INSDSG-[course number] - Syllabus- [Course Title]

INSDSG 601- Syllabus- Introduction to Instructional DesignSummer 2015

University of Massachusetts BostonCollege of Advancing & Professional StudiesInstructional Design Graduate Program

Instructor Information

Apostolos Koutropoulos, MBA, MSIT, MEd, MAa.koutropoulos@umb.eduPhone (W): 617-287-5990Skype (W): akoutropoulosOffice Hours: virtual office hours by requestNote: Throughout the semester, I will communicate with you via your UMB email account. Please review the following website for a job aid that will assist you in forwarding your UMB email account to your personal account if you prefer: http://howto.wikispaces.umb.edu/Forward+Student+UMB+Email+to+Personal+Account

Classes begin Tuesday May 26, 2015 and ends Thursday August 20, 2015Please note that we wont be observing Spring Break in this online course. In lieu of spring break you will have an extra week at the end of the semester to polish up your final project if you need it Summer 2015 Academic Calendar: https://www.umb.edu/academics/caps/credit/summer/calendaCourse Information

Course Title: INSDSG 601: Introduction to Instructional Design

Prerequisites: Matriculated MEd student - or - permission of the instructor.

PrerequisiteSkills: 1. Basic computer skills, which include:a. Operating system skills (e.g.: opening applications, file management)b. Microsoft Word and Microsoft PowerPoint application knowledgec. Internet Skills (e.g.: ability to navigate the Internet, search, upload/download files)d. Some knowledge of a course management system would be usefule. Helpful: Teaching/training experience2. Ability to set a schedule to tasks to be completed for online course and to follow through.

Course Description: This course provides an introduction to the cognitive and experiential content of the program, emphasizing the components of the instructional design model. Various instructional design models are analyzed and students are expected to complete, as a final project, an instructional design plan for a learning/training event.TechnicalRequirements: This course has the option to use Blackboard Collaborate web conferencing system. It is a good idea to go through Blackboard Collaborate at the beginning of the semester to make sure you can access the service and work out any bugs before you really need to use it for work. One cautionary note: some students who have attempted to participate in a Blackboard Collaborate session from their work sites have found that firewalls block their access so this is something to check out before your session. You will also need a headset with microphone to fully participate and can also use a webcam if you have one. If you experience difficulty with the audio over the web then there is an opportunity to also call in via phone (phone charges may apply depending on your location). There is also the capability to upload PowerPoint presentations, use a group whiteboard and utilize text chat. All group Blackboard Collaborate sessions are recorded and archived for future referenceThis course will also employ a variety of media that may require the presence of free plugins like Flash, Adobe Acrobat Reader, Real Player and Windows Media Player. Students will be developing designs for their own learning intervention projects during the semester however there is no requirement to use specific applications for development. This choice is up to the student and is often driven by what is available at the worksite or owned personally.

Required Text(s): Dick, W., Carey, L, & Carey, J. O. (2015). The systematic design of instruction (8th edition). Pearson. (Abbreviated in the syllabus and course as D&C)

Other Reading: Other readings, including academic articles, will be available on Blackboard as soon as the course begins. You should also bookmark Purdue Owl. This resource will help you with APA citation which will be necessary for your various projects: http://owl.english.purdue.edu/owl/resource/560/01/

RecommendedTextsAmerican Psychological Association. (2009). Publication manual of the American Psychological Association. Washington, D.C.: American Psychological Association.

Course Objectives: By fully participating in this course, you should be able to:

1. Explain the use of instructional design models in the development of learning interventions,2. Describe and explain one of the leading instructional design models - Dick & Carey,3. Analyze, compare, and contrast the Dick & Carey Model with other ID models,4. Apply the Dick & Carey model of instructional design toward the design of a learning intervention,5. Develop learning goals and objectives,6. Identify appropriate materials and activities for course designs,7. Evaluate and critique course designs,8. Discuss broadly about fields that are related to instructional design.

CoreCompetencies: The objectives for this course focus on the following program level outcomes for the MEd in Instructional Design: Please see this link for a full description of the outcomes: http://id-faculty.wikispaces.umb.edu/Program-Learning-Outcomes.

