Objectives
Updated December 26, 2000
- Compare traditional instruction with systematically designed
instruction.
- Define instructional design and state the basic assumptions
of instructional design.
- Explain how instructional design ala Gagne supports the
human information processing system.
- Generate effectively designed instruction by applying
principles of behaviorist and cognitive learning theories.
- Demonstrate appropriate selection and utilization of media
for instructional purposes.
- Summarize the concept of learning and teaching "style" and
its implications for instructional design.
- Explore the internet for useful instructional and learning
activities.
- Design a simpleweb page using basic HTML.
- Use the Interent to actually learn something (HTML).
- Summarize how the microcomputer can enhance teacher
skills.
- Summarize current research findings on the instructional use
of computers in the classroom.
- Generate an evaluation of microcomputer software.
- Choose to play/experiment with media of all kinds.
- Choose to work cooperatively in small groups to discuss,
produce, generate "things" for this class.
- Use a camcorder to generate a small production.
- Design and deliver presentations using visuals, including
posters, slides, photographs, charts, etc.
- Design and produce a bulletin board or other display surface.
- Design and produce a presentation using Powerpoint or similar
presentation software.
- Summarize the uses of the microcomputer in the roles of
tutor/tool/tutee/game.
- Generate a lesson plan and presentation for your classmates
using a variety of appropriate media.
- Choose to read about instructional media and instructional
design.
- Read and summarize a difficult journal article concerning
instructional media and design and deliver a mediated presentation to
share its contents with your classmates.
- Be critical of the use and/or non-use of media in instruction.
Grading
Your grade for this course will be determined by the following:
- Assignments/Projects 40%
- Final Exam (Written essay) 15%
- Written Assignments 35%
- Quizzes 10%
Grades will be assigned according to the following scale:
- 90-100% = A
- 80-89% = B
- t0-79% = C
- 60-69% = D
- Below 60% = F
Short quizzes will be given covering the reading material.
I encourage you to work together on each and every assignment as you
deem appropriate. Teaching is no longer an individualized "sport";
sharing and support play crucial roles in the profession these days.
We will work cooperatively during class and I hope that this
cooperation extends beyond the confines of the classroom and labs.
Go in groups to the computer labs to learn how to use some of the
software; go in groups to the labs to learn together how to use
internet and e-mail; plan presentations over dinner; read and then
chat over the articles you read in the library.
Make this course fun along the way.
Attendance
It is IMPERATIVE that you attend class regularly. Your
interaction is an essential part of the learning process as I
see it. If you are not in class, others cannot benefit from
your contributions, nor can you benefit from others! Certainly,
emergencies and illness are excusable. but flagrant disregard for
the members of this class by not showing up for some whim and fancy
is not, in my opinion, an attribute I would look for in a
prospective professional educator. If you wish to be treated
professionally, act so!