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Module Specifications

Archived Version 2010 - 2011

Module Title Creative Instructional Design
Module Code ES224
School School of Education Studies

Online Module Resources

Module Co-ordinatorDr Justin RamiOffice NumberCA114
NFQ level 8 Credit Rating 10
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Description

The purpose of this module is to enable learners to understand and integrate 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. Learners will interact in a series of lectures, workshops and discussion on key concepts and strategies within creative instructional design. Learners will create a 'print' resource pack (which may include factsheets/ worksheets/ activity sheets/ assessment sheets/ posters etc) and will design lesson plans that explain the effective use of this artefact within a learning environment. There will be practical computing sessions designed to upskills the learner in using software such as QuarkXPress to develop these print materials.

Learning Outcomes

1. define instructional design and identify its key components
2. identify the compentencies required by instructional designers
3. identify appropriate instructional design models and criteria for the development of instructional artefacts for the print media
4. Utilise appropriate tools (such as QuarkExpress 8) to design instructional activities
5. Design and develop creative instructional activities in the print media
6. Develop lesson plans to guide teachers in use of 'print' instructional activities



Workload Full-time hours per semester
Type Hours Description
Lecture12No Description
Laboratory12Computer Practicals
Tutorial12Work-shop based centring on application of key areas such as aesthetic or pedagogic design
Assignment Completion100Planning and creation of Resource Pack and Essay
Independent Study114Independent ICT Skills practice/ Reading
Total Workload: 250

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Theme 1
Exploration of the concept of Instructional Design - Role of Subject Matter Expert versus role of Instructional Designer - Instructional Design Competencies

Theme 2
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 and ADDIE process

Theme 3
Instructional Design Process - Overview of the Instructional Design Process - Identifying the learner/ learning needs - Content Analysis and Task Analysis - Writing Instructional Goals and Objectives - Sequencing instructional content - Choosing and implementing appropriate Instructional Strategies - Choosing and implementing appropriate assessment strategies

Theme 4
Media Selection-Media Categories - Print/ Still Visual/ Motion Visual/ Audio/ Real Object/ Web-based Media - Models of Media Selection: Instructional Method/ Subject Matter/ Learner Characteristics/ Practical Constraints/ Physical Attributes of Media/ Learning Environment

Theme 5
Aesthetic Design - focus on design elements and criteria for the 'print' media - use of type, lines, boxes, shading and graphics and principles of graphic design(Balance and Emphasis/ Simplicity/ Alignment/ Contrast and Consistency)

Theme 6
Pedagogic Design - Examine variety of pedagogic models and strategies for developing materials within 'print' media

Theme 7
Implementing the instructional episode - Developing appropriate evaluation instruments to assess effectiveness of instructional design artefact/s

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
Unavailable
Indicative Reading List

  • Dick, 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 Publishing,
  • Rothwell, W.J. & Kazansas, H.C.: 1998, Mastering the Instructional Design Process: A systematic approach. 2nd Ed. San Francisco: JosseyBass (Pfeiffer),
  • 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 ELearning Strategies: Design, Delivery, Implementation and Evaluation. Information Science Publishing.,
  • Smith, P. & Ragan, T.: 2004, Instructional Design. Wiley/ Jossey Bass.,
Other Resources

None
Programme or List of Programmes
BETBSc in Education & Training
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