Course Number and Title:   Course Number: 240:205:01 Location: SEC 127   Course Title: Instructional Computing Design Day and Time: Mondays: 6:00 - 8:50 PM
Professor's Contact Information Professor: Dr. Leigh Zeitz E-mail address: zeitz@uni.edu   Office Location: SEC 411 (inside SEC 405) Scheduled Hours: Tuesday: 1:00 - 3:00 & Wednesday: 2:00 - 4:00   Telephone: (319) 273-3249 (319) 404-2588 (cell) (319) 273-5886 (fax) Additional Hours: You can also contact me through email and I will try to respond within 48 hours. If necessary, individual meetings can be scheduled through telephone, voicemail or email. Students may meet with me face-to-face, over the telephone, through instant messaging or using a chat system. Instant Messenger: AOL: UNIDrZ
Mission Statement of Educational Technology
The mission of Educational Technology is to prepare professionals who demonstrate capable performance and insightful leadership, and to provide advanced study and professional growth opportunities for practicing professionals. Based upon research and emerging technologies, the Division of Educational Technology is committed to: Advancing the study of effective learning techniques Designing instruction that integrates appropriate application of technology Advancing message development knowledge and skills Advocating effective integration of technology to support learning
University Catalog Course Description
Evaluation and design of computer-based instructional materials. Hands-on experiences with the design of computer-based lessons. Prerequisite: 240:240.
Rationale/Purpose of the Course
Place in the program: This course is designed for the graduate student who already has experience in instructional design.   Meaning to student: Instructional Computing Design provides an opportunity for a student to develop a deeper understanding of the intent and design of computer-based instruction. The student will learn and use a computer program authoring language to create an instructional computer program.
Major Learning Outcomes/Objectives or Course Goals
Design:  1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.c Identify learning theories from which each model is derived and the consequent implications. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content within their area(s) of preparation. 1.1.1.b Analyze instructional tasks and content. 1.1.1.c Categorize objectives within their area(s) of preparation (e.g., cognitive, affective, psychomotor). 1.1.1.d Compare and contrast curriculum objectives for their area(s) of preparation with federal, state, and/or professional content standards. 1.1.2 Designing 1.1.2.a Create a plan for a sub topic of their content area(s) (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) throughout their program preparation and field experience(s). 1.1.3 Developing 1.1.3.a Produce instructional materials relevant to their content area(s) which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application (not telephone). 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training). 1.1.5 Evaluating 1.1.5.a Utilize both traditional and alternative assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.2 Message Design 1.2.a Apply known principles of attention, perception, and retention to the selection of media for macro- and micro-level design of instruction. 1.2.b Apply known principles of attention, perception, and retention to the development of instructional messages specific to the learning task. 1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.   Development: 2.0.1 Select appropriate media to produce effective learning environments using technology resources 2.0.2 Select appropriate technological tools based on research and evaluation for developing effective instructional and professional products. 2.0.3 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.4 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.5 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.6 Develop and implement evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.7 Implement evaluation methods and techniques for revising and updating instructional and professional products. 2.2 Audiovisual Technologies 2.2.1 Apply principles of visual and media literacy for the development and production of instructional and professional materials and products. 2.2.2 Apply development techniques such as storyboarding and or scriptwriting to plan for the development audio/video technologies. 2.2.3 Use appropriate analog and digital video equipment (e.g., camcorders, video editing) to prepare effective instructional and professional products. 2.2.4 Use appropriate analog and digital audio equipment to produce instructional and professional products. 2.2.5 Use a variety of projection devices with appropriate technology tools to facilitate presentations and instruction. 2.2.6 Use a variety of projection systems to facilitate presentations and instruction. 2.3 Computer-Based Technologies 2.3.1 Synthesize content information in order to design and produce audio/video instructional materials which use computer-based technologies. 2.3.2 Use theory and research to design, produce, and use digital information with computer-based technologies. 2.3.3 Apply principles of learning theories to produce computer-based instructional activities/environments. 2.3.4 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer-based instructional materials. 2.4 Integrated Technologies 2.4.1 Use hypermedia authoring tools to create effective hypermedia instructional materials or projects. 2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies. 2.4.3 Combine electronic and non-electronic media to produce instructional materials, presentations, and products. 2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products. 2.4.5 Develop effective Web pages with appropriate links using various technological tools (e.g.,print technologies, imaging technologies, and video). 2.4.6 Use writeable CD-ROMs to record productions using various technological tools. 2.4.7 Use appropriate software for capturing Web pages, audio wave files, and video files for developing off-line presentations.   Utilization:  3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use ECIT resources in a variety of learning contexts. 3.2 Diffusion of Innovations 3.2.1 Identify strategies for the diffusion and adoption of innovations in learning communities. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating ECIT innovations in various learning contexts. 3.4 Policies and Regulations 3.4.1 Identify standards for instructional technology utilization and application. 3.4.3 Identify and apply copyright and fair use guidelines within practice.   Management: 4.0.1 Demonstrate leadership attributes with individuals and groups (e.g. interpersonal skills, group dynamics, team building). 4.1.1 Develop and apply project management techniques in various learning and training contexts. 4.2.1 Develop and apply resource management techniques in various learning and training contexts. 4.3.1 Develop and apply delivery system management techniques in various learning and training contexts. 4.4.1 Develop and apply information management techniques in various learning and training contexts.   Evaluation:  5.1.1 Identify and apply problem analysis skills in appropriate ECIT contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2.1 Develop and apply criterion-referenced measures in a variety of ECIT contexts. 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of ECIT contexts.
