one-on-one try-out learner validation for the formative evaluation. Secure your try-out learners at an earlier stage in order to do the one-on-one try-out learner validation on June 26 and start writing the project on June 27. You will not do the project titled Budget Estimation owing to the tight schedule. You may want to do this for yourself to see how much time you spent on the projects and based on your knowledge, how much will cost for designing a project at this scale. In the real world, you always need to do budget for everything. Cost is an issue that you need to be aware of.

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CIMT 620: Instructional Design

Instructor: Feng-Qi Lai, Ph.D.

Participation in all activities is considered essential to this development. If you were not cooperative, you might get very low score from your peers. That could lead your grade to an F. Do not cry to me when you cannot reach an agreement with your team members. You are a graduate student and you should know how to handle a situation. I believe you are capable of solving problems when they occur. You will need to read the chapters so that you will understand how to effectively apply these theories, skills, and strategies to your instructional design. Your understanding of the chapters will be reflected in your online class discussion. You are required to do the following: 1) By noon of the discussion day: You post your understanding of the chapter(s) on Blog for a class discussion. The total possible for the posting is 6 points each. 2) By midnight of the discussion day: You respond to at least two classmates postings (refer to ChapterDiscussion document in the Course Materials folder). The total possible for each critique is 2 points. Please note: Each discussion has to include at least one paragraph explaining how your understanding of the reading of the chapter is integrated into your project. Without this theory into practice, you will lose all the points for the discussion. At the end of the summer term, you will put all the projects (A G) together and upload it to TK-20. The grading rubric for your finalized project to be uploaded to TK-20 is provided in the Course Materials folder. Refer to the Grading Sheet below for how your learning performance will be evaluated. The two quizzes are designed to ensure that you are familiar with the Blackboard learning environment and understand the rules and policies with your learning performance and class activities.
Project Guidelines

The design project for this course requires a great amount of thinking and effort. All the projects are logically sequenced and closely related. It is impossible for you to start a second one without having completed the prior project. Therefore, you have to complete and turn in each project by the due date in order to avoid troubles for the following projects. It is your own responsibility to track your projects, and it benefits yourself to follow the timeline. As I previously stated, there is no revision for projects and no late projects will be accepted. Therefore, it is your responsibility and to your own benefit to turn in a high-quality project on the project due date. Do not leave todays work till tomorrow.

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CIMT 620: Instructional Design

Instructor: Feng-Qi Lai, Ph.D.

The guideline is provided in the Assignment box for each project to help you with your design, but it is impossible to list every detail in the guideline. The details are in your textbook. Therefore, when you read the chapters, do not swallow them, but chew and digest every detail in the chapters and include all the necessary information for all your projects. I grade your projects based on the project guidelines, the quality of the project, and your peers evaluation. Participation in all activities is considered essential to this development. If you do not follow the rules, you could get very low score for your learning performance. It is your own responsibility to ask questions when help is needed. The Q & A discussion window on the discussion board is the place for you to post any questions that you request an immediate answer. If you do not ask questions, your instructor will assume that you do not have any questions; therefore, it will unreasonable for you to complain at the end of the semester that you do not hear from your instructor. You may also e-mail me if you want to keep the talk confidential. But, NEVER negotiate with me the grade and the project load. I would like to reduce the work load for this class, so my job could also be easier; however, I will not do this. The reason is simple: to ensure that you have learned in this class, you have to do these projects and online discussions. All the efforts you pay today will be rewarded at your real-world job someday believe me! GRADING SHEET Group Total possible 15 10 30 30 30 35 30 Individual Your Total score possible 15 10 30 30 30 35 30 Subtotal 180 Class Discussion Your Posting Critiq score ue 6 2*2 6 2*2 6 2*2 6 2*2 6 2*2 6 2*2 6 2*2 70

Project A B C D E F G Other

Group score

Project grading example:

Your score Quiz 1 Quiz 2 Home page Project shar 720 evaluati Professiona Subtotal
Summer, 2012

Total possible 4 4 4 4 4 10 30

Project C Learning Task Analysis, total possible 30 points. Your group has four members including you yourself and your group project got 28. Student B got 23, 23, and 24 from peers and Bs evaluation of peers work were not quite fair so 10% of Bs score were taken.

