602 Syllabus
Course Rational: Instructional Systems Development is the primary curriculum development paradigm in use in training and education environments in America and around the world. Its effectiveness has been demonstrated in the development of billions of dollars worth of training and education in the last forty years.
As a required course in the ISD Masters program at UMBC, EDUC 602 is one of several fundamental building blocks necessary for a well-rounded background in both the theoretical and practical elements of ISD. Participants seeking an MA in ISD should be cognizant of the fact that the subject matter and projects embodied in this course represent prerequisite material for the remainder of this program. It is essential that participants expend the time and energy necessary to meet the stated objectives if they want to adequately meet future prerequisites.
Course Prerequisites: Participants enrolled in EDUC 602 should be graduate students seeking a Masters degree in Instructional Systems Development in one of three concentrations: training, ESOL or K-12. Other participants may include education majors seeking an elective or students in advance placement with an undetermined major.
Suggested but not required prerequisites include previous or concurrent enrollment in EDUC 601 and/or previous curriculum development experience.
Required Text:
Hodell, C. K. (1997) Basics of
Instructional Systems Development
Suggested Texts:
Hall, E. T. (1981) Beyond Culture
Hodell, C. K. (1994) Instructional
Systems Development (ASTD)
Gagne, R. M. (1988) Principles of
Instructional Design
Kemp, J. E. (1994) Designing Effective
Instruction
Shambough, R. N. (1994) The Occasional Trainer's Handbook
Terminal Objectives:
At the conclusion of one quarter of EDUC 602 learners
should be able to:
Demonstrate the ability to conduct research concerning the work of a prominent figure in Instructional Systems Development or an element of the generic ISD model and prepare a report of no less than ten pages. To be acceptable, the report must include references from a minimum of four different books, journal articles, or other scholarly publications. The report must be written in current APA style and include a complete bibliography. It must also include at least one computer search using ERIC or other similar systems. A print out of this search must be included with the report.
Prepare and Present a complete training package for a minimum of eight hours of instruction. Included in the training package must be a complete syllabus, course map(s), terminal and enabling objectives, instructor’s guide with Gagne’s Nine Events of Instruction clearly presented, sample instructor materials, sample participant materials, and other ISD elements as stated in the 602 syllabus.
Clearly and concisely Explain the Instructional Systems Development process and it’s five basic elements of analysis, design, development, implementation, and evaluation. To be acceptable the learner must Demonstrate this knowledge by constant and active participation in class discussion, group exercises and other related course activities.
Attendance Policy: Participants are expected to be at every class session and you are also expected to arrive on time. If it becomes necessary for you to miss a class session you are expected to let me know prior to class starting. This can be accomplished by e-mail or phone. If you arrive late, make a point of seeing me after class to get any handouts or assignments. If you miss a module - for any reason - you are required to do any additional work specified in the Module-by-Module section of this syllabus. This is not to punish you for missing, it is to assure both of us that you understand the material covered in the module. There are no exceptions to this policy.
Grading Policy: All elements of your grade for EDUC 602 are conditional, based on your ability to deliver the assignments on time and in the form required. Late assignments are marked down a grade for each week they are late. An incomplete for this class will not be permitted except in worst-case situations beyond anyone’s control. A heavy class schedule/social life/work schedule are unfortunate, but part of all our lives. Don’t expect to get an incomplete.
Course Participant Evaluation:
Your grade for EDUC 602 will be computed in the following
manner...
o Research project 25%
o Final project 60%
Section One 30%
Section Two 30%
o Participation/quizzes/attendance/etc. 15%
o For each Missed-Module project not completed -5%
If you like, I will review your research and final projects prior to the due dates and return them for any corrections necessary for you to get full credit. This is your insurance policy for this course and you should take advantage of the opportunity.
Communications
All UMBC communications must be conducted after my normal working hours.
Email is the best way to go.
UMBC
UMBC Department of Education
ACIV Room 119
1000 Hilltop Circle
Baltimore, MD 21250
UMBC Office Phone Number
410/455-2450
E-mail
hodell@umbc.edu
Open Door Policy: It has been my feeling for many years that experiential education can be just as valuable as classroom work. I also see my role in this program as both a facilitator and a mentor. In my mentor role I try to offer participants opportunities to expand their ISD knowledge by talking and meeting with me outside the classroom. If you want to talk about an ISD related question, make the call or send an e-mail.
Research Project Requirements
See current syllabus
Final Project Requirements
1 or more hours of instruction in the form of a syllabus that contains the following sections:Each section of the Syllabus (as described above) should contain, at a minimum, the following elements:
Course Rationale:
• Why is the course being developed?
