FGCU College of Education Resources

EDF 6284 - Instructional Design
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Click here to view the EDF 6284 Syllabus

AECT Standard 1 - Content Knowledge Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Course Objective(s):	Assess and evaluate various instructional design models for their applicability in various instructional work environments. Identify web-based resources that assist in the development of instructional courseware.
Indicator 1.3 - Assessing/Evaluating Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
Assignment(s):	Reflections and peer reviews regarding comparing and contrasting teaching modalities. Assess and evaluate various instructional design models for their applicability in various instructional work environments. Identify web-based resources that assist in the development of instructional courseware.

AECT Standard 2 - Content Pedagogy Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Course objective(s):	Assess and evaluate various instructional design models for their applicability in various instructional work environments. Identify instructional design models and their applicability in diverse instructional settings. Identify web-based resources that assist in the development of instructional courseware. Demonstrate the use of a design model in the design of a unit of instruction.
Indicator 2.1 - Creating Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
Assignment(s):	Final Project Demonstrate the use of a design model in the design of a unit of instruction.
Indicator 2.3 - Assessing/Evaluating Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.
Assignment(s):	Reflection - Does instructional systems design belong in K-12? Students will research and reflect on this topic.
Indicator 2.5 - Ethics Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.
Assignment(s):	What is Instructional Design - Definitions and Theories. Identify design models and their applicability in diverse instructional settings.

AECT Standard 3 - Learning Environments Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Course objective(s):	Identify instructional design models and their applicability in diverse instructional settings. Evaluate/assess the role of technology and media in the learning environment. Demonstrate the use of a design model in the design of a unit of instruction.
Indicator 3.1 - Creating Candidates create instructional design products based on learning principles and research-based best practices.
Assignment(s):	Final Project Demonstrate the use of a design model in the design of a unit of instruction.
Indicator 3.3 - Assessing/Evaluating Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.
Assignment(s):	Reflection on technology, media and instruction Evaluate/assess the role of technology and media in the learning environment.
Indicator 3.6 - Diversity of Learners Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.
Assignment(s):	Reflection - Which design model should I follow? Identify design models and their applicability in diverse instructional settings.

AECT Standard 4 - Professional Knowledge and Skills Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Course objective(s):	Determine the role of an instructional designer in the workplace and in K-12, if applicable. Assess and evaluate various instructional design models for their applicability in various instructional work environments. Identify web-based resources that assist in the development of instructional courseware. Understand the importance/ramifications that motivation plays in successful learning.
Indicator 4.3 - Reflection on Practice Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development, and implementation of technology-supported instruction and learning to enhance their professional growth.
Assignment(s):	Reflection - What role does motivation play in instructional design? Understand the importance/ramifications that motivation plays in successful learning.
Indicator 4.4 - Assessing/Evaluating Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
Assignment(s):	Reflection - Which ID model should you follow? Introduction to Instructional Message Design. Assess and evaluate various instructional design models for their applicability in various instructional work environments.

AECT Standard 5 - Research Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Course objective(s):	Evaluate different instructional design requirements among face-to-face, hybrid, and elearning environments. Discuss the role of learning theory in designing instruction. Discuss change theory and its role in instruction. Assess and evaluate various instructional delivery methods and how they affect instructional design.
Indicator 5.1 - Theoretical Foundations Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.
Assignment(s):	Reflection - The role learning theories play in ID Discuss the role of learning theory in designing instruction. Discuss change theory and its applicability in instruction.
Indicator 5.3 - Assessing/Evaluating Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.
Assignment(s):	Reflection on various teaching modalities and instructional delivery considerations Evaluate different instructional design requirements among F2F, hybrid, and eLearning environments. Assess and evaluate various instructional delivery methods and how they affect instructional design.

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