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Course Information
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Course title
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Instructional System Design: Theory & Research
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Course number
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MIT 500
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Course description
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MIT 500 is designed to
provide an analysis of theoretical foundations of instructional design and
application in design practice. The course will examine multidisciplinary and
multicultural influences upon instructional theory and development. A broad
range of current design research and theory, and future directions in design
theory and practice will be explored. The course provides hands-on experiences in designing
and developing a self-directed learning material using current theories and
research.
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Location
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The
course is online, but regular virtual meetings will be conducted in MIT 500
Virtual Classroom. The option of meeting face-to-face may also be available
if needed and requested by the MIT 500 learning community. In such a case the
meeting will be conducted in Education Building
, Room 337 (MIT
lab)
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Meeting day
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Although
the course is online we will have regular meetings in MIT 500 Virtual
Classroom. By schedule Wednesday from 6:30pm to 9:15pm is our
meeting time. However, as a learning community, we will discuss the best time
for our virtual meetings during the first week of the class.
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Meeting time
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Between 5:00 to 6:30 PM to 8:15 to 9:15 PM
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Prerequisite(s)
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Participants
enrolled in MIT 500 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 have basic technology skills
(word processing, spreadsheet, data base, Internet) prior to enrollment in
MIT 500. Suggested but not required prerequisites include
previous enrollment in EDN 500 and EDN 520, and/or previous curriculum
development experience.
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Required
Readings
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Required reading
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Textbooks (Required): You can order
the books directly from the publishers or purchase them from the University
Book Stores.
(Click here to purchase the
books online from Amazon)
Textbooks
(Suggested):
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Keirns,
J. L. (1999). Designs for self-instruction: Principles, processes, and
issues in developing self-directed learning. Boston: Allyn &
Bacon.
Reiser,
R. A., & Dempsey, J. V. (2006). Trends and Issues in Instructional Design and Technology
(2nd Edition). Upper Saddle River, NJ: Merrill Prentice Hall.
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Rossett,
A. (1987). Training needs assessment. Englewood Cliffs, NJ: Educational
Technology Publications.
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Rossett,
A., Gautier-Downes, J. (1991). A handbook of job aids. Hoboken,
NJ: John Wiley & Sons Inc.
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Journal
Articles or Book Chapters (Required):
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Resier, R. A. (2001). A history of
instructional design and technology: Part I: A history of instructional
media. ETR&D, 49 (1), 35-53.
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Resier, R. A. (2001). A history of
instructional design and technology: Part II: A history of instructional
design. ETR&D, 49 (2), 41-57.
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Association for Educational Communications and
Technology (2005). In the 20th Century: A Brief History.
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Association for Educational Communications and Technology
(2007). Definition.
In A. Januszewski, & M. Molenda (Eds.), Educational technology: A
definition with commentary (pp. 1–14). New York: Lawrence Erlbaum
Associates.
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Kolb, D. A. (2001). Experiential
learning. Prentice-Hall, Reproduced by Center for Teaching and
Learning, Regent University, 2003.
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Cheng, Y.C. (2002). Fostering local
knowledge and wisdon in globalalized education: Multiple perspective.
Invited paper at the International Conference on Globalization and
Localization enmeshed.
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Siemens, G. (2004). Connectivism: A learning theory for digital age.
eLearning Space.
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Yeaman, A. R. J., Eastmond, J. N., & Napper, V. S.
(2007). Professional
ethics and educational technology. AECT Publication.
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Brown,
J. S., Collins, A., & Duguid, P. (1989, January February). Situated
cognition and the culture of learning. Educational Researcher, 32-42.
Spector, M. J. (2000). Trends and Issues in Educational
Technology: How Far We Have Not Come. ERIC-IT Newsletter.
Mayer,
R. E, & Moreno ,
R. (2004). A Cognitive Theory of Multimedia Learning Implications for
Design Principles. This paper is based on an entry entitled
"Instructional Technology" in the forthcoming Handbook of Applied
Cognition, edited by Frank Durso and published by Wiley.
Sweller, J. (2004). Instructional design consequences
of an analogy between evolution by natural selection and human cognitive
architecture, Instructional Science, 32: 9–31, 2004. Ip, A., Morrison, I.,
& Currie, M. (2004). What is a learning object, technically?
Olinger, D. (July/August, 2003). Understanding new
students: Boomer and Gen-xers millennial. Educause Review.
Moallem, M. (2007). Accommodating
individual differences in the design of online learning environments: A
comparative study, Journal of Research on
Technology in Education, 40(2), 219-247.