• What need(s) is/are the course going to address?
• Who is sponsoring or promoting development of the course?
• What is unique about this course?
• Why should anyone implement this course?
Course Description: Usually no more than several
paragraphs.
• How long is the course?
• What instructional methods will be employed?
• What significant features does this course contain?
Course Structure: This is your course map.
• How is the course structured?
• Provide a map indicating how the course ‘looks’
to learners and instructors.
• Provide maps for both the entire course and for the
subject matter you are presenting in the lesson plan (terminal
and enabling objectives).
Terminal Objectives: (at least two)
• Written in the A B C D style.
• Written from the perspective of the learner.
• Written as exit competencies.
Enabling Objectives: (at least five)
• As necessary for the Lesson Plan.
Target Population:
• Detailed description of the learners expected to receive
this course.
Prerequisites:
• Detailed description of the prerequisites that each
learner will be required to meet prior to participating in this
course.
Evaluation Techniques:
• Detailed evaluation plan designed to ensure performance
agreement.
• Provide copies of evaluation instrument(s).
Lesson Plan:
• Must follow Gagne’s Nine Events of Instruction.
• The nine events must be clearly depicted and recognizable
(don’t bury them in verbiage).
• Must include examples of support materials for
instructors.
• Must include examples of support materials for learners.
• Must be presented in a form that will allow use by other
instructors with the necessary subject matter experience.
Element One contains the following components of the Syllabus:
o Course Rationale
o Course Description
o Course Structure
o Terminal Objectives (for the entire course)
o Target Population
o Prerequisites
o Evaluation Techniques (for the entire course)
Element Two contains the following components of the Syllabus:
o Section One as corrected and approved by the instructor.
o Lesson plan for at least one module of the course (at
least one hour of instruction):
• Must follow Gagne's Nine Events of Instruction
format.
• Must contain representative samples of instructor's
materials.
• Must contain representative samples of
participant's materials.
• Must contain any evaluation instruments for the
participants.
Final Notes:
• Your project can be something you are going to use at
work - however, it must be original work done by you and you
alone for this class - no exceptions.
• You will not be getting your final project back until the
following term - make a copy if you want one.
• I will bring examples of other section’s final
projects for you to see.
Things to Remember about 602
You are an equal partner in this endeavor. If you don't ask questions and fully participate in all aspects of this course...everyone suffers the consequences.
There is nothing incredibly easy or excessively hard about this course.
At the end of this course you will know more about designing and developing curriculum than 99 percent of the people in the business.
Your final project and research in 602 have the potential to change your professional life.
Someone sitting in class with you may be your next boss or your next new employee.
This is night school.
603 Syllabus
Course Rational
Instructional Systems Development II is the second course in the
core curriculum in the ISD Graduate program at UMBC. It is
designed to allow a macro view of the ISD process and the skills
required to be either a researcher of practitioner in the field
of instructional design.
As a required course in the ISD Masters program at UMBC, EDUC 603 is one of several fundamental building blocks necessary for a well-rounded background in both the theoretical and practical elements of ISD. Participants seeking an MA in ISD should be cognizant of the fact that the subject matter and projects embodied in 602 and 603 represent prerequisite material for the remainder of this program. It is essential that participants expend the time and energy necessary to meet the stated objectives if they want to adequately meet future prerequisites.
Course Prerequisites
Participants enrolled in EDUC 603 must have already successfully
completed EDUC 602 prior to enrollment. Additionally, they
should be graduate students seeking a Masters degree in
Instructional Systems Development in one of three concentrations:
training, ESOL or K-12. Other participants may include
education majors seeking an elective or students in advance
placement with an undetermined major.
Suggested but not required prerequisites include previous or concurrent enrollment in EDUC 601 and/or previous curriculum development experience.
Terminal Objectives
At the conclusion of one quarter of EDUC 603 learners
should be able to:
Participate in four class projects with a team consisting of
at least three other members of their 603 section. To be
acceptable, each participant must fully integrate and participate
in the work of the team, as directed by the instructor and given
in the project instructions, in four separate projects:
Analysis
Evaluation
Media Decisions
Team Work
Additionally, each team must complete the project within the time
allotted and meet the objectives specific to each project.
The performance of each group will be considered as well as the
individual performance of each participant in determining
mastering of the objectives and allocation of credit toward the
final course grade for each participant. Team skills as well as
instructional design skills will be evaluated in determining
mastery.
