Emphasis will be placed on the development of theory, structure of knowledge, and interaction of variables, which must be taken into account in the design of instruction.

Instructional design has found a place in typical educational settings (K-12 classrooms, colleges and universities) and has roots within curriculum studies; however, instructional design is more often found in industry. For this reason, many of the problems and exercises in the course will come from workplaces and industrial settings. The course exercises, problems and assignments will provide opportunities to apply the theory and techniques addressed in the readings to your own professional setting.

EDER 673 will provide the opportunity to explore and discuss instructional design theory and learn selected techniques associated with instructional design. The overall goal of this is being able to make informed instructional design decisions that contribute to effective instruction. In instructional design, analysis informs the design and consistency is a necessity. These will be themes of the course.

Besides applying instructional theories and models to solve problems provided, it is essential that the new information be explored within the context of our current understanding of what it means to design instructional interventions. For this reason, considerable attention will be given to analyzing, critically assessing and revising our own instructional models. This work will require careful attention to the readings, and thoughtful reflection on their contents as you begin to construct your own model of ID.

The body of knowledge supporting Instructional Design, and its more recent form: Performance Technology is vast. A simple linear progression through the body of knowledge does not exist. This course will roughly follow a sequence consistent with a typical instructional design model, deviating as needed to add essential background information and explore relevant possibilities.

EDER 673—Instructional Design

WebCT ~no access anymore (bought by Blackboard)

Login (U of C) ~no access anymore

Audio-Conference

• January 15, 2002 ~NOTE: This is the first class
• February 26, 2002
• March 19, 2002
• April 16, 2002
  

Instructional blueprint

Instructional Design Model