IDT

7095/8095 Developing Interactive Learning Environments II

College of Education, Health, and Human Sciences Norms

I take 100% responsibility.
I seek equity of voice.
I am willing to talk about sensitive issues.
I listen for understanding.
I appreciate the strengths and contributions of others.
I bring positive energy and encouragement to the team.
I commit to the mission of the college.

Course
Description

Teams use instructional design principles to design and develop an instructional system. Emphasis is
on using advanced development skills with current technologies, working with live clients, defining
project goals and timelines, managing instructional design projects and documenting the ID process.

Prerequisites IDT 7090-8090 or permission of instructor.

Course
Texts &
Materials

1.

4.

Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and
development (3rd ed.). Needham Heights, MA: Allyn & Bacon.
Dick, W., Carey, L., & Carey, J.O. (2014). The systematic design of instruction (8th ed.). New
York: Pearson Education.
Lynch, M.M. & Roecker, J. (2007). Project managing e-learning: A handbook for successful
design, delivery and management. New York: Routledge.
American Psychological Association. (2001/2009). Publication manual of the American

5.

Psychological Association (5th or 6th ed.). Washington, DC: author.

Other development software as required by project

2.
3.

Support of
Conceptual
Framework

This course will prepare students to be project leaders for instructional design, where knowledge of
learners and context, pedagogy and effective practice are key.

Methods of
Instruction

The course will include the following instructional strategies: class and small group discussion,
demonstrations and presentations, authentic assessment, cooperative/collaborative learning activities,
reading and writing assignments, independent projects, electronic communications and technology
integration, and discovery, reflective and inquiry-based learning.

Key

None.

Assessments
Course
Objectives

Course
Grading

Design and develop digital instructional systems

Discern the advantages and disadvantages of different delivery and authoring systems for
digital instructional systems
Manage instructional design projects
Manage client relationships

The UofM Graduate School recognizes and expects exemplary work to be the norm for course work.
To this end, the grade of "B" represents the benchmark for this course. It indicates that the learner has
demonstrated competency in the subject matter of the course, has fulfilled all course requirements, has
a clear grasp of the full range of course materials and concepts, and is able to present and apply these
materials and concepts in clear, reasoned, well organized and grammatically correct responses whether
written or oral. Only students who fully meet this standard AND who demonstrate exceptional
comprehension and application of the course subject matter merit a grade of "A." Learners who do not
meet the benchmark standard of competency will earn a grade of "C" or lower. They, in effect, have
not met graduate level standards. Where this failure is substantial, the learner will earn a grade of "F.
Grading Scale: Criteria for each assignment will be made available in our virtual class well in advance
of the corresponding deadline(s). Points awarded will be based on fulfilling the specific criteria for
each assignment. Rubrics and checklists will be frequently used to determine student achievement. All
required assignments will be given a specific grade. Grades will be computed using the following
scale:

A= 90-100 %
B= 80-89 %
C= 70-79 %
D= 60-69 %
F= 0-59 %

Incompletes: Incompletes will only be given in extreme cases. Arrangements must be made with the
instructor to receive a grade of incomplete. All incompletes are subject to one full letter-grade
reduction.

Late Assignments: Late work will not be accepted after the scheduled due date. Prior arrangements
must have been made with instructor.

Course

Professional Standards: Effective managers, leaders, trainers and teachers are also effective

Guidelines
communicators. Written communication is an important element of the total communication process.
&
The Graduate School recognizes and expects exemplary writing to be the norm for course work. To
Expectations
this end, all papers, individual and group, must demonstrate graduate level writing and comply with the
format requirements of the Publication Manual of the American Psychological Association, 5th
Edition. Careful attention should be given to spelling, punctuation, source citations, references, and the
presentation of tables and figures. It is expected that all course work will be presented in time and error
free. Each assignment is subject to a maximum 10% reduction in points for failure to meet these
standards of professionalism.

Professional Participation: Your active participation in this class is essential for building a productive
learning community. It is expected that you will give freely of your ideas, constructively react to the
ideas of others, and offer constructive suggestions for the good of the group. Responsibility for
participation also includes: completing assigned readings and computer activities, willingness to take
risks in sharing your opinions, and verbally participating in class discussions and activities. Students
are expected to fully participate in all scheduled course activities. Failure to meet these responsibilities
will adversely affect your course grade. Students are expected to attend and fully participate in all
scheduled classes. If it is necessary to miss a class, please inform the instructor prior to the scheduled
class meeting.

Teams and Clients: The extensive use of teams and clients in this course is compellingly unique.
Teamwork will require cooperation, collaboration, leadership, individual responsibility, and
negotiation. You are expected to fully commit to your team and your team project. In addition, you are
expected to respect at all times the client-designer relationship. Only when necessary, the instructor
will intervene. You are expected to maintain a high standard of professionalism with all team members
and clients. Working with external clients attempts authenticity for instructional design as closely as
possible. You are acting as an agent of the university and the Instructional Design & Technology
program. Please avoid any actions that may inadvertently damage our relationships with external
supporters. Managing all of these relationships is an objective for this course.

Academic Integrity and Plagiarism: All written work submitted must be the students original work
and conform to the guidelines of the American Psychological Association (APA) available online and
via their publications. This means that any substantive ideas, phrases, sentences, and/or any published
ideas must be properly referenced to avoid even the appearance of plagiarism, including the Internet. It
is the students responsibility to know all relevant university policies concerning plagiarism. Any
documented cases of plagiarism can and will result in dismissal from the course with a failing grade,

and may result in other more serious sanctions by the College of Education, Health and Human
Sciences.
Expectations for academic integrity and student conduct are described in detail on the website of the
Office of Student Judicial and Ethical Affairs. Please take a look, in particular, at the sections about
Academic Dishonesty, Student Code of Conduct and Responsibilities, and Disruptive Behaviors.
I will expect students to be aware of these guidelines and to conduct themselves
accordingly. http://www.memphis.edu/studentconduct/

Americans
with
Disabilities
Act

The University of Memphis does not discriminate on the basis of disability in the recruitment and
admission of students, the recruitment and employment of faculty and staff, and the operation of any of
its programs and activities, as specified by federal laws and regulations. The student has the
responsibility of informing the course instructor (at the beginning of the course) of any disabling
condition, which will require modification to avoid discrimination. Faculty are required by law to
provide "reasonable accommodation" to students with disabilities, so as not to discriminate on the basis
of that disability. Student responsibility primarily rests with informing faculty at the beginning of the
semester and in providing authorized documentation through designated administrative channels.