INSDSG 601 Syllabus - Summer 2016

INSDSG 601- SyllabusFoundations in
Instructional Design & Learning

Technology
University of Massachusetts Boston
College of Advancing & Professional Studies
Instructional Design Graduate Program
Instructor Information
Apostolos Koutropoulos, BA, MBA, MSIT, MEd, MA
a.koutropoulos@umb.edu
Phone (W): 617-287-5990
Skype (W): akoutropoulos
Office Hours: virtual office hours by request
Note: Throughout the semester, I will communicate with you via your UMB email
account. Please review the following website for a job aid that will assist you in
forwarding your UMB email account to your personal account if you prefer:
http://howto.wikispaces.umb.edu/Forward+Student+UMB+Email+to+Personal+Accou
nt
Classes begin Tuesday May 31, 2015 and ends Thursday August 25, 2015
Summer 2016 Academic Calendar:
https://www.umb.edu/academics/caps/credit/summer/calendar/
Course Information
Course Title:
INSDSG 601: Introduction to Instructional Design
Prerequisites:
Matriculated MEd student - or - permission of the instructor.
Prerequisite
Skills:
1. Basic computer skills, which include:
a. Operating system skills (e.g.: opening applications, file management)
b. Microsoft Word and Microsoft PowerPoint application knowledge
c. Internet Skills (e.g.: ability to navigate the Internet, search,
upload/download files)
d. Some knowledge of a course management system would be useful

e. Helpful: Teaching/training experience
2. Ability to set a schedule to tasks to be completed for online course
and to follow through.
Updated: May 21, 2016

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Course
Description:
This course provides an introduction to the cognitive and
experiential content of the program, emphasizing the components of the
instructional design model. Various instructional design models are
analyzed and students are expected to complete, as a final project, an
instructional design plan for a learning/training event.
Technical
Requirements: This course has the option to use Blackboard Collaborate web
conferencing system. It is a good idea to go through Blackboard
Collaborate at the beginning of the semester to make sure you can
access the service and work out any bugs before you really need to use it
for work. One cautionary note: some students who have attempted to
participate in a Blackboard Collaborate session from their work sites have
found that firewalls block their access so this is something to check out
before your session.
You will also need a headset with microphone to fully participate and
can also use a webcam if you have one. If you experience difficulty with
the audio over the web then there is an opportunity to also call in via
phone (phone charges may apply depending on your location). There is
also the capability to upload PowerPoint presentations, use a group
whiteboard and utilize text chat. All group Blackboard Collaborate
sessions are recorded and archived for future reference
This course may also employ a variety of media that may require the
presence of free plug-ins such as Flash, Adobe Acrobat Reader, Windows
Media Player.
Students will be developing designs for their own learning intervention
projects during the semester however there is no requirement to use
specific applications for development. This choice is up to the student
and is often driven by what is available at the worksite or owned
personally.
Required
Text(s):
Dick, W., Carey, L, & Carey, J. O. (2015). The systematic design of

instruction (8th edition). Pearson. (Abbreviated in the syllabus and course
as DCC)
Other
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Reading:
Other readings, including academic articles, will be available on

Blackboard as soon as the course begins.
You should also bookmark Purdue Owl. This resource will help you with
APA citation which will be necessary for your various projects:
http://owl.english.purdue.edu/owl/resource/560/01/
Recommended
Texts
American Psychological Association. (2009). Publication manual of the
American Psychological Association. Washington, D.C.: American
Psychological Association.
Course
Objectives:
By fully participating in this course, you should be able to:

