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2016　Instructional-Design Theories and Models

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Academic unit or major
Graduate major in Social and Human Sciences
Instructor(s)
Matsuda Toshiki 
Class Format
Lecture     
Media-enhanced courses
Day/Period(Room No.)
Mon5-6(W9-319)  
Group
-
Course number
SHS.D445
Credits
1
Academic year
2016
Offered quarter
1Q
Syllabus updated
2016/12/14
Lecture notes updated
-
Language used
Japanese
Access Index

Course description and aims

Students learn the basic knowledge necessary of instructional technology for the design of lessons, instructional materials, and educational ICT systems while understanding the latest related research trends.
In order to learn instructional design techniques through experience, the course will use both the IAG system, an e-learning platform for developing effective instructional materials, and PowerPoint to completing exercises of each class.
Students will also organize their results on developed instructional materials as research papers, and make presentations.

Student learning outcomes

Students are required to achieve following objectives:
1) Understand evaluation viewpoints of educational technology research and methods for creating original and valuable themes in educational technology research through literature reviews.
2) Explain procedures, ways of viewing and thinking, and internal knowledge necessary for performing better research as well as the reasons of their necessity, based on "warp and woof model of problem solving" and exercises in instructional material development.
3) Explain student models and communication strategies useful for designing lessons and instructional materials, and methods of formative and summative evaluation for instructional materials and educational practices.

Keywords

Instructional technology, instructional design, ID process model, learning science, teaching and learning process, taxonomy of educational objectives, student model, meta-cognition, ways of viewing and thinking, dimensional analysis, nine events of instruction, ARCS model of motivation, GBS theory,

Competencies that will be developed

✔ Specialist skills Intercultural skills Communication skills Critical thinking skills Practical and/or problem-solving skills

Class flow

Students are assigned homework for each class. Students are required to study e-learning material and complete the exercise before attending the class. At the beginning of a class, a knowledge confirmation test is conducted. After its answer is explained, mutual assessment, discussion about the pre-exercise, and/or exercise to develop an e-learning material is performed.

Course schedule/Required learning

  Course schedule Required learning
Class 1 Approaches in instructional technology: Behaviorism, cognitivism, and constructivism Creating proposal for an e-learning material
Class 2 Comparing important concepts of learning science and educational technology, design methods for Japanese and Western instructional design methods Literature review of each theme, explanation of originality and hypothesis of expected effects
Class 3 Classification and description of educational objectives Objective analysis
Class 4 Process of instructional design and student model Error analysis
Class 5 Choice of instructional strategy, contents, communication methods, and feedback messages Developing question and feedback slides in a PowerPoint file
Class 6 Dialogue control, collection and utilization of logs Developing a game board file of IAG system
Class 7 Formative and summative evaluation, log analysis Performing formative evaluation by oneself and improvement of the instructional material
Class 8 Oral presentation sessions and end-term examination Creating slides for presentation, and writing final report

Textbook(s)

www.et.hum.titech.ac.jp/~matsuda/grad-ID/new.html

Reference books, course materials, etc.

・Toshiki Matsuda, Atsuko Hoshino, and Kazuhiko Hatano (2013) Lesson Improvement with Learners: Instructional Design, Method of Instruction, and Educational Assessment. Gakubunsya (In Japanese)
・Gagné, R.M., Wager, W.W., Golas, K.C., and Keller, J.M.(2005）Principles of Instructional Design (5th ed.), Wadsworth: Belmont, CA
・Walter Dick, James O. Carey, Lou Carey (2013) The Systematic Design of Instruction (7th ed.) Pearson Education

Assessment criteria and methods

・Students will be assessed based on attendance, homework exercises, and final examination.
・Students who have not submitted any assignments will lose their credit .
・Grades are awarded based on attendance (20%), final exam (40%), and assignments (40%).

Related courses

  • LAT.A203 ： Educational Technology for Curriculum and Lesson Design

Prerequisites (i.e., required knowledge, skills, courses, etc.)

・Students are required to send an application e-mail that includes ID, name, laboratory name, and e-mail address to following contact address until the next Sunday after the first class.
・Students are required to bring own Windows PC in order to develop an e-learning material on the IAG system.

Other

・End-term examination focuses on evaluation of memorization and understanding of keywords, important concepts and cases, and methods of instructional design

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