Syllabus

Instructor: Anastasia Trekles, Ph.D.

• Office at Westville campus: TECH 206
• Phone: 219-785-5734
• Email: atrekles@pnw.edu
• Office hours: Tuesday, Wednesday and Thursday 11:00-4:00pm
• I respond to email within 24-48 hours and am online a great deal - don't hesitate to contact me virtually or by phone

Class schedule: See calendar

Final due date for assignments: Sunday May 7 @ 11:59pm

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Catalog Description:

Theories of learning and development, research on instruction and learning, and principles of measurement applied to educational problems.

Purpose:

In this course, you will explore in detail how people - including you, your students and co-workers, and others around you - learn. This includes basic principles of educational psychology and applications of these principles to yourself as a learner as well as a trainer, or teacher. Anyone who instructs others in learning new skills, concepts, or procedures will learn a great deal about how the brain works to encode, process, store, and use information.

Course Goal:

• You will be able to analyze the needs of learners and provide meaningfully designed learning activities based on sound educational psychology principles.

Course Objectives:

By the end of the course, each student will:

• Discuss how the brain works to process, encode, and retrieve information when needed.
• Use educational psychology principles in order to study and learn more effectively.
• Define and discuss central theories and terms related to educational psychology.
• Create learning environments that are stimulating, motivational, and meaningful for all learners.
• Perform learner and task analysis that relates directly to principles and theories of educational psychology.

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Texts:

Required text:

The textbook for this course, Educational Psychology (Vockell, E., & Trekles, A., 2016 edition) is available online within BlackBoard. Chapter readings will be provided each week that you are free to read online or print. The chapters can also be displayed on iPad, Kindle, or other mobile devices.

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School of Education and Counseling Mission, Vision, and Goals

Mission:

The Purdue University Northwest School of Education and Counseling provides high quality undergraduate and graduate education and counseling programs to serve area residents and beyond through learning, discovery, and engagement.

As scholarly practitioners, our mission is to prepare and support ethical, effective leaders in their chosen professions who are committed to equity, diversity, continuous growth, innovative research, and community engagement.

Vision:
The School of Education and Counseling will become the regional center of best practices in preparing and supporting education and counseling professionals to
1.   Construct knowledge through sound research, critical inquiry, reflective practice, and the application of technology.
2.   Advance (develop) practice through continuous engagement in professional development activities. 
3.   Foster relations within the community through partnerships with the stakeholders, other professional institutions, and agencies and the people they serve.

Goals:

In collaboration with the stakeholders, the School of Education and Counseling will accomplish the mission and vision by:

1. Encouraging faculty and candidates to conduct active research within the field;
2. Participating in community partnerships with schools and professional agencies to provide authentic, diverse experiential learning activities and networking opportunities for all candidates;
3. Implementing educational best practices in all aspects of program delivery;
4. Providing candidates with hands-on experiences that can be used in their own practice, including the latest and most appropriate technologies and community resources.

Program Mission, Vision and Goals

The master’s program in Instructional Design and Technology aligns with and supports the goals of the School.

Program Mission:

The Purdue University Northwest master’s program in Instructional Technology (IDT) has a mission to prepare instructional design and technology professionals with the tools necessary to be effective, ethical, reflective, and innovative leaders within their chosen fields. IDT graduates are committed to active research, lifelong learning, collaborative and inclusive practice, and continuous growth.

Program Vision:

The Purdue University Northwest master’s program in Instructional Technology will prepare and support IDT professionals who:

1. Construct knowledge through critical inquiry, reflective practice, sound research, collaboration with other professionals, and the judicious application of technologies that enhance the learning process.
2. Advance practice through continuous engagement in professional development and research in the latest and most appropriate technologies and tools. 
3. Foster relations within the workplace and greater community through partnerships with stakeholders, other professional institutions and agencies, and other diverse groups within their extended professional learning network.

Program Goals:

The IDT program will accomplish its mission and vision by:

1. Encouraging faculty and candidates to conduct active, practical, and authentic research within the IDT field;
2. Participating in community partnerships with various agencies – including schools, universities, healthcare, non-profits, and business – to provide authentic, diverse experiential learning activities and networking opportunities for all candidates;
3. Implementing instructional design and research-based best practices in all aspects of program delivery;
4. Providing candidates with hands-on, practical, and immediately applicable experiences that can be used in their own practice, including the latest and most appropriate technologies and community resources.

Conceptual Framework and Assessment

The Purdue University Northwest program in Instructional Technology aligns with the 2012 AECT (Association for Educational Communications and Technology) standards. The AECT standards are “field-independent” and can apply regardless if a student is on a school-based track or a non-school-based track. They also provide a holistic view of the instructional design professional as a reflective, collaborative leader in the field, capable of using theory and available tools to create, use, assess, and manage instructional design projects, while integrating a strong sense of ethics, professionalism, and attention to the diverse needs of all learners.