1. Explain the use of instructional design models in the development
of learning interventions,
2. Identify and Describe instructional design models,
3. Apply the Dick & Carey model of instructional design toward the
design of a learning intervention,
4. Develop learning goals and objectives,
5. Identify appropriate materials and activities for course designs,
6. Evaluate and critique course designs,
7. Identify and Describe current trends in learning technology,
8. Work effectively in teams,
9. Discuss broadly about fields that are related to instructional design.
Core
Competencies:
The objectives for this course focus on the following program level
outcomes for the MEd in Instructional Design: Please see this link for a full
description of the outcomes: http://idfaculty.wikispaces.umb.edu/Program-Learning-Outcomes.
Specifically this course addresses the following PLOs:
Theory into Practice: 1.1, 1.2, 1.4
Analysis: 2.2, 2.3, 2.4 2.5, 2.6
Design: 3.1, 3.2, 3.4,
Develop: 4.1, 4.6
Implement: 5.1, 5.4,
Evaluate: 6.1,
Reflective Practice: 7.1, 7.2, 7.3, 7.4, 7.5, 7.6
Leadership: 8.1, 8.2, 8.5
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In addition, this course addresses the following IBSTPI instructional
designer competencies:
Professional Foundations:
o Communicate effectively in visual, oral, and written form
(essential)
o Update and improve knowledge, skills, and attitudes pertaining
to the instructional design process and related fields (essential)
o Identify and respond to ethical, legal, and political implication of
design in the workplace (essential)
Planning & Analysis
o Identify and describe the target population and environmental
characteristics (essential)
o Select and use analysis techniques for determining instructional
content (essential)
o Analyze the characteristics of existing and emerging
technologies and their potential use (essential)
Design & Development
o Use an ID & Development process appropriate for a given
project (essential)
o Organize ID programs and/or products to be designed,
developed, and evaluated (essential)
o Design instructional interventions (essential)
o Select or modify instructional materials (essential)
o Develop instructional materials (essential)
Evaluation & Implementation
o Revise instructional and non-instructional solutions based on
the data (essential)
Required
Assignments:
This course is designed on a Badges First approach, as such most
activities are based on a Mastery Approach. This means that you either
pass, or you dont pass, the assessment. If you dont pass, for some
assessments there are opportunities to additional attempts. The
assignments in Blackboard will indicate what can be re-done and what
cannot. The following are the major assignments in the course:
1. Final Project Design of a learning intervention: This project will
be undertaken in small chunks throughout the semester. Each small
chunk will be worth a small part of the grade of the final project. This way
you have the ability to go back and iteratively improve on the design of
your learning design, and if a small part isnt good enough on the first try,
it wont impede your overall progress of the final project, and you have an
opportunity to address it with feedback from me. For this project think of
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something you can do as a one or two hour training. Your project does not
need to be big. We are focusing on the process for this assignment, not
creating a huge training program.
2. Theories of Learning Jigsaw: This is a group jigsaw assignment to
explore theories of learning. The culminating deliverable will be a
document between 1000-1500 words, properly cited using APA that
provides an introduction to the learning theory. The document may
include multimedia (including videos and images) to enhance the text
written by the students. The assignment can be submitted as a discussion
forum post, a link to a blog post, a Microsoft word document, a wiki, a
video, or any other mode that the students are comfortable using.
Students will earn a badge that showcases the theory of learning that
they picked to introduce and analyze.
3. Instructional Design Models Jigsaw: This is a group jigsaw
assignment to explore an instructional design model other than the Dick
& Carey model. The culminating deliverable will be a document between
1000-1500 words, properly cited using APA that provides an introduction
to another instructional design model that is of interest to the students.
This introduction will also be a compare-and-contrast to our main model,
the Dick & Carey Model. The document may include multimedia
(including videos and images) to enhance the text written by the
students. The assignment can also be submitted in a variety of ways.
Students will earn a badge that showcases the model that they picked to
introduce and analyze.
4. Instructional Design Special Topics Jigsaw: This is a jigsaw
assignment to explore different areas of instructional design, from tools,
to modalities, to approaches in design. The culminating deliverable will be
a document between 1000-2000 words, properly cited using APA that
provides an introduction to the topic in instructional design. The
document may include multimedia (including videos and images) to
enhance the text written by the students. The assignment can also be
submitted in a variety of ways. Students will earn a badge that showcases
the model that they picked to introduce and
5. Weekly Feedback and Reflection: Reflection is one of the key
elements in learning. Feedback is also important to designers and
instructors. For this reason at the end of each week there is a weekly
feedback quiz with 4 questions. You can answer these questions, and
reflect on your weekly learning, either in the quiz, or you can blog
throughout the course and reflect about your learning. The option is
yours. If you do choose to blog, please posts specific post URLs in the
weekly feedback quiz.
6. Participation: Participation is key in any class, whether you are online
or on-campus, in a one-day workshop, or a semester-long course. If
youre not active in the course in some way, its hard to know if things are
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making sense. By actively participating you are not only enriching your
educational experience, but those of your fellow classmates, and mine, as
well! For this reason, participation in the course through discussions in
the forum is worth 20% of the overall grade for this course. There are 15
discussion forums this semester in our course, but you only need to be
active and receive a in 12 of the 15 to receive the equivalent of an A
for this component of the class.
Course Rubric:
There are 4 possible grades for all assignments:
: no assignment submitted
: assignment submitted but it doesnt pass, see comments
: assignment passes, see comments for potential improvement
+: assignment passes and is exemplary, small comments for
improvement
Assignment/Deliverable
Final Project
Jigsaw activities
Weekly Feedback and