Course Requirements   Assumptions: Students have a background in instructional design. Students are competent computer users. There is no assumption that the students have a background in programming.   Expectations: Attend all of the course classes. Complete all of the reading. Complete all assignments to the best of her/his ability Submit assignments ON TIME. Participate in class through discussion. Participate asynchronously through email and forum discussions. Work with other students informally (through face-to-face or some sort of telecommunications system) as well as in formal assignments. Contact Dr. Z if any questions arise about what is expected or about how to use technology that is necessary to complete assignments   Required texts: Alessi, S. & Trollip, S. (2001). Multimedia for learning. Allyn and Bacon:Boston ISBN 0-205-27691-1 Siegel, K. (2005). Essentials of macromedia captivate. iconLogic: Riva, MD. ISBN 1-932-73303-5
Course Outline/Schedule
Date Theory Captivate Projects/due 1/9   Intro Intro to Class How to use/read/study the book   Chapter 1: Intro to Process of Instruction Foundations of Interactive Multimedia Get into Group     1/16 Holiday Martin Luther King     1/23   Learning Theory Chapter 2: Learning Principles and Approaches Behavioral Psychology Principles Cognitive Psychology Principles Intro to Captivate Captivate Tutorial   1/30   Learning Theory Chapter 2: Learning Principles and Approaches Constructivist Psychology Principles Constructivist - Objectivist Debate Modules 1 & 3   Student Activity: Record in Demo Mode (Pg. 44) 2/6   Methodologies Chapter 3: Features of Software for Learning   Dr. Zeitz's presentation on Methodologies for Interactive MultiMedia Chapters: _____________ Module 2 Review good and bad projects using your checklists Student Activity: Record in Assessment Simulation Mode (Pg. 46) Student Activity: Record in Training Simulation Mode (Pg. 48) 2/13   Methodologies Student presentations on Methodologies for Interactive MultiMedia Chapters: _____________       2/20   Standards & Evaluations Chapter 12: Overview of a Model for Design and Development Standards Subject Standards & Quality Standards Identifying Team Expectations through Evaluation     Discuss the Client who will be specifying the production requirements. 2/27   Planning Chapter 13: Planning Defining Scope Identify the Learner Understand Your Client Establish Constraints Cost of Project (Hours and $) Producing a Planning Document                         Chapter 12 Module 4 & 5 Submit Timeline/ Responsibility sheet.   3/6   Planning Chapter 13: Planning Produce a Style Manual Determine and Collect Resources Conduct Initial Brainstorming Define Look and Feel of Project (Storyboarding) Obtain Client Sign-Off       Guest Lecturer:  Wade Arnold - T8 Design   Each group member evaluates 3 packages of selected software individually. Produce a collaborative paper that explains your team’s quality standards based upon similarities and differences of your groups’ reviews. (1-2 pgs).   3/13 Holiday Spring Break     3/20 Design     Discuss Client meetings and project plans Chapter 13: Planning Produce a Style Manual Determine and Collect Resources Conduct Initial Brainstorming Define Look and Feel of Project (Storyboarding) Obtaining Client Sign-Off         You have had the 1st meeting with your client to discuss the project. Submit an overall concept paper (1 page) that explains your understanding of the project after meeting with your client 3/27   Design Chapter 14: Design Purpose of Design Audiences for Design Documents Develop Initial Content Ideas Task and Concept Analysis Preliminary Program Description Flowcharting (Levels 1, 2 & 3) Storyboarding Review Flowcharting and Storyboarding Obtain Client Sign-Off   Module 6 (w/Rubric) Learner Characteristics Form Constraints Forms Costing Guide Form Task Analysis Flow Charts Client Sign-off for Planning Strategies Style Manual Look & Feel Document/Prototype 4/3   Development Chapter 15: Development Project Management Prepare Text Components Write Program Code Create Graphics Record Audio   Module 7 & 8 Storyboard (Show Dr. Z) Design Audio/Video 4/10   Development Chapter 15: Development Assemble Pieces Prepare Support Materials Alpha Testing Making Revisions Beta Testing Final Revisions Obtain Client Sign-off Validate the Program Meet with Dr. Z Module 9 (w/Rubric) Written Tutorial Text Design Quizzing Videos Client Sign-off for Design 4/17 Worktime Classroom Worktime Meet with Dr. Z Module 10 Create/Obtain Graphics Produce/Obtain Video Record/Obtain Audio Create the Program 4/24 Worktime Classroom Worktime Meet with Dr. Z Module 11 (w/Rubric) Alpha Testing Revisions Alpha Testing Write-up 5/1 Presentations Project Presentation   Monday 5 - 7 p.m.   Final Client sign-off Beta Testing Write-up Completed Project Presentation of Project
