Course Objectives

1. Demonstrate knowledge of the history, nature, and significance of instructional design and the ADDIE process (AECT 1; ISTE-C 6)

2. Identify and discuss the nature of learning theories, research, and design principles associated with the design of instruction. (AECT 1; ISTE-C6)

3. Explain the influence of ID models, learning theories, research practice, and principles on the ID process and decision-making. (AECT 1, 2; ISTE-C2, 3, 6)

4. Determine ID project needs and scope. (AECT 2-5; ISTE-C1, 4-6)

5. Determine learner characteristics. (AECT 2, 3, 5; ISTE-C4-6)

6. Determine the learning and performance contexts. (AECT 2, 3, 5; ISTE-C, 1, 4-6)

7. Determine and analyze the content. (AECT 2, 3, 5; ISTE-C 4-6)

8. Determine outcomes, align instruction. (AECT 2, 3, 5; ISTE-C 4-6)

9. Define and apply assessment terminology and types of assessments. (AECT 1, 2, 5; ISTEC 1-4, 6)

10. Compare and contrast instructional approaches, and recognize how these support learner objectives. (AECT 1-3; ISTE-C 1-6)

11. Demonstrate fluency in a variety of instructional technologies and recognize how these support learner objectives. (AECT 1-3; ISTE-C 1, 2, 3, 5, 6)

12. Identify and apply the principles of effective message design and delivery. (AECT 1-3;ISTE-C 2, 3, 5, 6)

13. Identify and model effective prototype design. (AECT 1- 4; ISTE-C 1, 3, 4, 5, 6)

14. Identify, apply, and assess processes involved in producing, implementing, and evaluating meaningful learning experiences. (AECT 1-5; ISTE-C 1, 2, 4, 5, 6)