Reflection
Participation (as defined
above)
Course
Policies:
Relevant
Course
Objective
MEd PLO
1, 4, 5, 6, 7
1.2, 2.2, 2.3, 2.4,

2.5, 2.6, 3.1, 3.2,
3.4, 4.1, 4.6, 5.1,
5.4, 6.1, 7.1, 7.2,
7.3, 8.1, 8.5
1.1, 1.2, 1.4, 4.1,
4.6, 5.4, 6.1, 7.4,
7.5, 7.6, 8.2, 8.5
7.4, 7.5, 7.6
1, 2, 3, 8
1, 2, 3, 7, 8
Overal
l
Grade
%
30%
1.2, 1.4, 7.4, 7.5,

7.6
40%
10%
20%
Participation - Attendance and presence are required for this class. The
Discussion Board and any live sessions that we have make up our
"classroom" so logging in defines your presence. I expect you to let me
know ahead of time if you will be unable to participate for a specific
week, or if this is not possible, to be in touch with me as soon as you can
thereafter. E-mail is probably the best way to notify me. I have it open all
the time. I may not be able to respond to you right away, but at least Ill
see it!

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You are expected to log on to the course website a minimum of three
times a week and to post a substantive contribution to the discussion at
that time. You are expected to post an original discussion forum post by
Thursday, 6 p.m. EST, of each week; and then reply to at least two of your
peers by Sunday at 6 p.m. EST. Simply saying "I agree" is not considered
a substantive contribution! You must support your position, or add
somehow to the discussion when logging on. Try to relate the topic to
your own experience if possible. Please review the rubric for discussion
board postings in the Getting Started module so you can see how I will
evaluate your contributions.
Group Work This course depends on your involvement with online
discussion and activities. Be aware that the responses and learning of
your peers depend on your timely contributions, especially for the group
assignments in the course. You will be directed each week whether to
post your assignments/reflections in either the Discussion Board to a
specific topic or to another communication/collaboration site or
designated folder.
Please review the descriptions of the assignments while you work on
them and before you post the finished product. A common mistake is to
become intrigued with a wonderful tangential idea and not address the
assignment requirements. It may be fun to do but you may lose points.
Norms to ponder: timeliness, confidentiality within your group, dealing
with group issues within the group, and civility and supportive criticism
only. We want this to be an intellectual "safe" zone. For specific
assignments that require you to work in a group I dont specify internal
group deadlines. There is one assignment deadline and your group
should negotiate amongst its members what should be done and by what
time. At the conclusion of each group activity (namely the jigsaws) each
team member will submit to me a peer review of each members work. If
your team believes that you did not contribute to the deliverable of the
jigsaw you might not get points for your participation in that team. If you
work in a group, you need to complete a post-action report on your fellow
team members, otherwise your assignment will not be considered
complete.

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Late Work In this course there will be an emphasis on the exploratory
and experiential. We will utilize discussion, small group work, and
individual activities to engage with the material. For this reason, it is very
important that you keep up with the reading assignments and log in a
minimum of three times per week, which includes posting your
weekly reflection question by Thursday 6 p.m. EST so that there will be
sufficient time to interact with your peers. Discussion topics will be
turned off a few days following the end of the discussion in order
to keep the class moving. Lack of preparation and failure to engage in
the many learning opportunities in this course will be taken into account
in your final grade. Course deliverables are expected to be on time unless
there is some extenuating circumstance. Points will be deducted for late
work at a rate of 5-points for every day a deliverable is late. This includes
discussion forum assignments and work. No late work will be accepted
five days after the due date. (Example: if an assignment is due on
Sunday, the last possible day to submit it is the following Wednesday in
order to receive a for that assignment.
Grading
Grading:
Grade type for the course is a whole or partial letter grade. (Please see
table below)
Note: the lowest passing grade for a graduate student is a C. Grades
lower than a C that are submitted by faculty will automatically be
recorded as an F.
Please see the Graduate Bulletin for more detailed information on the
Universitys grading policy.
UMass Boston Graduate Grading Policy