Course Assessment Student work will be evaluated based upon the assignments submitted. This course will involve both individual and group assignments. Rubrics will be used to provide students with an understanding of teacher expectations for each assignment. It is the student's responsibility to refer to the rubric as well as the assignment explanation to best understand teacher expectations. While Dr. Z does his best to make the rubrics and assignment descriptions understandable, sometimes the words don't convey the intended information and a misunderstanding may occur. Please contact Dr. Z about any questions you may have. Assignment Submission: Electronic assignments are to be submitted to the appropriate WebCT dropboxes. They are to be in the WebCT dropbox by the beginning of class on the date listed in the Assignments table. Printed assignments will be submitted to Dr. Z at the beginning of class on the dates listed (unless otherwise requested by Dr. Z). Late Assignments: Late Captivate project assignments will lose 3% of the final grade for each day late (weekends included). Organizational assignments (e.g., constraints forms, writeups, task analyses, etc.) are due on the date listed. They WILL NOT be accepted late. If an assignment is not submitted, the person responsible for that submission will lose the points. Even if an organizational assignment is late and earns no points, it MUST be included in the final project submission. Submitting Late Assignments: Electronic materials will be submitted to the WebCT dropboxes. You MUST also send an email (through WebCT mail) to Dr. Z to inform him of your submission. Late printed assignments must be given to Dr. Z directly or deposited in his mailbox in SEC 618. If you submit your work to the SEC 618 mailbox, have a secretary validate the submission date so you will not lose more points than necessary. Resubmitting Assignments: Each assignment is intended to help a student develop knowledge/skills/dispositions that will assist the student in achieving the stated goals and objectives for the class. Therefore, it is to the student's advantage to complete each assignment to the best of his or her ability. To this end, students will be allowed to redo and resubmit their assignments after they have been graded. Resubmission will enable the student to earn half as many points as earned due to the reworking of the assignments (e.g., A student received 60 out of 100 points after the first submission of an assignment. Based upon the feedback given by Dr. Z, the student may rework the assignment and earn an additional 30 points from the changes. The student's final grade for the assignment would be 60 + 15 (half of additional 30 points earned) for a total of 75 points.)  Resubmitted assignments MUST: (Failure to fulfill ANY of these requirements disqualifies the resubmission) * Be submitted within 8 days of the day the assignment was returned to the student. * Include the earlier assignment. * Include the points sheet from the earlier assignment. * Contain all materials in a large envelope. * Be labeled with Name, Class, Date and RESUBMIT on the outside of the notebook/envelope. * Multimedia Authoring Activities MUST be resubmitted in a folder entitled RESUBMIT contained in your 240-205 server folder.   Final Grades: Final grades will be assigned using the grading table listed in the Assignments table and posted on WebCT. Attendance: Students are expected to attend ALL classes. Attendance will be taken every class. 2 points will be deducted for every unexcused absence (Excused absences include dire sickness (Doctor excuse is required), family death or professional activity (e.g., parent-teacher conferences). The student is responsible for obtaining the information covered in class from other students or through an out-of-class appointment with Dr. Z.