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Journal
Articles (Optional):
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Blumenfeld,
P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A.
(1991). Motivating project-based learning: Sustaining the doing, supporting
the learning. Educational Psychologist, 26 (3 & 4), 369-398.
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Rossett,
A. (2007). Performance support yesterday and today. In Allison
Rossett and Lisa Schafer, Job Aids and Performance Support: Moving from
Knowledge in the Classroom to Knowledge Everywhere, Pfeiffer/Wiley. A web site supports the book and includes a performance
support tool to help in decisions about performance support.
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You can order your textbooks by following the
directions listed on UNCW Bookstore. Click here for more information about Bookstore online.
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Instructor
Information
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Name
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Mahnaz Moallem
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Email
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moallemm@uncw.edu
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Office location
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Education Building, Room 349
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Office hours
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F2F: Wednesday 5:00 to 6:30pm; Virtual: Skype (my name is
"mahnaz91") between 10:00am to 4:00pm Monday through Thursday
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Phone
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910-962-4183
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Biography
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Education:
Ph.D., Instructional Systems Design--Instructional Technology
Professional Certification, Program Evaluation
M.S., Educational Technology
Experience:
University Professor: 26 years
Federal Government (National Science Foundation): 2 years
School Principal: 2 years
Elementary Teacher, Special Education: 4 years
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Course
Goals
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Course Goals & Objectives
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Course General Purposes and Organization:
As a core
course, MIT 500 hopes to play a major role in preparing highly competent
instructional technology professionals to serve in educational leadership
roles. To achieve this goal MIT 500 attempts to provide its students with a
coherent system of experiences which develop critical thinking and
decision-making skills in a variety of contexts, and with many opportunities
to reflect on current practices through continuous thinking and rethinking.
The purposes of the course are to help students:
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Examine trends and issues, research findings related to the
design and development of instructional systems;
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Develop a deeper understanding of instructional theory and a
greater ability to create effective, efficient, and appealing instruction
in any content area for any audience with any medium, including live
instruction; and
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Apply a theory or theories of their choice to design and
develop a small self-directed training/instructional module or unit.
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The course
will be focused on two related sections or parts.
The first
part of
the course will focus on establishing knowledge and instilling professional
ethics and values required of instructional designers and performance
technologists. It will explore a full range of theories, approaches and
methods of instruction, such as cognitivism, constructivism, connectivism,
experiential learning, problem-based learning, case or goal-based scenarios,
and cognitive apprenticeship and research background related to each
approach.
The second
part
of the course will focus on a set of skills required of instructional
designers and performance technologists. It will also provide a hands-on
approach to practicing knowledge, skills and values/ethics learned in the
course in the design and development of self-directed learning materials.
Practicing micro instructional design process and procedures will allow
students to apply a theory or theories of their choice (subject to
negotiation) to analyze, design, develop and evaluate a small self-directed
instructional unit or module (materials) for a topic of their choice. The
emphasis of this part of the course will be on mastering skills and applying
the theory and research in assessment of needs, analysis, design, development
and evaluation of instructional materials. The development of computer-based
or web-based instructional materials is encouraged. Students are also
encouraged to work with a real client (a professor, trainer, staff developer
at local school or other organizations) to conduct analysis and design,
develop and evaluate their instructional materials.
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Course
Objectives
The course goals and objectives are derived from several
sources: Current competencies for instructional designers by ibstpi; 21st Century Learning and Innovation Skills
developed by The
Partnership for 21st Century Skills; and competencies for Technology
Coordinators (NETs for Administrator) and Technology Facilitators developed
by International Society for Technology in Education (ISTE).
Knowledge
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Describe
important research-based findings related to major theories, approaches and
methods of instruction.
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Describe current instructional theories contributing to
instructional systems design.
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Describe
multicultural considerations and shifts in organizational paradigm and
issues related to balancing globalization with localization confronting
instructional design professionals.
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Demonstrate accessing information efficiently and
effectively, evaluating information critically and competently and using
information accurately and creatively for the instructional technology issues
or problems at hand.
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Demonstrate using professional resources in
order to gather information and establish professional habits and
relationships.
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Demonstrate applying instructional design theories and
processes to the design, development, and evaluation of an instructional
unit or module for a topic of choice.
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Ethics/Values
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Describe why
and in what situations professionals in the field will have to use
professional ethics to make decisions and to influence their actions.