Lette
r
Grad
e
Percentage
Quali
ty
Point
s

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A
93-100%
4.0
A-
90-92%
3.7
B+
87-89%
3.3
83-86%
3.0
B-
80-82%
2.7
C+
77-79%
2.3
73-76%
2.0
0-72%
0.0
INC
Given under very restricted terms and only when satisfactory work
has been accomplished in majority of coursework. Contract of
completion terms is required.
N/A
INC/F
Received for failure to comply with contracted completion terms.
N/A
Received if withdrawal occurs before the withdrawal deadline.
N/A
AU
Audit (only permitted on space-available basis)
N/A
NA
Not Attending (student appeared on roster, but never attended class. Student
is still responsible for tuition and fee charges unless withdrawal form is
N/A

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submitted before deadline. NA has no effect on cumulative GPA.)
Methods of Instruction
Methods:
This course is an instructor-facilitated, fully online, asynchronous course

conducted via the Blackboard Learn learning management system.
Weekly discussion, small group work, and individual activities will provide
opportunities for student-to-content, student-to-student and student-toinstructor involvement. Although the course will be conducted
asynchronously, there can be opportunities for synchronous sessions
during the semester to provide real-time interaction. A variety of
multimedia will be incorporated including podcasts, video clips, narrated
streaming PowerPoint presentations, articles, weekly discussion forums,
interactive games, and weekly formative assessments. Hands-on
development for the final course project will take place in an LMS of the
students choice and will include materials developed with a range of
multimedia chosen by the student.
Accommodations
Section 504, 508 and the American with Disabilities Act of 1990 offer guidelines for
curriculum modifications and adaptations for students with documented disabilities. If
applicable, you may obtain adaptation recommendations from the UMass Boston Ross
Center (508-287-7430. You need to present and discuss these recommendations with
me within a reasonable period, prior to the end of the Drop/Add period.
You are advised to retain a copy of this syllabus in your personal files for use when
applying for future degrees, certification, licensure, or transfer of credit.
Code of Student Conduct

Students are required to adhere to the Code of Student Conduct, including
requirements for the Academic Honesty Policy, delineated in the University of
Massachusetts Boston Graduate Studies Bulletin and relevant program student
handbook(s).
https://www.umb.edu/life_on_campus/policies/community/code
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You are encouraged to visit and review the UMass website on Correct Citation and
Avoiding Plagiarism:
http://umb.libguides.com/plagiarism
Other Pertinent and Important Information

Incomplete Policy: Incompletes will be assigned only in cases of illness, accident, or
other catastrophic occurrences beyond a student's control. Incompletes are given
under very restricted terms and only when satisfactory work has been accomplished in
majority of coursework. A contract of completion terms is required for all incompletes
with concrete deliverables on specific due dates. The Registrars office, as well as the
department chair of the Instructional Design MEd program need to approve the
granting of incompletes.
Coursework Difficulties: Please discuss all coursework matters with me sooner than
later. If caught early, course work difficulties and hiccups can prevent major issues
with your course progression. If left unattended they could interfere with progression
through the course. I am here to help!
Topics for Jigsaws: The topics for the various jigsaws are available right from the
start of the class. Working ahead on your spare time is a good way to make sure that
you dont fall behind, and it may even give you breathing room for other things during
the later parts of the semester! While I have provided you with some topics of Jigsaws,
feel free to be inspired by the Horizon Report, and other sources. If you have a topic
thats not on the list, it needs to be approved before you forge ahead.
Course Schedule
Week I
Topic
Introductions to each other and the subject matter
Course Begins
May 31, 2016
Objectives
Upon completion of this module, students should be able to:

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Readings/Medi
a
Navigate and find resources on Blackboard
Get introduced to your instructor and your classmates
Get introduced to some upcoming technologies of significance to

our field
Explain the reason(s) for using an instructional design model
Discuss some critiques of the profession
Please read the content in the Getting Started link on the

course home page and post any questions you may have to the
discussion board under the Questions/Help Topic.
DCC 1
Thalheimer, W. (2008) We are professionals, arent we?. In M.W.
Allen (Ed.) Michael Allens e-Learning Annual 2008. Pfeiffer.
Star perusing the NMC Horizon Report of your choice http://www.nmc.org/nmc-horizon
Activities
Assignments
Post an introduction to the introduction voicethread
Get a library barcode
Participate in weekly discussion
Complete weekly feedback and reflection
No projects this week
Week II

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Topic
Front End Analysis, Instructional Goals, and some Mythbusting
Objectives
Readings/Medi
a
Activities
Define needs assessment, performance analysis, needs

statements, and instructional goals,
Write Instructional Goals that meet the criteria for initiating the
development of instructional interventions,
Begin to critically interpret literature in the field of education to
assess quality, accuracy, and relevance.
DCC 2
Milia: Dales Cone of Experience
Thalheimer : Mythical Retention Data & The Corrupted Cone

[blogpost]
Introduction to VARK website
Riener, C. & Willingham, D. (2010). The Myth of Learning Styles.

