Instructional design theory - Course Map

IST 5343 Spring 2008

last updated 1.14.08

Course Description
Materials
UTSA Policies
Activities
Expectations
Assessment
WebCT
 Calendar
McGee Sitemap

What is instructional systems design? Instructional Systems Design is a process used by professionals worldwide to design instructional sequences. It is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning (reference).
Course Description An investigation of theories, principles, and processes of instructional design including their application to instructional product development.
ACET Standards The IST program at USTA requires that all degree-seeking students in IST prepare an ePortfolio due with your comprehensive exam in your final semester (see grading rubric). Artifacts from courses that correlate to the AECT standards should be a part of this portfolio. This course addresses the following standards: (1) DESIGN, (2) DEVELOPMENT, (5) EVALUATION
Course Objectives
By the end of the course students will be able to:
• Differential between different processes for instructional design
• Conceptualize, design, and develop a product suing an instructional design process
• Evaluate the need for a product and devise an assessment plan
• Evaluate technology-based learning tools
Course questions
 • What is instructional systems design?
• Why is a design process necessary?
• How do processes differ? What do they have in common?
• How can the design process be most appropriately implemented?
Date, Time, & Place
 Thursday evenings, 5:30 to 8:15 PM at the downtown campus in FS 3.412. Some classes will meet online.
Instructor Information
 Contact Patricia McGee at patricia.mcgee@utsa.edu
NOTE: When e-mailing P. McGee, please follow these conventions:
Begin the message subject line with "ISD" followed by the topic of your message.
Accessing WebCT
 If you are registered for the course, you can go to WebCT and see our learning place once classes have started.
  IMPORTANT: Once you have entered WebCT for the first time, please set up your e-mail to be forwarded to your Internet e-mail account. Once you have done this, all e-mail sent through WebCT will be forwarded to your personal e-mail account and you will not have to check WebCT e-mail. To set up this function, follow these steps:
1 - Log in to your WebCT course.
2 - Enter the e-mail area of the course. This should be linked on the course home page.
3 - Click on "Message Settings" at the top of the e-mail screen.
4 - Check "Forward my mail to: <your email address>
5 - Click on "Update."
Materials

(1) Required: Smith, P.L., & Ragan, T. J. (2005). Instructional Design, 3rd ed. Wiley/Jossey-Bass.Purchase your text now from Get Textbooks - compares prices on several vendors.
(2) Other readings as noted in Course Map
UTSA Policies  
Scholastic Integrity
Students are expected to be above reproach in scholastic activities. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the University. "Scholastic dishonesty includes,but is not limited to cheating, plagiarism, collusion; the submission for credit any work or materials that are attributable in whole or in part to another person; taking an exam for another person; any act designed to give unfair advantage to a student; or the attempt to commit such acts"(Regent's Rules and Regulations, Part One, Chapter VI, Section 3, subsection 3.2, subdivision 3.22). Since scholastic dishonesty harms  the individual,all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. See Student Code of Conduct.  Be sure to cite sources in the body of the text of your written materials,giving credit to the source of  the ideas you are using.  Avoid paraphrasing.  Cite specific page numbers when using a direct quotation. Make sure all sources are cited appropriately.
Expectations  
Role of the learner
 Your role is to be actively engaged in acquiring knowledge. As a professional, you want to be as skilled and as knowledgeable as possible, whether you are currently practicing in your chosen profession or if you are planning to enter a new profession. Although course activities are designed to help you acquire knowledge and skills, without your commitment, engagement, and active participation we cannot be successful.
Attendance &
Participation
This course is discursive is active, collaborative, and hands-on. As such it requires that participants participate actively and regularly in face-to-face and online interactions. 
Writing Standards
Students must submit all work, either in print or in electronic format, with no typographical or grammatical errors.  Be sure to proofread carefully.  When citing sources of information, in a reference page or within the body of text, use APA style.  Failure to follow APA conventions may result in a lower grade.When citing sources of information, APA style should be used. When submitting work via e-mail, be sure that all word processing documents end in 'doc.' APA Guide to Internet Citations. A Guide for Writing Research Papers has answers to frequently asked questions about APA. APA Style Guide 2000 actually shows you examples of APA style. All work must be word-processed 1 1/2 spacing (if submitted in print) using a 12 font size.  Margins should be one inch.
Activities Course Activities may include but are not exclusive to:
  • Completing a task analysis and survey
• Completing a needs assessment
• Creating a flow chart
• Designing an instructional sequence that can be used to develop a technology-based or delivered sequence of instruction.
• Developing an assessment plan
Assessment You are encouraged to discuss concerns about the course with the instructor at any time. Informal course evaluations will be conducted periodically and may result in revisions of class activities or calendar.  A formal university evaluation will be conducted at the conclusion of the semester. Percentage of class effort are assigned for each assignment for a total of 100 percent. Using the percent scale and the following criteria, student performance will be determined.

A. Student completes all tasks and activities with, corrected or corrected, negligible errors; attends class and participates regularly and appropriately in discussions; supports peer learning; completes a final product that meets criteria provided without changes, directly relates to course learning, and is relevant to an educational setting.

B. Student completes all tasks and activities with, corrected or corrected, minimal errors; attends class and participates regularly and appropriately in discussions; supports peer learning; completes a final product that meets criteria provided with minor changes, directly relates to course learning, and is relevant to an educational setting.

C. Student completes all tasks and activities with, corrected or corrected, errors that detract from quality; misses some classes but participates in discussions; completes a final product that meets criteria provided but requires significant changes, directly relates to course learning,and is relevant to an educational setting.

D. Student does not complete all tasks and activities; submits assignments; uncorrected or corrected, which contain errors which detract from quality; misses some classes and/or does not participate regularly in discussions; completes a final product that does not meet criteria provided and/or does not directly relate to course learning, and, is not, without substantial changes, relevant to an educational setting.

F. Student does not complete all tasks and activities; submits assignments, uncorrected or corrected, which contain substantial errors;misses some classes and/or does not participate regularly or appropriately in discussions; does not completes a final product that reflects criteria or which is relevant to an educational setting.

 
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