Specifically this course addresses the following PLOs: Theory into Practice: 1.1, 1.2, 1.4 Analysis: 2.2, 2.3, 2.4 2.5, 2.6 Design: 3.1, 3.2, 3.4, Develop: 4.1, 4.6 Implement: 5.1, 5.4, Evaluate: 6.1, Reflective Practice: 7.1, 7.2, 7.3, 7.4, 7.5, 7.6 Leadership: 8.1, 8.2, 8.5

In addition, this course addresses the following IBSTPI instructional designer competencies: Professional Foundations: Communicate effectively in visual, oral, and written form (essential) Update and improve knowledge, skills, and attitudes pertaining to the instructional design process and related fields (essential) Identify and respond to ethical, legal, and political implication of design in the workplace (essential) Planning & Analysis Identify and describe the target population and environmental characteristics (essential) Select and use analysis techniques for determining instructional content (essential) Analyze the characteristics of existing and emerging technologies and their potential use (essential) Design & Development Use an ID & Development process appropriate for a given project (essential) Organize ID programs and/or products to be designed, developed, and evaluated (essential) Design instructional interventions (essential) Select or modify instructional materials (essential) Develop instructional materials (essential) Evaluation & Implementation Revise instructional and non-instructional solutions based on the data (essential)

Required Assignments: This course is designed on a Badges First approach, as such most activities are based on a Mastery Approach. This means that you either pass, or you dont pass, the assessment. If you dont pass, for some assessments there are opportunities to additional tries. The assignments in Blackboard will indicate what can be re-done and what cannot. The following are the major assignments in the course:

1. Final Project Design of a learning intervention: This project will be undertaken in small chunks throughout the semester. Each small chunk will be worth a small part of the grade of the final project. This way you have the ability to go back and iteratively improve on the design of your learning design, and if a small part isnt good enough on the first try, it wont impede your overall progress of the final project, and you have an opportunity to address it with feedback from me. 2. Theories of Learning Jigsaw: This is a two-person jigsaw assignment to explore theories of learning that are of interest to the student dyad. The culminating deliverable will be a document between 1000-1500 words, properly cited using APA that provides an introduction to the learning theory of interest to the students. The document may include multimedia (including videos and images) to enhance the text written by the students. The assignment can be submitted as a discussion forum post, a blog post, a Microsoft word document, a wiki, or any other mode that the students are comfortable using. Students will earn a badge that showcases the theory of learning that they picked to introduce and analyze.3. Instructional Design Models Jigsaw: This is a two-person jigsaw assignment to explore theories of learning that are of interest to the student dyad. The culminating deliverable will be a document between 1000-1500 words, properly cited using APA that provides an introduction to another instructional design model that is of interest to the students. This introduction will also be a compare-and-contrast to our main model, the Dick & Carey Model. The document may include multimedia (including videos and images) to enhance the text written by the students. The assignment can also be submitted in a variety of ways. Students will earn a badge that showcases the model that they picked to introduce and analyze.4. Instructional Design Special Topics Jigsaw: This is a jigsaw assignment to explore different areas of instructional design, from tools, to modalities, to approaches in design. This can be done solo, as a dyad, or as a group of 3. The choice is up to the student(s). The culminating deliverable will be a document between 1000-2000 words (1000 for 1 person, 1500 for two, 2000 for a group of three), properly cited using APA that provides an introduction to a selected topic in instructional design. The document may include multimedia (including videos and images) to enhance the text written by the students. The assignment can also be submitted in a variety of ways. Students will earn a badge that showcases the model that they picked to introduce and5. Weekly Feedback and Reflection: Reflection is one of the key elements in learning. Feedback is also important to designers and instructors. For this reason at the end of each week there is a weekly feedback quiz with 4 questions. You can answer these questions, and reflect on your weekly learning, either in the quiz, or you can blog throughout the course and reflect about your learning. The option is yours. If you do choose to blog, please posts specific post URLs in the weekly feedback quiz.6. Participation: Participation is key in any class, whether you are online or on-campus, in a one-day workshop, or a semester-long course. If youre not active in the course in some way, its hard to know if things are making sense. By actively participating you are not only enriching your educational experience, but those of your fellow classmates, and mine, as well! For this reason, participation in the course through discussions in the forum is worth 20% of the overall grade for this course.