Change.
Bailey - Edgar Dales Cone of Experience [video]
Willingham - Learning Styles do not exist [video]
Ambridge, B. (2014). 10 myths about psychology, debunked [TED

talk]
[preview] Goals vs Learning Objectives. UConn.
Get library barcode (if you have not already!)

Participate in weekly discussions

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Assignments
Complete Project Proposal for final project
Week III
Topic
Goal Analysis
Objectives
Readings/Medi
a
Classify instructional goals in the domains of intellectual skill,

verbal information, psychomotor, and attitude,
Perform a goal analysis to identify major steps required to
accomplish an instructional goal,
Describe key features of behaviorism, cognitivism, constructivism,
and connectivism.
Collaborate online with your teammates.
Come to consensus on guidelines for doing group work.
Use online collaboration tools to develop deliverables that all
agree on.
DCC 3
Bates, T (n.d.) Chapter 2: The nature of knowledge and

implications for teaching. In A.W. Bates Teaching in a Digital Age.
UBC Open Text.
Tuckmans 4 Stages of Group Formation [video]

Roberts, T. S., & McInnerney, J. M. (2007). Seven problems of
online group learning (and their solutions). Educational
Technology & Society, 10(4), 257-268.
American Library Association (n.d.). Compromise, Consensus, and
Common Ground (for Action).
Hartnett (n.d.) The basics of consensus decision-making.
Rains (July 19, 2011). 10 Ways to check your ego at the door.

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Activities

Work with your team to decide on your team guide
Form a team with another classmate and pick from a Theory of
Learning topic. This will be presented over the next couple of
weeks.
Submit Goal Analysis for Final Project
Assignments
Week IV
Topic
Identifying Subordinate Skills & Entry Level Behaviors
Objectives
Describe approaches to subordinate skills analysis,

Describe relationships among the subordinate skills identified
through an analysis,
Apply subordinate skills analysis techniques to steps in the goal
analysis,
Explain key aspects of Blooms taxonomy of the cognitive domain.
DCC 4
Blooms taxonomy of Learning Domains:
Readings/Medi
a

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Activities
Blooms interactive pyramid
Read through the submissions of your classmates for the Theories

of Learning jigsaw

If its your week to post the Theories of Learning deliverable to
the designated forum. Engage in discussion.
Submit subordinate Skill Analysis and Entry Level Behaviors for

your final project
Assignments
Week V
Topic
Learner & Context Analysis
Objectives
Identify and analyze general characteristics of target student

population important in the development process,
Identify and analyze contextual characteristics of the setting
where learning will take place,
Discuss and apply key elements of Gagnes work to instruction.
DCC 5
Readings/Medi

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a
Activities
Driscoll, M.P. (2005). Chapter 10: Gagnes Theory of Instruction. In

M.P Driscoll Psychology of Learning for Instruction. Allyn & Bacon.
Preview the materials for the next jigsaw

If its your week to post the Theories of Learning deliverable to
the designated forum. Engage in discussion.
Start thinking about your second jigsaw assignment
Submit Learner & Context Analysis
Submit review of peers for your jigsaw activity
Assignments
Week VI
Topic
Writing Performance Objectives, and working with collaboration

tools
Objectives
Write performance objectives using the ABCD method,

Demonstrate knowledge of the difference between goals and
learning objectives,
Discuss affective aspects of teaching and learning, and how those
affect design,
Explore additional collaboration tools, and ways of collaborating.
DCC 6
Magers tips on instructional objectives
Readings/Medi
a

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Activities
Goals vs Learning Objectives. UConn
Huitt, W. (2001, April). Krathwol et al.'s taxonomy of the affective

domain. Educational Psychology Interactive. Valdosta, GA:
Valdosta State University.
Miller, M. (2005). Teaching and Learning in Affective Domain. In M.

