Registry
Module Specifications
Archived Version 2007 - 2008
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| Module Aims | |||||||||||||||||||||||||||||||||
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Module Aims: This module aims to develop an understanding of the models and instructional strategies used to develop effective instructional artefacts for the holistic learning environment, as well as an appreciation of the art of creative instructional design.
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| Learning Outcomes | |||||||||||||||||||||||||||||||||
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On completion of the module students will be able to:
7define instructional design, and identify its key components
7identify the competencies required in Instructional Design
7identify appropriate instructional design criteria for development of learning resources
7master a range of instructional design techniques
7Select appropriate media for delivery of instruction
7Demonstrate best practice in the design, development and implementation of creative instructional artefact/s
7Apply evaluation techniques to measure the effectiveness of artefact/s
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Assume that a 10 credit module load represents approximately 150 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module. | |||||||||||||||||||||||||||||||||
| Indicative Syllabus | |||||||||||||||||||||||||||||||||
| · Definitions of Instructional Design· Exploration of the concept of Holistic Learning Environments· Role of Subject Matter Expert versus role of Instructional Designer· Instructional Design Competencies· Selecting Instructional Design Models to guide the Instructional Design process: for example - Dick & Carey Model/ Gerlach and Ely/ Tripp and Bichelmeyers's rapid Prototyping/ Knirk and Gustafson etc· Instructional Design Processq Overview of the Instructional Design Processq Identifying the learner/ learning needs q Content Analysis and Task Analysisq Writing Instructional Goals and Objectivesq Sequencing instructional contentq Choosing and implementing appropriate Instructional Strategiesq Choosing and implementing appropriate assessment strategiesq Media Selection: o Media Categories - Print/ Still Visual/ Motion Visual/ Audio/ Real Object/ Web-based Mediao Models of Media Selection: Instructional Method/ Subject Matter/ Learner Characteristics/ Practical Constraints/ Physical Attributes of Media/ Learning Environmentq Implementing the instructional episodeq Developing appropriate evaluation instruments to assess effectiveness of instructional design artefact/s | |||||||||||||||||||||||||||||||||
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| Indicative Reading List | |||||||||||||||||||||||||||||||||
| Lecturer Notes/ MaterialsDick, W. & Carey, L. (2004) The Systematic Design of Instruction. 6th Edition Allyn and Bacon.Gagne, R., Wager, W., Golas, K., & Keller, J.M. (2004) Principles of Instructional Design. 5th Ed.Wadsworth PublishingRothwell, W.J. & Kazansas, H.C. (1998) Mastering the Instructional Design Process: A systematic approach. 2nd Ed. San Francisco: Jossey-Bass (Pfeiffer)Supplementary:Fields, D., Richey, R., & Foxon, M. (2001) Instructional Design Competencies: The Standards. 3rd Edition. ERIC Clearinghouse on Information & Technology: Syracuse University, NY.Flagg, B.N. (1989) Formative Evaluation for Educational Technologies. Hillsdale, NJ: Lawrence Erlbaum.Gronlund, N. (1999) How to write and use instructional objectives. 6th Ed. Prentice Hall.Kemp, J.E., Morrison, G.R. & Ross, S.M. (1998) Designing Effective Instruction, 2nd Ed. Wiley et al.Khan, B. (2005) Managing E-Learning Strategies: Design, Delivery, Implementation and Evaluation. Information Science Publishing.Smith, P. & Ragan, T. (2004) Instructional Design. Wiley/ Jossey Bass. | |||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||
| DET | Diploma in Education & Training | ||||||||||||||||||||||||||||||||
| ET | BSc in Education & Training | ||||||||||||||||||||||||||||||||
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