Course Rubric: Because Blackboard does not have the capacity for pass/not pass the numeric grading means the following for all assignments: 0 points no assignment submitted 50 points assignment submitted but it doesnt pass, see comments 85 points assignment passes, see comments for potential improvement 100 points assignment passes and is exemplary, small comments for improvement

Assignment/DeliverableRelevantCourse ObjectiveMEd PLOGrade %

Final Project1, 4, 5, 6, 71.2, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.4, 4.1, 4.6, 5.1, 5.4, 6.1, 7.1, 7.2, 7.3, 8.1, 8.5 30%

Jigsaw activities1, 2, 3, 81.1, 1.2, 1.4, 4.1, 4.6, 5.4, 6.1, 7.4, 7.5, 7.6, 8.2, 8.540%

Weekly Feedback and Reflection7.4, 7.5, 7.610%

Participation (as defined above)1, 2, 3, 7, 81.2, 1.4, 7.4, 7.5, 7.620%

Course Policies: Participation - Attendance and presence are required for this class. The Discussion Board and selected posts on umassid.com make up our "classroom" so logging in defines your presence. I expect you to let me know ahead of time if you will be unable to participate for a specific week, or if this is not possible, to be in touch with me as soon as you can thereafter. E-mail is the best way to notify me. You are expected to log on to the course website a minimum of three times a week and to post a substantive contribution to the discussion at that time. You are expected to post an original discussion forum post by Thursday, 6 p.m. EST, of each week; and then reply to at least two of your peers by Sunday at 6 p.m. EST. Simply saying "I agree" is not considered a substantive contribution! You must support your position, or add somehow to the discussion when logging on. Try to relate the topic to your own experience if possible. Please review the rubric for discussion board postings in the Getting Started module so you can see how I will evaluate your contributions.Group Work This course depends on your involvement with online discussion and activities. Be aware that the responses and learning of your peers depend on your timely contributions, especially for the group assignments in the course. You will be directed each week whether to post your assignments/reflections in either the Discussion Board to a specific topic or to another communication/collaboration site or designated folder.Please review the descriptions of the assignments while you work on them and before you post the finished product. A common mistake is to become intrigued with a wonderful tangential idea and not address the assignment requirements. It may be fun to do but you may lose points.Norms to ponder: timeliness, confidentiality within your group, dealing with group issues within the group, and civility and supportive criticism only. We want this to be an intellectual "safe" zone. For specific assignments that require you to work in a group I dont specify internal group deadlines. There is one assignment deadline and your group should negotiate amongst its members what should be done and by what time. At the conclusion of each group activity (namely the jigsaws) each team member will submit to me a peer review of each members work. If your team believes that you did not contribute to the deliverable of the jigsaw you might not get points for your participation in that team. If you work in a group, you need to complete a post-action report on your fellow team members, otherwise your assignment will not be considered complete.Late Work Adhering to proven characteristics of andragogy, there will be an emphasis on the exploratory and experiential. We will utilize discussion, small group work, and individual activities to engage with the material. For this reason, it is very important that you keep up with the reading assignments and log in a minimum of three times per week, which includes posting your weekly reflection question by Thursday 6 p.m. EST so that there will be sufficient time to interact with your peers. Discussion topics will be turned off a few days following the end of the discussion in order to keep the class moving. Lack of preparation and failure to engage in the many learning opportunities in this course will be taken into account in your final grade.Course deliverables are expected to be on time unless there is some extenuating circumstance. Points will be deducted for late work at a rate of 5-points for every day a deliverable is late. This includes discussion forum assignments and work. No late work will be accepted five days after the due date. (Example: if an assignment is due on Sunday, the last possible day to submit it is the following Friday. Your maximum grade for the assignment at that point will be 75%)

Grading

Grading: Grade type for the course is a whole or partial letter grade. (Please see table below)Note: the lowest passing grade for a graduate student is a C. Grades lower than a C that are submitted by faculty will automatically be recorded as an F.

Please see the Graduate Bulletin for more detailed information on the Universitys grading policy.

