Home

Syllabus

Schedule

Assignments

Resources

Course Description | Course General Purposes | Course Objectives | Course Prerequisites | Assignments | Grading | Instructional Mode | Readings | Miscellaneous Issues

Course Catalog Description

MIT 510 emphasizes skills and understanding necessary to create effective, efficient, and appealing instruction in any content area and with any medium, including live instruction. The course addresses both "process" and "product."  Process is concerned with activities and media required to create and deliver the instruction. Product is concerned with what the instruction should accomplish. Students will lead a team that designs, produces and evaluates an instructional system developed for a field site.  Team leaders ensure the quality and integrity of the design and report.

To Top

Course General Purposes and Organization

The purposes of MIT 510 are to enable students:

• Describe the instructional systems design process
• Describe procedures for assessing problems within operating systems (systems environment)
• Design a project to develop, implement and evaluate a training (instructional) program that will lead to targeted changes within the operating system.

The course will be organized around the following four units.

• Unit One: Introduction to Macro-level Design (Instructional Systems Development)
• Unit Two: Front-end Analysis (Analysis of Systems Environment)
• Unit Three: Project Planning and Design (Development of Educational Program)
• Unit Four: Product Development, Implementation and Evaluation

To Top

Course Objectives

Unit One
Unit Two
Unit Three
Unit Four

To Top

Unit One: Introduction to Macro-level Design (Instructional Systems Development).

1. Define a "system" and its characteristics (the role of the boundaries, functions, components, interactions, sub and supersystems, inputs, outputs, resources and constraints) using examples of natural and man made systems.
2. Given a problem in a familiar situation, identify and briefly describe a system that is appropriate for determining the cause of the problem and possible ways to correct it.
3. Describe what positive and negative systems are and how they work, using examples that are or are not related to education or training.
4. Describe characteristics and functions of an operating system (an instructional delivery and an instructional development systems), using examples.
5. Describe the organization and management of typical systems for developing and delivering instruction.
6. Describe systems approach to solving a problem and contrast it with non systems approaches.
7. Provide examples of unintended side effects that resulted from attempts to intervene in systems that were not fully understood.
8. Describe Everett Roger's theory of change and innovation (categories of individuals adopting innovations, rate at which individuals adopt an innovation, implications of diffusion curve for designers, attributes of an innovation).

To Course Objectives

Unit Two: Front-end Analysis (Analysis of Systems Environment)

1. Describe the purposes of front-end analysis (analysis of systems environment)
2. List and describe the attributes of an adequate problem statement, using examples and non examples.
3. Identify adequate problem statements and correct statements that are not adequate.
4. Describe a typical procedure for determining the probable causes of a problem within a larger operating system, using an example.
5. Describe a procedure for determining possible ways to solve performance decrement problem within an operating system and to choose appropriate solution.
6. Describe likely sources for data needed to carry out the procedures in 4, and 6 above and ways to collect the data.

To Course Objectives

Unit Three: Project Planning and Design (Development of Educational of Educational Program)

Note: All objectives listed for this unit assume that a problem has been detected in a larger operating system and the problem has been adequately stated.  They also assume that the results of an adequate front-end analysis are available and the results indicate that the problem can best be solved by educating or training targeted people. The focus of this unit is on planning a project to develop and deliver the needed education or training program and solve the problem.

1. Describe procedures for determine rough objectives for the instruction (training) to be given.
2. Given rough objectives for instruction, describe a process for specifying methods and media that are likely to make the instruction effective, efficient, and user friendly.
3. Given the methods and media to be used for the instruction (training), determine the components that should be included in the instructional materials package (must include all steps from constructing final objectives through completing a final draft of materials that have been shown to be both effective and user friendly).
4. Given a list of components of instructional materials package for an instructor-led course, construct a list of milestone steps that would be required to develop the complete package (must include all steps from constructing final objectives through completing a final draft of materials that have been shown to be both effective and user friendly).
5. Given a milestone steps that would be required to develop the materials package for an instructor-led course, construct a flow chart showing the sequence of steps to be allowed.
6. Describe additional milestone steps that would be required to adequately bring the project and its products to the attention of potential adopter and implementers and to provide adequate support to those who actually do implement the products.
7. Add steps to the flow chart described in # 5 above to allow for promoting the project and its products and for providing moral, tactical, materiel and training support for instructor and others who must implement the materials.
8. Given the objectives for the instruction (training) to be delivered, list the milestone steps that would be required to evaluate the project in terms of (1) was the education or training conducted as planned? (2) to what degree did the instruction result in the desired changes in the performance of the trainees? (3) to what degree was the targeted problem within the operating system solved?
9. Given the list of milestone steps in # 8 above, construct a flow chart of the summative evaluation process.
10. Given the flow charts that includes all steps required to conduct the project, determine the staff that would be required to properly conduct each step and prepare a written staffing plan in acceptable format (must involve the potential users sufficiently to insure that the product will disseminate well.
11. (Optional) Given a flow chart and staffing plan for the project and current prices for relevant goods and services, prepare a written estimated budget in acceptable format.