Orey (Ed.), Emerging perspectives on learning, teaching, and
technology
Krathwohl handout from UConn
Explore the collaboration tools listed in Blackboard with your

team
Start working on the next ID exploration
Assignments
Submit project goals and performance objectives for your final

project
Week VII
Topic
Developing Assessment Instruments
Objectives
Describe how entry skills tests, pretest, practice test, and posttests are used by instructional designers,
Name four categories of criteria for developing criterionreferenced tests,
Write criterion-references, objective-style test items that meet the
four categories
Recommend assessments for instructional interventions that are
authentic and measure the intended learning for those

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interventions.
Readings/Medi
a
Activities
DCC 7
UCF professor Richard Quinn accuses class of cheating [video]
Berrett, D. (2010) Cheating and the Generational Divide. Inside

Higher Education
Hogue (2014). Why I continue to participate even through I'm

failing the assessments
Rahab, I. (2012). The Influence of Assessment in Constructing a

Hidden Curriculum in Higher Education: Can Self and Peer
Assessment Bridge the Gap between the Formal and the Hidden
Curriculum. International Journal of Humanities and Social
Science, 2(11), 236-242.
Read thought jigsaw submissions

Post your Jigsaw deliverable if you chose a topic due this week
Engage in discussion with your peers in the jigsaw forums
Submit proposed ways to assess learning in your design
Assignments
Week VIII
Topic
Developing Instructional Strategies
Objectives

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Readings/Medi
a
Activities
Identify the five learning components of an instructional strategy,

Plan the learning components of an instructional strategy,
Describe considerations in selecting an instructional delivery
system,
Sequence and arrange content in session-level clusters,
Discuss ways in which technology can be applied to enhance
instructional strategies.
DCC 8
DCC 9
Read though jigsaw submissions

Submit Instructional Strategy for your final project
Assignments
Week IX
Topic
Developing Instructional Materials
Objectives
Describe the designers role in materials development,

Describe factors that may cause revisions of materials,
List four categories of criteria for judging the appropriateness of

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Readings/Medi
a
Activities
existing instructional materials,

Develop instructional materials based on a given instructional
strategy,
Identify main consideration for creating, and adopting, accessible
materials.
DCC 10
For those of you in Corporate and HR training, you might find
HRDQ interesting to peruse through: http://www.hrdqstore.com/
MERLOT OER repository: http://www.merlot.org/merlot/index.htm
OER Commons: https://www.oercommons.org/
Directory of Open Access Journals: https://doaj.org/

Post your Jigsaw deliverable if you chose a topic on UDL, OER, or
Open Education related topic
Assignments
Submit Materials, and their evaluations, to be created for your

instructional intervention
Week X
Topic
Formative & Summative Evaluations
Objectives
Describe the purposes for and various stages of formative

evaluation,
Describe instruments for formative evaluation,
Develop appropriate formative evaluation plan,

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Readings/Medi
a
Describe the purpose of summative evaluations,

Describe the two phases of summative evaluation,
Design summative evaluations for specific learning interventions.
Describe the main considerations, applications,, and benefits of
various modalities of learning.
DCC 11
DCC 13
Clark, D. (n.d.) Kirkpatricks 4 Level Evaluation Model

Gustafson, K. & Branch R. M. (2002). A Survey of Instructional
Development Models (4th edition) - [everyone will read chapters 1
and 2, then you or your team read the chapter for your specific ID
model].
Sarsar, F. (2012). A new Instructional Design Model for Online
Instruction: GRAPE. International Journal of Instructional
Technology & Distance Learning. 9(4) (read this if you are doing
the GRAPE model for your jigsaw)
Activities

Submit Formative and Summative Evaluation strategy for your

final project
Assignments
Week XI
Topic
Project work week!
Objectives

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Complete their individual course projects
No readings this week. Consult DCC as needed to complete your

projects
In lieu of discussion this week, lets setup time for a one-to-one

skype chat as a check-in (if everyone wants to have one
synchronous sessions instead of one-to-one sessions that is OK
too!)
Work on the team assignment (ID model jigsaw)
Submit your final project
Readings/Medi
a
Activities
Assignments
Week XII
Topic
Big Picture
Objectives
Demonstrate knowledge of effective peer review practices

Describe main elements of other instructional design models,
Compare and contrast instructional design models for similarities
and differences,
Evaluate instructional design models for applicability and fit for
use in designing different types of learning interventions.