UMass Boston Graduate Grading Policy

Letter GradePercentageQuality Points

A93-100%4.0

A-90-92%3.7

B+87-89%3.3

B83-86%3.0

B-80-82%2.7

C+77-79%2.3

C73-76%2.0

F0-72%0.0

INCGiven under very restricted terms and only when satisfactory work has been accomplished in majority of coursework. Contract of completion terms is required.N/A

INC/FReceived for failure to comply with contracted completion terms.N/A

WReceived if withdrawal occurs before the withdrawal deadline.N/A

AUAudit (only permitted on space-available basis) N/A

NANot Attending (student appeared on roster, but never attended class. Student is still responsible for tuition and fee charges unless withdrawal form is submitted before deadline. NA has no effect on cumulative GPA.)N/A

Methods of Instruction

Methods: This course is an instructor-facilitated, fully online, asynchronous course conducted via the Blackboard Learn learning management system. Weekly discussion, small group work, and individual activities will provide opportunities for student-to-content, student-to-student and student-to-instructor involvement. Although the course will be conducted asynchronously, there can be opportunities for synchronous sessions during the semester to provide real-time interaction. A variety of multimedia will be incorporated including podcasts, video clips, narrated streaming PowerPoint presentations, articles, weekly discussion forums, interactive games, and weekly formative assessments. Hands-on development for the final course project will take place in an LMS of the students choice and will include materials developed with a range of multimedia chosen by the student.

Accommodations

Section 504, 508 and the American with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, you may obtain adaptation recommendations from the UMass Boston Ross Center (508-287-7430. You need to present and discuss these recommendations with me within a reasonable period, prior to the end of the Drop/Add period.

You are advised to retain a copy of this syllabus in your personal files for use when applying for future degrees, certification, licensure, or transfer of credit.

Code of Student Conduct

Students are required to adhere to the Code of Student Conduct, including requirements for the Academic Honesty Policy, delineated in the University of Massachusetts Boston Graduate Studies Bulletin and relevant program student handbook(s). http://media.umassp.edu/massedu/policy/3-08%20UMB%20Code%20of%20Conduct.pdf

You are encouraged to visit and review the UMass website on Correct Citation and Avoiding Plagiarism:http://umb.libguides.com/GradStudiesCitations

Other Pertinent and Important InformationIncomplete Policy: Incompletes will be assigned only in cases of illness, accident, or other catastrophic occurrences beyond a student's control. Incompletes are given under very restricted terms and only when satisfactory work has been accomplished in majority of coursework. A contract of completion terms is required for all incompletes with concrete deliverables on specific due dates.

Coursework Difficulties: Please discuss all coursework matters with me sooner than later. If caught early, course work difficulties and hiccups can prevent major issues with your course progression. If left unattended they could interfere with progression through the course. I am here to help!

Topics for Jigsaws: The topics for the various jigsaws are available right from the start of the class. If you want to form groups early, please feel free to do so. Working ahead on your spare time is a good way to make sure that you dont fall behind, and it may even give you breathing room for other things during the later parts of the semester!

Course Schedule

Week I

TopicIntroductions, Instructional Design and Systems

Course BeginsMay 26, 2015

ObjectivesUpon completion of this module, students should be able to: Navigate and find resources on UMassID.com, Navigate and find resources on Blackboard, Explain the reason(s) for using an instructional design model, Discuss some critiques of the profession.

Readings/Media Please read the content in the Getting Started link on the course home page and post any questions you may have to the discussion board under the Questions/Help Topic. D&C 1 Thalheimer, W. (2008) We are professionals, arent we?. In M.W. Allen (Ed.) Michael Allens e-Learning Annual 2008. Pfeiffer.

Activities Post an introductory blog post on UMassID.com Participate in weekly discussion Complete weekly feedback and reflection

AssignmentsNo projects this week

Week II

TopicFront End Analysis & Instructional Goals

ObjectivesUpon completion of this module, students should be able to: Define needs assessment, performance analysis, needs statements, and instructional goals, Write Instructional Goals that meet the criteria for initiating the development of instructional interventions, Begin to critically interpret literature in the field of education to assess quality, accuracy, and relevance.

Readings/Media D&C 2 Milia: Dales Cone of Experience Thalheimer : Mythical Retention Data & The Corrupted Cone [blogpost] Introduction to VARK website Riener, C. & Willingham, D. (2010). The Myth of Learning Styles. Change. Bailey - Edgar Dales Cone of Experience [video] Willingham - Learning Styles do not exist [video] Ambridge, B. (2014). 10 myths about psychology, debunked [TED talk] [preview] Goals vs Learning Objectives. UConn.

Activities Participate in weekly discussion Complete weekly feedback and reflection

Assignments Complete Project Proposal for final project

Week III

TopicGoal Analysis

ObjectivesUpon completion of this module, students should be able to: Classify instructional goals in the domains of intellectual skill, verbal information, psychomotor, and attitude, Perform a goal analysis to identify major steps required to accomplish an instructional goal, Describe key features of behaviorism, cognitivism, constructivism, and connectivism.