To Course Objectives

Unit Four: Product Development, Implementation and Evaluation

Note: All objectives listed for this unit assume that a problem has been detected in a larger operating system and the problem has been adequately stated.  They also assume that the results of an adequate front-end analysis are available and the results indicate that the problem can best be solved by educating or training targeted people. Finally, they assume that a project has been designed to develop and deliver the needed education or training and solve the problem.   The focus of this unit is practical procedures for executing the project plan.

1. Given the rough objectives for the instruction to be conducted, describe procedures for determining the final objectives (must indicate who, will do, what, when).
2. Given the final objectives for instruction, describe procedures for selecting the medium (media) and methods to be used and for determining the components that will be required in the instructional materials package (must indicate who, will do, what, when).
3. Given a list of required components, describe procedures for developing a first draft of instructional materials package.
4. Given the objectives for instruction and a list of the components to be developed for the instructional materials package, describe procedures for formatively evaluating and revising the first draft of the package (must use both effectiveness and user friendliness as evaluative criteria. Also, indicate who, will do, what, when).
5. List and describe the awareness activities to be used to promote the value of the project and acceptance and proper use of the instructional materials package (must indicate who, will do, what, when).
6. Describe procedures for providing adequate moral, tactical, materiel, and training support to people who must implement the instructional materials package (must indicate who, will do, what, when).
7. Given the final instructional objectives, describe procedures that could be used to evaluate the success of the project in (1) successfully conducting the education or training (2) changing the post instruction performance of the trainees (3) solving the problem within the operating system ((must indicate who, will do, what, when).

To Course Objectives

Course Prerequisites

Participants enrolled in MIT 510 should be graduate students seeking a Masters degree in Instructional Technology. Other participants may include education majors seeking an elective, or students in advanced placement with an undetermined major.

All students are required to (1) have taken MIT 500 (2) have basic technology skills (word processing, spreadsheet, data base, Internet) prior to enrollment in MIT 510.


To Top

Assignments

Attendance and Participation: This is a graduate seminar, and attendance, promptness and participation are expected. Students are expected to participate in class and as part of the course WebBoard conferences (minimum of three postings for each conference is required). Students are also expected to read assigned readings prior to class and to come prepared to share ideas, experiences, and opinions.

On-line Discussion via WebBoard: In an attempt to elevate and increase our discourse, there will be a series of discussion conferences on our MIT 510 WebBoard. As a student in MIT 510, you are expected to facilitate at least one of the conferences in addition to browsing, reading and participating by sharing your experiences, thoughts and ideas with us.  A minimum of three high quality postings (or student response(s) posted online) for each topic/conference is expected of each student.

Open Book Exams: Students are expected to take and pass two exams. The first exam will cover approximately the first half of the course and the second will cover the second half. Both exams will be administered in class.

Course Project: The course project allows you to apply knowledge and skills covered in class. The project requires you to select a performance decrement problem within a larger operating system, document that instruction is the most appropriate way to solve it and to design a project to develop and implement the instruction. To do this you will: (1) select a system, (2) identify the performance decrement problem, (3) conduct a front-end analysis, and (4) prepare a proposal that describes how the project would be done and what would be required. The outcome of your project should be two products that are to be handed in for grading: (1) a front-end analysis report and (2) a project proposal.

To Top

Instructional Mode

This course will be taught primarily through:

Lecture accompanied by Discussion and small group activities.
Class activities/Case studies, which will be used to focus discussions and assist participation with developing skills in using instructional systems design methodology.
On-line discussions, which will expand on issues discussed in class.

