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School of Engineering
- Undergraduate major in Mechanical Engineering
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- Undergraduate major in Electrical and Electronic Engineering
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- Common courses
- School of Materials and Chemical Technology
- School of Computing
- School of Life Science and Technology
- School of Environment and Society
- 工学院，物質理工学院，環境・社会理工学院共通科目
- Liberal arts and basic science courses
- First-Year Courses
- School of Science
- School of Engineering
- School of Materials and Chemical Technology
- School of Computing
- School of Life Science and Technology
-
School of Environment and Society
- Department of Architecture and Building Engineering
- Department of Civil and Environmental Engineering
- Department of Transdisciplinary Science and Engineering
- Department of Social and Human Sciences
- Department of Innovation Science
- Graduate major in Technology and Innovation Management
- Common courses
- Liberal arts and basic science courses
- Academic unit or major
- Graduate major in Social and Human Sciences
- Instructor(s)
- Matsuda Toshiki
- Class Format
- Lecture / Exercise (Blended)
- Media-enhanced courses
- Day/Period(Room No.)
- Mon5-6(W9-319)
- Group
- -
- Course number
- SHS.D445
- Credits
- 2
- Academic year
- 2022
- Offered quarter
- 1Q
- Syllabus updated
- 2022/4/12
- 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 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. Students are assigned homework for each exercise class.
Course schedule/Required learning
| Course schedule | Required learning | |
|---|---|---|
| Class 1 | The method to develop an instructional material in this course (exercise) | Creating proposal for an e-learning material |
| Class 2 | approaches in instructional technology: behaviorism, cognitivism, and constructivism (e-learning) | Literature review of each theme |
| Class 3 | Important concepts of learning science and instructional design methods (e-learning) | explanation of originality and hypothesis of expected effects |
| Class 4 | improving proposals through discussions (exercise) | Developing question and feedback slides in a PowerPoint file |
| Class 5 | How to describe a game board (e-learning) | Making scenario |
| Class 6 | How to describe a game board (exercise) | Making scenario |
| Class 7 | Objective analysis and dimensional analysis (e-learning) | Objective analysis and dimensional analysis |
| Class 8 | instructional strategy to achieve objectives (exercise) | Setting communication strategies |
| Class 9 | Dialogue control corresponding to contexts and instructional intentions (e-learning) | improving slides |
| Class 10 | peer review of PowerPoint slides (exercise) | improving slides |
| Class 11 | Formative and summative evaluation (e-learning) , | Questions about game board description |
| Class 12 | questions and answers about game board description (exercise) | Developing a game board file of IAG system |
| Class 13 | Collection, analysis, and utilization of logs (e-learning) | Developing a game board file of IAG system |
| Class 14 | Formative Evaluation of the instructional material (exercise) | Improvement of the instructional material and creating slides for presentation |
| Class 15 | End-term examination, oral presentation sessions (exercise) | writing final report |
Out-of-Class Study Time (Preparation and Review)
To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.
Textbook(s)
Students are required to check the following web-page to get information about this course (both before and after starting the course).
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 knowledge confirmation tests, homework exercises, and final examination.
・Students who have not finished e-learning materials before each lesson nor submitted any assignments will lose their credit .
・Grades are awarded based on e-learning and knowledge confirmation tests (30%), final exam (40%), and assignments (30%).
Related courses
- LAT.A203 ： Educational Technology
- LAT.A407 ： Exercise of Designing Gaming Instructional Materials
- SHS.D464 ： Exercise of Practical Research on Educationl Technology S
- SHS.D465 ： Exercise of Practical Research on Educationl Technology F
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 Friday after the first class.
・Students are required to bring own Windows PC in order to develop an e-learning material on the IAG system.
Contact information (e-mail and phone) Notice : Please replace from "[at]" to "@"(half-width character).
grad-ask[at]et.hum.titech.ac.jp
Office hours
Please send an e-mail for appointment.
Other
・End-term examination focuses on evaluation of memorization and understanding of keywords, important concepts and cases, and methods of instructional design