Readings/Media D&C 3 Bates, T (n.d.) Chapter 2: The nature of knowledge and implications for teaching. In A.W. Bates Teaching in a Digital Age. UBC Open Text. Tuckmans 4 Stages of Group Formation [video]

Activities Participate in weekly discussion Complete weekly feedback and reflection Form a team with another classmate and pick from a Theory of Learning topic. This will be presented over the next couple of weeks.

Assignments Submit Goal Analysis for Final Project

Week IV

TopicIdentifying Subordinate Skills & Entry Level Behaviors

ObjectivesUpon completion of this module, students should be able to: Describe approaches to subordinate skills analysis, Describe relationships among the subordinate skills identified through an analysis, Apply subordinate skills analysis techniques to steps in the goal analysis, Explain key aspects of Blooms taxonomy of the cognitive domain.

Readings/Media D&C 4 Blooms taxonomy of Learning Domains: Blooms interactive pyramid Read through the submissions of your classmates for the Theories of Learning jigsaw

Activities Participate in weekly discussion Complete weekly feedback and reflection If its your week to post the Theories of Learning deliverable to the designated forum. Engage in discussion.

Assignments Submit subordinate Skill Analysis and Entry Level Behaviors for your final project

Week V

TopicLearner & Context Analysis

ObjectivesUpon completion of this module, students should be able to: Identify and analyze general characteristics of target student population important in the development process, Identify and analyze contextual characteristics of the setting where learning will take place, Discuss and apply key elements of Gagnes work to instruction.

Readings/Media D&C 5 Driscoll, M.P. (2005). Chapter 10: Gagnes Theory of Instruction. In M.P Driscoll Psychology of Learning for Instruction. Allyn & Bacon. Preview the materials for the next jigsaw

Activities Participate in weekly discussion Complete weekly feedback and reflection If its your week to post the Theories of Learning deliverable to the designated forum. Engage in discussion. Start forming teams for the second jigsaw if you havent already. Try to work with someone new

Assignments Submit Learner & Context Analysis Submit review of peers for your jigsaw activity

Week VI

TopicWriting Performance Objectives

ObjectivesUpon completion of this module, students should be able to: Write performance objectives using the ABCD method, Demonstrate knowledge of the difference between goals and learning objectives, Discuss affective aspects of teaching and learning, and how those affect design.

Readings/Media D&C 6 Magers tips on instructional objectives Goals vs Learning Objectives. UConn Huitt, W. (2001, April). Krathwol et al.'s taxonomy of the affective domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Miller, M. (2005). Teaching and Learning in Affective Domain. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology Krathwohl handout from UConn

Activities Participate in weekly discussion Complete weekly feedback and reflection

Assignments Submit project goals and performance objectives for your final project

Week VII

TopicDeveloping Assessment Instruments

ObjectivesUpon completion of this module, students should be able to: Describe how entry skills tests, pretest, practice test, and post-tests are used by instructional designers, Name four categories of criteria for developing criterion-referenced tests, Write criterion-references, objective-style test items that meet the four categories Recommend assessments for instructional interventions that are authentic and measure the intended learning for those interventions.

Readings/Media D&C 7 UCF professor Richard Quinn accuses class of cheating [video] Berrett, D. (2010) Cheating and the Generational Divide. Inside Higher Education Read thought jigsaw submissions

Activities Participate in weekly discussion Complete weekly feedback and reflection Post your Jigsaw deliverable if you chose a topic on badges, gamification, ePortfolios, or other assessment related topic Engage in discussion with your peers in the jigsaw forums

Assignments Submit proposed ways to assess learning in your design

Week VIII

TopicDeveloping Instructional Strategies

ObjectivesUpon completion of this module, students should be able to: Identify the five learning components of an instructional strategy, Plan the learning components of an instructional strategy, Describe considerations in selecting an instructional delivery system, Sequence and arrange content in session-level clusters, Discuss ways in which technology can be applied to enhance instructional strategies.