Prepare and Present a review and revised version of a 602
final project. To be acceptable, each component of the
Syllabus, especially the Lesson Plan, must be evaluated, revised,
and then re-evaluated using a partner from the class. The
evaluation and re-evaluation process must include implementation
of the following indices covered during the term:
Clarification Index
Difficulty Index
Assessment Index
Related Needs Index
Quality Assurance Index
Total Quality Index
Attendance Policy
Participants are expected to be at every class session and you
are also expected to arrive on time. If it becomes
necessary for you to miss a class session you are expected to let
me know at least one hour prior to class starting. This can
be accomplished by e-mail or phone. If you arrive late,
make a point of seeing me after class to get any handouts or
assignments - don’t interrupt the class. As stated in
the Grading Policy section that follows, do not expect to get an
A or even a B in this course if you miss a class or
classes. While not all classes will last the entire time
allotted for them, it is safe to assume that every class will
contain information that is essential for your successful mastery
of the course and class objectives.
Grading Policy
All elements of your grade for EDUC 603 are conditional, based on
your ability to deliver the assignments on time and in the form
required. Late assignments are marked down a letter grade
for each week they are late. If you miss one of the four Class
Project sessions you will be expected to complete a separate
project on your own to satisfy the requirements of the
class. An incomplete for this class will not be permitted
except in worst-case situations.
If you expect to miss one or more of the classes be prepared
to do substantial additional work outside of class to break even
on your grade for the course. I understand that we all get
sick, have to travel, or have emergencies in our lives that force
us to make decisions concerning attending and completing
assignments. However, it is my feeling that any one
individual missing a class is no excuse for holding up the rest
of the section. I will be glad to work with you outside of
class, however, you will need to do the following to keep up:
o Work with another participant in your section to get class
notes and handouts.
o Talk to me about make-up assignments for missed class projects.
Course Participant Evaluation
Your grade for EDUC 603 will be computed in the following
manner...
Team Projects 40%
Analysis 10%
Evaluation 10%
Media 10%
Team Work 10%
Final project 50%
Element One 25%
Element Two 25%
Participation/attendance/attitude/etc. 10%
If you like, I will review your final project prior to the due dates and return them for any corrections necessary for you to get full credit. This is your insurance policy for this course and you should take advantage of the opportunity.
Open Door Policy
Just as I mentioned in the 602 Syllabus, I see my role in this
program as both a facilitator and a mentor. If you want to talk
about an ISD related question, make a call or send me an e-mail.
What is EDUC 603?
I have designed this course to be a continuation of the concepts
and principles that were covered in my 602 classes. It is
based on extensive analysis and evaluation of the population of
learners in the ISD Graduate program. Surveys, interviews,
and focus groups were used to find the best fit between learner
and program expectations and these sections of 603 reflect the
results of that work.
This course is extensively hands-on and will require you to attend every class and be prepared to work on exercises and projects both individually and in teams. While we will cover some theory, there is only enough theory presented to set a foundation for the work we will be doing.
Role Expectations in 603
The basic premise of 603 is that participants move from a
foundational working knowledge of the ISD process to a very
precise, practitioner-centered skill set highlighted by the use
of more sophisticated analysis and evaluation tools. We
will focus on both individual and team skills as they apply to
project design and development.
I will assume several roles in this course, dependent on the class and exercises and projects we will be working on during the term. Besides the obvious Instructor’s role, I will also be serving as a Project Manager, Subject Matter Expert, Team Leader, and Mentor depending on the circumstances. These roles will be explained more thoroughly as we progress through the term. However, it can be generally said that the farther along we travel through the term, the more realistic the scenarios will become.
Participants will be expected to not only continue as Learners, they will also be expected to act as Partners, Mentors, and Project Managers depending on the project or exercise. By the end of the term it is anticipated that each participant will have had an opportunity to gain experience in a number of varied instructional design settings.
Class Structure for 603
This term will be a little more free form than 602 - if you took
it with me. We will be spending a large percentage of our
time in graduate level pursuits - which to me means working on
higher order skills in a relaxed, collegial atmosphere. As you
know by now, our 603/ISD program population has a diverse range
of experience and subject matter knowledge coming into this
course. On evaluations I typically get some folks who think
the class is too fast paced, and some who feel it is too
slow. If you find yourself in either situation - and you
find it frustrating - talk to me after class and let’s work
together to make this term work for you.
If you find that some of the exercises or projects are less than challenging or lacking any real "new stuff" for you, be professional enough to look around and help another colleague that may be struggling with the work. If you get completely snowed by something, pull my chain and get the assistance you need. This class is probably the last course we will share together and I want to be sure your skills are where you want them to be.
The Generic ISD Model
Analysis |
Design |
Development |
Implementation |
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Evaluation |
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