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CIMT 620: Instructional Design

Instructor: Feng-Qi Lai, Ph.D. Therefore, Bs score for the project would be 28 * [(23+23+24)/75] 10% * {28 * [(23+23+24)/75]} = 26.1-2.61 = 23.5 points.

Total Course Grade Criteria Course Grade Criteria A+ 99-100% B80-84% A

280 A90-94% C 70-77% B+ 88-90% B 84-88% F < 70%

94-99% C+ 77-80%

TENTATIVE COURSE SCHEDULE Please note, in the following schedule, the assignment always starts at 8:00 AM on Day One and the project due is always at 11:59 PM Eastern time on the project due day unless otherwise specified. Date May 14 Class Activities and Assignment Assignment 1 (completed on Day One): Read Rules & Policies and do Quiz 1 Read the syllabus and all the information on the course site and do Quiz 2 Create your Homepage Assignment 2 : Form your 4-member team and determine your project topic Please note: In order to have everything ready for this class, start your discussion as soon as you can and discuss with your instructor about your group project topic frequently to make sure that you will have an appropriate topic for your project. Online Class Discussion Chapters 1, 2, 5, & 16 Assignment due: Finalize the team and the project topic Secure try-out learners Turn in the project proposal Online Class Discussion Chapter 3 and learning context analysis Group Work on Project A Assignment due: Project A
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Readings Smith & Ragan (2005) Chapters 1, 2, 5, & 16 Make sure you understand the project that you are going to design is not a curriculum design project but an instructional design project and the project you are going to do is within the learning domain of intellectual skills. Reading these chapters will help you greatly with a successful project and help you save a great amount of time later on. Smith & Ragan (2005) Chapter 3 Smith & Ragan (2005) Chapter 3

May 15

May 16 May 17 21 May 21

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CIMT 620: Instructional Design

Instructor: Feng-Qi Lai, Ph.D.

Date May 22 May 2325 May 25

Class Activities and Assignment Project A peer evaluation Online Class Discussion Chapter 4 and learner analysis Group Work on Project B Assignment due: Project B Project B peer evaluation Memorial Day -- holiday Online Class Discussion Chapter 5 and learning task analysis Group Work on Project C Assignment due: Project C Project C peer evaluation Online Class Discussion Chapter 6 and Objectives and Assessments Group Work on Project D Assignment due: Project D Project D peer evaluation Online Class Discussion Chapter 7-12 and instructional strategies Group Work on Project E Assignment due: Project E Project E peer evaluation Online Class Discussion Instructional material production Group Work on Project F Assignment due: Project F Project F peer evaluation Online Class Discussion Chapter 19 and Formative evaluation Group Work on Project G Assignment due: Project G Project G peer evaluation

Readings Smith & Ragan (2005) Chapter 4 Smith & Ragan (2005) Chapter 4

May 28 May 29 May 30 June 4 June 4

No class Smith & Ragan (2005) Chapter 5 Smith & Ragan (2005) Chapter 5

June 5 June 6 - 8 June 8

Smith & Ragan (2005) Chapter 6 Smith & Ragan (2005) Chapter 6

June 11 June 12 15 June 15

Smith & Ragan (2005) Chapter 7-12 Smith & Ragan (2005) Chapter 7-12

June 18

June 19 22 June 22

Chapter of Production in the Course Material folder Chapter of Production in the Course Material folder

June 25 June 26 29 June 29

Smith & Ragan (2005) Chapter 19 Smith & Ragan (2005) Chapter 19

Summer, 2012

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CIMT 620: Instructional Design

Instructor: Feng-Qi Lai, Ph.D.

Date July 2 - 3 July 4 July 5 July 6

Class Activities and Assignment Evaluation on CIMT 720 facilitation Assignment due: Group PPT presentation (post on Blog) Independence Day -- holiday Assignment due: Response to group presentations (on Blog) Reflection and Course Evaluation (required)

Readings

NOTE: Do Quiz 2 after you have carefully read the syllabus and information on the course site. You need to complete all the questions and all the questions must be answered correctly. That means your answers have to be 100% correct in order for you to get the 4 points for your quiz and start any class activities. You are allowed to redo the quiz until you receive 100% correct for your quiz. Complete the quiz on Day One!

Summer, 2012

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