FGCU College of Education Resources

EME 6617 - Instructional Design for eLearning
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Click here to view the EME 6617 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):	Describe current and emerging contexts in elearning. Analyze and design effective elearning courses and/or modules based on industry/educational standards.
Indicator 1.2 - Using Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
Assignment(s):	Identifying Best Practices Students will research industry standard resources to identify and use best practices for the Analysis phase of instructional design based on the ADDIE Model. These best practices will be incorporated into the final course project.

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):	Describe and demonstrate appropriate instructional strategies to attain successful elearning outcomes.
Indicator 2.1 - Creating Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
Assignment(s):	Build Engagement in eLearning Students will use web 2.0 tools (i.e., Padlet, Playposit, Pixiclip) to build engagement into an elearning course.
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):	Instructional Design Analysis Students will do assess the Analysis phase of the ADDIE Instructional Design Model by using industry standard resources. Students will then demonstrate their understanding of the Analysis phase and it's relationship with the subsequent instructional design phases of ADDIE.

AECT Standard 3 - Learning Environments Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Course objective(s):	Analyze and design effective elearning courses and/or modules based on industry/educational standards.
Indicator 3.1 - Creating Candidates create instructional design products based on learning principles and research-based best practices.
Assignment(s):	Course Project Students will incorporate the Analysis and Design phases of ADDIE to create an elearning course or module. The project will include narration, multimedia, interactivity, visuals, and assessments.
Indicator 3.2 - Using Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
Assignment(s):	Gamification Students will select appropriate technologies and instructional strategies to incorporate gamification into a group-created elearning course or module. Students will justify their selected technologies and strategies with appropriate theories and best practices as evidenced in research.

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):	Describe and demonstrate appropriate instructional strategies to attain successful elearning outcomes. Discuss the implications of policy climates in elearning education and training. Analyze and design effective elearning courses and/or modules based on industry/educational standards. Lead peers through design and implementation of an elearning activity utilizing accepted institutional guidelines and professional practices.
Indicator 4.1 - Collaborative Practice Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
Assignment(s):	Current Concepts Students will use Twitter to discover current concepts and topics in elearning. Students will then collaborate to aggregate their resources using technology tools (i.e., Paper.li or Storify).
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):	Mapping Standards Students will review Quality Matters standards, map them to the appropriate Analysis or Design phases of the ADDIE Instructional Design model, and implement the resulting standards map into their course project.

AECT Standard 5 - Research Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Course objective(s):	Lead peers through design and implementation of an elearning activity utilizing accepted institutional guidelines and professional practices.
Indicator 5.3 - Assessing/Evaluating Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.
Assignment(s):	Virtual Learning Environments Students will review the New Media Horizon Report to understand the importance of virtual learning environments as an education trend. Students will then conduct research on evaluating the most appropriate implementation of virtual learning environments for improved student learning outcomes.
Indicator 5.4 - Ethics Candidates conduct research and practice through accepted professional and institutional guidelines and procedures.
Assignment(s)s:	Personalized Learning Students will conduct research to prepare for and participate in an online debate about the current benefits and challenges of personalized learning.

> Return to Overview Description of How Program Aligns with Standards