Instructional Design and Development (Required)
Instructional Design and Development
Course Policies and Syllabus 2018 1st semester
Instructor: Dr. Po-Han Lin, 林柏翰
Meeting Place: A404B
Class Time: Tuesday, 13:30~16:20 PM
Office Hours: Tuesday, 09:30~11:25 AM, 16:30~18:25 PM and by appointment
This course introduces several theories of instructional design and their historical development. More importantly, it provides students with ample opportunities to practice applying theories to teach in a real-world classroom environment.
Instructional design has a long history of development. Several theories have flourished in present-day teaching. After successfully completing this course you will be able to:
- Understand the thoughts and rationales behind different instructional design theories
- Design a lecture based on the design principles of a theory
- Being able to analyze the use of design principles when evaluating others’ teachings
- Being able to design effective instruction that meets the needs of the information age
Instructional design optimizes the teaching process and improves the quality and effectiveness of teaching. Curriculum development and design is the basis of teaching and is an indispensable key to share the knowledge. At the end of the class, students should have the following competencies or knowledge:
- understand the purpose of instructional design and the history of instructional design;
- understand the theoretical structure of learning and the philosophy behind it;
- analyze learner characteristics and learning environment;
- develop appropriate teaching objectives and implementation processes;
- choose teaching strategies to achieve teaching goals;
- develop or utilize teaching tools;
- understand how to measure learning outcomes, and
- correction of instructional design and its process.
Before the end of the course, students should be familiar with the different instructional design and methods. Students should be able to share their proposed design and give a small lecture on it.
- Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. New York: Routledge.
- Morrison, G. R., Kemp, J. E., & Ross, S. M. (2011). Designing effective instruction (6th Ed.). Hoboken, NJ: John Wiley & Sons.
- Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology (2nd Ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
The overall course will focus on a mixture of macro and micro computer program skills. Specifically, on the micro level, there will be a larger concentration on “hands-on” experience of designing and presenting lecture materials based on the learned instructional techniques and knowledge. Knowledge of different instructional aids will be learned. On the macro level, you will learn how to create a lecture based on principles from various instructional theories.
The primary format of this course will be mini-lecture, in-class discussion, group/pair work, and audio-visual presentation. Students will be given homework to complete almost every week. Students must keep up with the homework in order to participate fully in this class. In addition, quizzes and exams will be given. Students are also required to give an individual presentation at the end of the semester.
The total point for the homework is 25 points. At the beginning of the semester, you need to select a particular teaching subject that you are interested in or you are currently teaching (if not, a teaching subject will be assigned). You are required to write a reflection based on how the lecture materials related to your teaching subject. Each homework assignment is worth 5 points. The will be 10 homework assignments (eJournal dates) entry date given in this semester and you are free to select any topics that you are interested in writing up your reflection.
In-Class Participation and Quizzes:
The total point for in-class participation (15 pts) and presentation (10 pts) will be 25 points. Because you will be writing up a mater thesis, we will spend half of our class period to train you on how to search for the scientific articles. So, you will be reading and presenting the paper that you found. The number of presentation will depend on the number of students taking this class. But, it’s likely that each of you will present twice over this semester. The presentation will each worth 5 points.
You will be received one mid-term. Details of the mid-term will be announced three weeks before the exam so that students will have enough time to prepare. The mid-term will have consisted of a short-written test and multiple choices question. The mid-term is worth 15 points.
The final exam will be an oral presentation. The total point for this presentation is 35 points. You need to prepare a mini-lecture about a specific topic in education. This will be a good practice for your search topic.
The University attendance policy states that if a student misses too many classes of a course, he or she will receive a 0 for that particular course. The University Administration determines the amount of class considered “too much.” (over 1/2 of the expected attendance weeks, approximately 9 unexcused absented weeks). I am very strict about attendance. Please do not ask me to remove an absence from your record; I will not. Arrival in class for more than fifteen minutes will be considered as an absence. If you need to miss class for any reasons, please remember to submit the electronic notification to the administration office so your absence will be excused.
The University has deemed instructors with the responsibility of handling cases of dishonesty (i.e. cheating in any forms) or plagiarism (i.e. copying someone’s written work). My policy is that on the first occurrence of academic dishonesty, a student will receive 0% on that particular assignment. A student will fail the course after the second occurrence of dishonesty. Cheating is not tolerated. Academic dishonesty will be referred to the department chair.
Course grades will be calculated in the following manner:
- Homework (5 @ 5 pts. each) reflection–25 pts.
- In-class participation and presentation–25 pts.
- Mid-Term Exam–15 pts.
- Final Exam–35 pts.
Program Director: Professor Yi-Ching Lin (林宜靜教授)
Program Assistant: Jenny Huang (黃靖雅)
Office Time: 8:30~17:00
Phone: +886-2-2732-1104 ext. 52169
- Week 1 (107.09.11) Explain syllabus. Explain the goal, responsibilities, and Objects.
- Week 2 (107.09.18) Learning Theory and its Instructional Design 1: Behaviorism
- Week 3 (107.09.25) Learning Theory and its Instructional Design 1: Behaviorism
- Week 4 (107.10.02) Learning Theory and its Instructional Design 2: Cognitive theories
- Week 5 (107.10.09) Learning Theory and its Instructional Design 2: Cognitive theories
- Week 6 (107.10.16) Learning Theory and its Instructional Design 3: Social learning theory & Constructionism theories
- Week 7 (107.10.23) Learning Theory and its Instructional Design 3: Social learning theory & Constructionism theories
- Week 8 (107.10.30) Learning Theory and its Instructional Design 4: Theory of Multiple Intelligences
- Week 9 (107.11.06) Mid-term
- Week 10 (107.11.13) earning Theory and its Instructional Design 5: Motivation to learn
- Week 11 (107.11.20) Curriculum: Lesson Plan, Goals & Objectives
- Week 12 (107.11.27) Evaluate and revise goals: Assessment & Testing
- Week 13 (107.12.04) Strategies & aids
- Week 14 (107.12.11) Technological assistant in teaching: Design and execution
- Week 15 (107.12.18) Teaching mission: Topic and Design Discussion
- Week 16 (107.12.25) Teaching mission: Lecture 1 (Final Exam)
- Week 17 (108.01.01) Flexible holiday (no class)
- Week 18 (108.01.08) Teaching mission: Lecture 2 (Final Exam)