Page 23

Technology
Readings/Medi
a
Activities
No new readings this week. You can reference Gustafson & Branch
as you are working on submitting your jigsaw activity.
Schultz, K. (2011). On Being Wrong [TED talk].

Read through the submitted instructional design jigsaw
deliverables in the forum

Participate in the weekly discussion topic
Post your Jigsaw deliverable on your selected instructional design
model topic
Submit peer reviews
Assignments
Week XIII
Topic
Wrap-up & Wrap-around
Course Ends
August 25, 2016
Objectives
Readings/Medi
a
Demonstrate a critical and reflective approach to practices in the

field of instructional design.
Kenny, R., Zhang, Z., Schwier, R., & Campbell, K. (2005). A Review
of What Instructional Designers Do: Questions Answered and
Questions Not Asked. Canadian Journal Of Learning And
Technology, 31(1).
Thalheimer, W. (2008) We are professionals, arent we?. In M.W.

Page 24

Technology
Allen (Ed.) Michael Allens e-Learning Annual 2008. Pfeiffer.

St. John, R. (2009) Success is a continuous journey [TED talk].
Article for Tales from the Crypt discussion.
[optional] Participate in the Tales from the Crypt discussion.
No assignments this week
Activities
Assignments
Standing on the Shoulders of Giants!

A special thank you goes out to colleagues Lynn Andrews, Laurie Poklop, Jane Buckley,
and Rebecca Hogue. This syllabus and course design had their syllabi as a jumping off
point, or has borrowed design elements. Thank you!

Page 25

INSDSG 601 Syllabus - Summer 2016

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INSDSG 601- SyllabusFoundations in

Instructional Design & Learning

INSDSG 601: Introduction to Instructional Design

Matriculated MEd student - or - permission of the instructor.

d. Some knowledge of a course management system would be useful

Updated: May 21, 2016

INSDSG 601- SyllabusFoundations in

Dick, W., Carey, L, & Carey, J. O. (2015). The systematic design of

INSDSG 601- SyllabusFoundations in

Other readings, including academic articles, will be available on

By fully participating in this course, you should be able to:

INSDSG 601- SyllabusFoundations in

INSDSG 601- SyllabusFoundations in

INSDSG 601- SyllabusFoundations in

Weekly Feedback and

1.2, 2.2, 2.3, 2.4,

1.2, 1.4, 7.4, 7.5,

Updated: May 21, 2016

INSDSG 601- SyllabusFoundations in

Updated: May 21, 2016

INSDSG 601- SyllabusFoundations in

UMass Boston Graduate Grading Policy

Updated: May 21, 2016

INSDSG 601- SyllabusFoundations in

Received for failure to comply with contracted completion terms.

Received if withdrawal occurs before the withdrawal deadline.

Audit (only permitted on space-available basis)

Updated: May 21, 2016

INSDSG 601- SyllabusFoundations in

This course is an instructor-facilitated, fully online, asynchronous course

Code of Student Conduct

INSDSG 601- SyllabusFoundations in

Other Pertinent and Important Information

Introductions to each other and the subject matter

May 31, 2016

Upon completion of this module, students should be able to:

Updated: May 21, 2016

INSDSG 601- SyllabusFoundations in

Navigate and find resources on Blackboard

Get introduced to your instructor and your classmates

Get introduced to some upcoming technologies of significance to

Explain the reason(s) for using an instructional design model

Discuss some critiques of the profession

Please read the content in the Getting Started link on the

Post an introduction to the introduction voicethread

Get a library barcode

Participate in weekly discussion

Complete weekly feedback and reflection

No projects this week

Updated: May 21, 2016

INSDSG 601- SyllabusFoundations in

Front End Analysis, Instructional Goals, and some Mythbusting

Upon completion of this module, students should be able to:

Define needs assessment, performance analysis, needs

Milia: Dales Cone of Experience

Thalheimer : Mythical Retention Data & The Corrupted Cone

Introduction to VARK website

Riener, C. & Willingham, D. (2010). The Myth of Learning Styles.

Bailey - Edgar Dales Cone of Experience [video]

Willingham - Learning Styles do not exist [video]

Ambridge, B. (2014). 10 myths about psychology, debunked [TED

[preview] Goals vs Learning Objectives. UConn.

Get library barcode (if you have not already!)

Updated: May 21, 2016