Readings/Media D&C 8 D&C 9 Read though jigsaw submissions on Web 2.0 tools

Activities Participate in weekly discussion Complete weekly feedback and reflection Post your Jigsaw deliverable if you chose a topic on Web 2.0 tools Engage in discussion with your peers in the jigsaw forums

Assignments Submit Instructional Strategy for your final project

Week IX

TopicDeveloping Instructional Materials

ObjectivesUpon completion of this module, students should be able to: Describe the designers role in materials development, Describe factors that may cause revisions of materials, List four categories of criteria for judging the appropriateness of existing instructional materials, Develop instructional materials based on a given instructional strategy, Identify main consideration for creating, and adopting, accessible materials.

Readings/Media D&C 10 For those of you in Corporate and HR training, you might find HRDQ interesting to peruse through: http://www.hrdqstore.com/ MERLOT OER repository: http://www.merlot.org/merlot/index.htm OER Commons: https://www.oercommons.org/ Directory of Open Access Journals: https://doaj.org/

Activities Participate in weekly discussion Complete weekly feedback and reflection Post your Jigsaw deliverable if you chose a topic on UDL, OER, or Open Education related topic Engage in discussion with your peers in the jigsaw forums

Assignments Submit Materials, and their evaluations, to be created for your instructional intervention

Week X

TopicFormative Evaluations

ObjectivesUpon completion of this module, students should be able to: Describe the purposes for and various stages of formative evaluation, Describe instruments for formative evaluation, Develop appropriate formative evaluation plan, Describe the main considerations, applications,, and benefits of various modalities of learning.

Readings/Media D&C 11 Clark, D. (n.d.) Kirkpatricks 4 Level Evaluation Model

Activities Participate in weekly discussion Complete weekly feedback and reflection Post your Jigsaw deliverable if you chose a topic on the modality of instruction Engage in discussion with your peers in the jigsaw forums

Assignments Submit Formative Evaluation strategy for your final project

Week XI

TopicSummative Evaluations

ObjectivesUpon completion of this module, students should be able to: Describe the purpose of summative evaluations, Describe the two phases of summative evaluation, Design summative evaluations for specific learning interventions.

Readings/Media D&C 13 Gustafson, K. & Branch R. M. (2002). A Survey of Instructional Development Models (4th edition) [everyone will read chapters 1 and 2, then read the chapter for your specific model] Grant, M.M. (2013) Comparing Instructional Design Models [Presentation]

Activities In lieu of discussion this week, lets setup time for a one-to-one skype chat as a check-in (if everyone wants to have one synchronous sessions instead of one-to-one sessions that is OK too!)Complete weekly feedback and reflection Form a dyad (or group of 3) by Tuesday, and start working toward the deliverable for

Assignments Submit Summative Evaluation strategy for your final project

Week XII

TopicProject Work & Big Picture

ObjectivesUpon completion of this module, students should be able to: Complete a fully developed instructional design plan using the knowledge gained through participation in INSDSG 601, Describe main elements of other instructional design models, Compare and contrast instructional design models for similarities and differences, Evaluate instructional design models for applicability and fit for use in designing different types of learning interventions.

Readings/Media No new readings this week. You can reference Gustafson & Branch as you are working on submitting your jigsaw activity. Schultz, K. (2011). On Being Wrong [TED talk]. Read through the submitted instructional design jigsaw deliverables in the forum

Activities Complete weekly feedback and reflection Participate in the weekly discussion topic Post your Jigsaw deliverable on your selected instructional design model topic Engage in discussion with your peers in the jigsaw forums

Assignments Final Projects Due Reflection on your final project due with project [you can blog this if you opted to blog your weekly reflections]

Week XIII

TopicWrap-up & Wrap-around

Course EndsAugust 20, 2015

ObjectivesUpon completion of this module, students should be able to: Demonstrate knowledge of effective peer review practices, Demonstrate a critical and reflective approach to practices in the field of instructional design.

Readings/Media Kenny, R., Zhang, Z., Schwier, R., & Campbell, K. (2005). A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked. Canadian Journal Of Learning And Technology, 31(1). Thalheimer, W. (2008) We are professionals, arent we?. In M.W. Allen (Ed.) Michael Allens e-Learning Annual 2008. Pfeiffer. St. John, R. (2009) Success is a continuous journey [TED talk]. [Optional] article for Tales from the Crypt discussion.

Activities Participate in weekly discussion [optional] Participate in the Tales from the Crypt discussion.

Assignments Complete 2 reviews of peers projects

Updated: May 10, 2015Page 1This Course Syllabus is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.