Course Assignments
Project Indiv. Team Medium Due  3 software evaluations  30    Paper 3/6  Submit Timeline/Responsibilities sheet    10  Paper 2/27  Meet with Client    20  Paper 3/20  Submit Concept Paper    20  Paper 3/20  Team Standards Paper    20 Paper 3/6  Look and Feel Document/Prototype    50  Paper 3/27  Planning Documents (10 each - Select 2) 20   Paper 3/27 Describe Learner Characteristics       3/27  Constraints: Hardware       3/27  Constraints: Software       3/27  Constraints: Client Responsibilities       3/27  Constraints: Developer Responsibilities       3/27  Constraints: Content       3/27  Client Sign-offs (Select 1)  10    Paper    Planning Strategies       3/27  Design       4/10  Development       5/1  Task 1 (Select 1)  30        Costing Guide Form (4th member pairs here)      Paper 3/27  Alpha Testing Writeup      Paper 4/10  Beta Testing Writeup      Paper 5/1  Task 2 (Select 1) (4th member pairs on one task)  50        Style Manual      Paper 3/27  Write Tutorial Text      Paper 4/10  Design Audio/Video      Paper 4/3  Structural Documents (Select 1) (4th member pair on one doc.)  70        Task Analysis      Paper 3/27  Flowcharts      Paper 3/27  Storyboard      Paper 4/3  Final Project    200  Paper/ CD 5/1  Captivate Activities         Module 4: Captions and The Timeline 0   Electronic 2/27 Module 5: Images 0    Electronic 2/27 Module 6: Pointer Paths, Buttons and Highlight Boxes / with Rubic 60    Electronic 3/27 Module 7: "Let Me Try" Movies 0     Electronic 4/3 Module 8: Rollover Captions and Rollover Images 0    Electronic 4/3 Module 9: Slide Lables, Notes and Audio / with Rubic 60    Electronic 4/10 Module 10: Animation 0    Electronic 4/17 Module 11: Quizzes / with Rubic 40     Electronic 4/24 Attendance 40   Flesh   Subtotals Possible for Individual 410 320     Total Possible for the Individual 730        Min % Grade  Min % Grade   Min % Grade  96% A 84% B- 72% D+ 93% A- 81% C+ 69% D  90% B+ 78% C 66% D-  87% B 75% C- F
Bibliography
Alessi, S & Trollip, S (2001). Multimedia for learning: Methods and development. Needham Heights, MA: Allyn and Bacon. Anglin, G. (1995). Instructional technology. Past, present, and future. Englewood, CO: Libraries Unlimited, Inc. Bloom, B. (Ed.) (1956). Taxonomy of educational objectives. New York: David McKay Company, Inc. Brooks J.G. & Brooks M.G. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Dick, W & Carey, L (2000). The systematic design of instruction. New York: Harper Collins College Publishers. Driscoll, M (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn and Bacon. Ely, D.P. & Plomp, T (1996). Classic writings on instructional technology. Englewood, CO: Libraries Unlimited, Inc. Ely, D.P. & Plomp, T (2001). Classic writings on instructional technology. (Vol.2) Englewood, CO: Libraries Unlimited, Inc. Gagne, R., Briggs, L., & Wager, W. (1988). Principles of instructional design. New York: Hold, Rinehart and Winston. Gardner, H (1993). Frames of mind; The theory of multiple intelligences. New York: Basic Books. Heinich, R & Molenda, M & Russel, J & Smaldino, S (2002). Instructional media and technologies for learning (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Jonassen, D.H. (2000). Computers as mindtools for schools. Upper Saddle River, NJ: Prentice&endash;Hall Inc. Jonassen, D.H. (1988). Instructional designs for microcomputer courseware. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Jonassen, D.H (Ed.) (1996). Handbook of research for educational communications and technology. New York: Simon & Schuster Macmillan. Moore, D.M. & Dwyer, F.M (1994). Visual literacy; A spectrum of visual learning. Englewood Cliffs, NJ: Educational Technology Publications. Palloff, M & Pratt, K (1999). Building learning communities in cyberspace. San Francisco: Jossey- Bass Publishers. Reigeluth, C.M. (1999). Instructional design theories and models; (Vol.2) Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Seels, B & Richey, R (1994). Instructional technology: The definition and domains of the field. Washington, DC: Association for Educational Communications and Technology. Williams, R (1994). The non-designer's design book. Berkeley, CA: Peachpit Press.
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The University of Northern Iowa is an Affirmative Action Equal Opportunity Institution. The Americans with Disabilities Act of 1990 (ADA) provides protection from illegal discrimination for qualified individuals with disabilities. Students requesting instructional accommodations due to disabilities must arrange for such accommodations through the Office of Disability Services (ODS). The ODS is located at 213 Student Services Center, and the telephone number is 273-2676.
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