To Top

Grading

Individual grades in MIT 510 are based on 3 activities:

Consistent with the University's Graduate Bulletin,

A, A^- means outstanding achievement; available for only the highest accomplishment;
B⁺, B, B^- means praiseworthy performance; definitely above average;
C⁺, C, C^- means average; awarded for satisfactory performance.

To Top

Readings

Textbooks (Required)

• Seels, B., & Glasgow, Z. (1998). Making Instructional Design Decisions (2nd edition). Columbus, Ohio: Prentice-Hall, Inc.
• Dick, W., & Carey, L. (1996).  The systematic design of instruction (4th edition). NY: Harper Collins College Pub.
• Rossett, A. (1987). Training needs assessment. Englewood Cliffs, NJ: Educational Technology Publications.

Textbooks (Suggested)

• Havelock, R. (1995). The change agent's guide (2nd Edition). Englewood Cliffs, NJ: Educational Technology Pub.
• Gentry, C. G. (1993). Introduction to Instructional Development. Belmont, CA: Wadeworth  Publishing Inc.
• Gustafson, K. L. (1991). Survey of instructional development models (2nd edition). (ERIC Document Reproduction Service No. IR.-91) Syracuse, NY: Clearinghouse on Information Resources.
• Rogers, E. (1995). Diffusion of Innovations. New York: Free Press
• Rothwell, W. J., & Kazanas, H. C. (1992). Mastering the instructional design process. San Francisco: Jossey-Bass Pub.
• Smith, P. L., & Ragan, T. J. (1999). Instructional Design. Columbus, Ohio: Prentice-Hall, Inc.

Supplementary Readings (Required)

• Andrews, D. H., & Goodson, , L. A. (1980). Comparative analysis of models of instructional design. Journal of instructional development.
• Burkman, E. (1987). Factors affecting utilization. In R. Gagne (Ed.) Educational Technology Foundations: NY: Earlbaum.
• Churchman (1979). The systems Approach. Laurel (page 1-48).
• Rogers, E. (1995). Diffusion of Innovations. New York: Free Press. (Ch. 6, 7, & 10)

To Top

Miscellaneous Issues

Become Active in the Field: As a MIT student, I expect that you become involved in the field of instructional technology.   Although your involvement in the field is not a requirement in MIT 510 it is critical for your future success, as instructional technologists, that you begin exploring the field in this course and continue your exploration throughout your program of study.   Whether you are interested in working for a business, a government agency or a school system, you should (1) research companies/school districts/government agencies for which you might like to work; (2) become a member of a professional organization that fits your interest; (3) participate in an on-line discussion list and be visible by presenting your ideas when possible; (4) focus your course product and process assignments on the issues and topics that might be useful for your future career; (5) familiarize yourself with the journals and publications of the field; and (6) think of your course assignments as products that you would be able to show them to your future employer with pride.

Special Needs: If for any reason you have needs for special accommodations to fulfill class requirements and succeed in this class, contact me between the first class and second class by phone or e-mail.  Your special needs may be related to physical disabilities, learning disabilities, or lacking prerequisite knowledge and skills for the course. If you would need special accommodations due to unexpected events in your personal life during the course of the semester, please see me as soon as possible.

Meeting With the Instructor:  I expect and strongly suggest that you make appointment and meet with me as soon as you are ready to discuss your Project.  It is your responsibility to request a time for the meeting, which can be in person or over the phone or Internet. Once you begin developing your product you may again request for meeting as needed.  I consider your meetings with me as part of your class assignments and expect that you check the quality and the process of your work with me regularly.

Plagiarism:  As a graduate student, I expect that you complete your own work. If you use ideas and excerpts from other people and/or resources you must cite and properly reference them in your work.  Please review the university policy with respect to plagiarism. If the policy is not clear to you, please ask me for explanation or examples.

Academic Honor Code: The UNCW Provost has asked all UNCW faculty to make reference -- in course syllabi -- to the 'Academic Honor Code' which can be found in the 2000-2001 Student Handbook and Code of Student Life, Section V. -- Academic Honor Code. Please regard this as a reminder that all UNCW students and faculty are held to the terms of the Academic Honor Code.  

To Top