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Demonstrate a fundamental understanding of professional
ethic and the legal issues by identifying and resolving ethical
and legal design issues in the real world cases.
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Skills
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Demonstrate planning and
conducting needs assessment (e.g., selecting and utilizing appropriate
needs assessment tools, implementing needs assessment data collection
methods, including surveys, observations, and an appropriate group
technique).
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Demonstrate analyzing the characteristics of target
learners.
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Demonstrate analyzing the characteristics of the
environment.
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Demonstrate analyzing the characteristics of existing and emerging
technologies and their use in an instructional environment.
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Demonstrate selecting and using a variety of techniques to
define and sequence the instructional content and strategies.
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Demonstrate selecting, modifying, or creating a design and
development model appropriate for a given project.
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Demonstrate
conducting procedural and cognitive task analyses where appropriate.
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Demonstrate
specifying and writing goals, enabling objectives, and terminal objectives.
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Demonstrate designing and developing assessment strategies
aligned with goals and performance objectives.
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Generate
detailed lesson specifications and instructional strategies appropriate for
the content, context and the learner.
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Demonstrate designing methods and
strategies for integrating technology resources that support the needs of
diverse learners, including adaptive and assistive technology.
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Develop
and implement formative evaluation appropriate to the designed and developed
material.
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Policies
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Introduction
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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 500 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) show self-organization and actively engage in your own learning; (4)
focus your learning assignments and course product 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 course
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 develop your learning plan and 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 learning plan and expect that
you check the quality and the process of your work with me regularly and seek
my feedback.
Plagiarism: As a graduate student and prospective instructional designer, I
expect that you practice your professional ethics. While in this course you
are encouraged to create your own social learning network and work with peers
and other professionals to learn knowledge and skills required of you I
expect that you make your learning processes transparent and complete your
own work. When you use ideas and excerpts from other people and/or resources
including your peers 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.
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Additional information
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Disabilities: If you have a disability and need
reasonable accommodation in this course, you should inform me of this fact in
writing within the first week of class or as soon as possible. If you have
not already done so, you must register with the Office of Disability Services
in Westside Hall (extension 3746) and obtain a copy of your Accommodation Letter.
You should then meet with me to make mutually agreeable arrangements based on
the recommendations of the Accommodation Letter.
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 2007-2008
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.
Violence Prevention: For violence
prevention information and resources click here.
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Course
Requirements
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Introduction
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MIT 500 is offered by the Department of Instructional Technology, Foundations and
Secondary Education, Watson School of Education. The Watson School of
Education develops highly competent and effective professionals to serve in
educational leadership roles. To view visual schematic of the conceptual
framework click here.
MIT 500
is a CORE course for the Master of Science Degree in Instructional Technology
(MIT). Instructional Systems
Design (ISD) is the primary curriculum design and development paradigm in use
in training and education environments in America and around the world.
Its effectiveness has been demonstrated in the development of training and
education in the last forty years.
As a
required course in the MIT Masters program at UNCW, MIT 500 is one of several
fundamental building blocks necessary for a well-rounded background in both
the theoretical and practical elements of ISD. Students seeking a masters’
degree in ISD should be
cognizant of the fact that the subject matter and project embodied in this
course represent prerequisite material for the remainder of this program. It
is essential that students expend the time and energy necessary to meet the
stated objectives if they want to adequately meet future prerequisites in
this program.
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Requirements
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Participation in your own learning. This is a
graduate seminar emphasizing active and social learning. Thus, it is
expected that you take responsibility for your own learning by planning,
organizing, monitoring and assessing it. Taking responsibilities for
your own learning process means that you: (1) create a social networking
site, (2) develop a learning plan identifying a timeline, a list of
assignments, and a social group to work with to achieve the objectives of
the course, and (3) document and monitor your own learning by making your
learning process transparent and by collecting a selected list of evidence
to demonstrate achievement of the objectives and by forming a group of
peers to evaluate the evidence of your accomplishments for their quality
and compliance with the standards (100 pts).
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Active
Reading. Building
foundational knowledge is one of the major objectives of this course. This
objective requires that you actively read and reflect on the selected
reading materials and your own identified resources. Active reading and
reflecting mean that you: (1) create or join a forum or discussion group
for the topic, (2) facilitate and participate in the discussion by asking
questions, reflecting and offering your insights and comments, and by
critically analyzing and synthesizing the results of the discussion, and
(3) participate in virtual class discussions and offer your final thoughts
and ideas.
Topics and related Chapter(s) or readings for each
module are listed in the course schedule. (100 pts)
During
the second part of the course, when you are working with clients to conduct
analysis and then design, develop and evaluate your instructional
materials, it is expected that you communicate with your clients regularly
(e.g., invite your client to your social network) and to share your
experiences with the class regularly. This wider sharing necessitates
recognition of major professional responsibilities and ethics,
including respect for confidentiality within the seminar and within the
client-developer relationship. (40 points)
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Instructional Material: Each student will design, develop,
and evaluate an instructional module using instructional design principles
and best practices as their major framework and a specific instructional
design model or theory as their module design model (click
here for examples) . The instructional module must be
self-instructional and require approximately 45 minutes to complete.
Students are free to select the instructional topic. (It is suggested that
students work with a client to identify a topic that is one of the client's
interests). The instructional module may use any media as appropriate.
Media options may include computer-based or a Web-based lesson, a
slide/tape presentation, printed workbook, a videotape, among other
combination of various media option. When developing the module, keep in
mind that the emphasis of this course is on instructional design principles
and best practices rather than on media production techniques. The
focus is on stating instructional goals, deriving appropriate instructional
content, making the instruction appropriate for the audience and engaging,
and developing appropriate instructional and assessment strategies. The
emphasis is not on the artistic quality of the materials. Click here to review
descriptions of Instructional Materials/Products. Also click here to review the
tips for developing the instructional materials and writing product
reports. (100 points)
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Product Report: In addition to the copy of the
developed product, each student (or team) must prepare a no longer
than 10 page written report that provides evidence of the analysis, design,
development, and evaluation of the instructional material. (Evaluation
should include both one-on-one and small group). You may choose the format
of the report. However, the report should include an executive
summary, a section on the theoretical orientation and a rationale for the
applied design model, a section on goals, objectives, assessment, and
sequence of the materials, and a section on evaluation plan, implementation
of the evaluation plan and a summary of the results. The 10 page limit
refers to the body of the paper; appendices may create a longer product
report. Appendices should include the analysis documentation (e.g.,
questionnaire, interview, etc.), evaluation documentation (e.g., formative
evaluation data including graphical representation of the evaluation
results, revisions made, etc.), a log of the hours spent on different
aspects of the project, minutes from meetings with the client, and
evaluation tools/instruments. Your report must be professional (carefully
edited and formatted). See "Product Report" for more
information. Also see the time
line for completing the product and the product reports. (100 points)
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Consultations. Because the
nature of the project (product & Product Report) makes it a highly
individual experience, the students or teams are required to consult with the
instructor throughout the semester (a minimum of two meetings (preferably one
meeting in the middle of the semester and one toward the end of the semester)
is suggested). Short consultations are also encouraged. Consultations
will be more productive if you prepare a brief written agenda outlining the
issues you want to discuss.
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Open Book and Self-assessment Quizzes: Students are
expected to take self-assessment quizzes constructed for each module.
Students will also given an option of passing an exam that covers material
emphasized in MIT 500 or identify another assessment strategy in their
learning plan that demonstrate their domain specific knowledge (knowledge
& skills identified for each lesson or module). The exam will
review readings and focus on analyzing and proposing sound instructional
design theory or model for a given case or situation. (60 points)
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Grading
System
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Grading
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The
final course grade will be based upon the percentage of the total points
accumulated (500 pts). There will be no midterm or final exam.
Grades will be criterion-based. The following scale will be used to assign
the letter grades.
A =
90-100 means
outstanding achievement; available only for the highest accomplishment.
B = 80- 89 means praiseworthy performance;
definitely above average.
C = 70- 79 means average, awarded for
satisfactory performance.
Individual
grades in MIT 500 are based on 6 activities:
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Evidence
of taking responsibilities for one's own learning
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100
pts (20%)
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Evidence
of active reading and reflecting
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100
pts (20%)
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Instructional
Materials (Product)
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100
pts (20%)
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Product
Report
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100
pts (20%)
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Evidence
of mastering skills
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60
pts (12%)
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Evidence
of communication and team building skills
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40
pts (8%)
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Total
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500 pts (100%)
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Technical
Requirements
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Read
"Navigation Guides" to familiarize yourself with
the lay
out and navigation features of the course website, its discussion forum, mail
and other resources.
Read " MIT
500 Design Model" where you learn how the course is designed and
pedagogical strategies used in the course to assist you in your flexible, yet
standard and competency based learning plan and how to proceed with the
assignments.
Check
the qualities that make you a successful online student.
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