Through its final assessment, the Learner and Task Detailed Analysis, EDPS 53000 addresses the following indiciators within the AECT Standards: 2.1, 2.3, 2.5, 3.6, 4.1, 4.3, 4.4, 4.5 5.1, 5.2, 5.3, 5.4

Learner and Task Detailed Analysis Rubric with indicators (100 points)

	Unacceptable	Beginning	Developing	Proficient
Overall Format (5 points)	Section not present or project not turned in	Overall format is not readable, use of headings is inconsistent or nonexistent, and some items may appear incomplete or missing.	Overall format is generally readable, use of headings may be inconsistent in some places. Some items may not be complete.	Overall format is quite readable, use of headings is consistent. Overall the document is easy to follow and appears complete.
Instructional Problem (10 points) AECT Standard 2.3, 2.5, 4.3, 5.1, 5.2	Section not present or project not turned in	The instructional problem is unclear and/or it is unclear how the instruction is to address the problem	Identified the instructional problem and communicates the purpose of the instruction, but may lack detail or clear rationalization.	Clearly and concisely identifies the instructional probem, making the need for instruction evident. It is clear what the purpose of the instruction is and how it will serve learners.
Learner Description (10 points) AECT Standard 2.3, 3.6, 5.1, 5.2	Section not present or project not turned in	The audience for the instructional situation is unclear and/or it is unclear how the instruction and audience are linked.	Identified the audience and connects them to the purpose of the instruction, but may lack detail or clear rationalization.	Clearly and concisely identifies the audience for the instruction. It is clear how the instructional problem is connected to the learners.
Learner Needs Analysis (15 points) AECT Standard 2.3, 2.5, 3.6, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4	Section not present or project not turned in	Learner analysis is weak, missing detail or unclear.	Learner analysis is sufficient but may be lacking detail in important areas that lend more understanding of the needs and specific characteristics learners have.	Learner analysis is very strong and provides excellent detail in important areas that lend more understanding of the needs and specific characteristics learners have.
Environment Analysis (10 points) AECT Standard 2.3, 2.5, 3.6, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4	Section not present or project not turned in	Environment analysis is weak, missing detail or unclear.	Environment analysis is sufficient but may be lacking detail in important areas that lend more understanding of the characteristics of the environment that may impact learners.	Environment analysis is very strong and provides excellent detail in important areas that lend more understanding of the characteristics of the environment that may impact learners.
Task Analysis (15 points) AECT Standard 2.3, 2.5, 3.6, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4	Section not present or project not turned in	Task Analysis is present but appears incomplete or illogical.	Task Analysis is present and generally appears complete and follows a logical flow, though it may lack detail or some necessary components.	Task Analysis is present and appears complete. It follows a logical flow, and includes all detail necessary.
Analysis and Alignment to Ed Psych Principles (20 points) AECT Standard 2.3, 2.5, 3.6, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4	Section not present or project not turned in	Little or no alignment to educational psychology principles is present in discussion of learners, environment, and task analysis (phases of learning, events of instruction, information processing, learning time, motivation, behaviors).	Some alignment to educational psychology principles is present in discussion of learners, environment, and task analysis (phases of learning, events of instruction, information processing, learning time, motivation, behaviors). There may be missing elements or details that detract from a full understanding of how educational psychology is taken into account.	Strong alignment to educational psychology principles is present in discussion of learners, environment, and task analysis (phases of learning, events of instruction, information processing, learning time, motivation, behaviors). There is sufficient detail provided for a full understanding of how educational psychology is taken into account.
Peer Review Participation (10 points) AECT Standard 4.1, 4.3, 4.4, 4.5	Did not participate	The student may not have reviewed any classmates' analyses or provided a very minimal review that shows little effort.	The student showed some collaboration skills and provided reviews within their groups. There may be limited effort shown but reviews are complete.	The student showed some collaboration skills and provided reviews within their groups. Reviews are complete, thoughtful, and helpful to the other members of the group.
Spelling and Grammar (5 points)	The Final Report and/or Presentation contains more than three major spelling and/or grammatical mistakes.	The Final Report and/or Presentation contains two to three major spelling and/or grammatical mistakes.	The Final Report and/or Presentation contains only a small number of minor spelling and/or grammatical mistakes.	The Final Report and/or Presentation contains no spelling and/or grammatical mistakes and follows APA style.

AECT Standards (2012)

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.
Indicators:

1. Creating - Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
2. Using - Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. _
3. Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials. _
4. Managing - Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. _
5. Ethics - Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.

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. _
Indicators: _

1. Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes. _
2. Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
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. _
4. Managing - Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy. _
5. Ethics - Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.

AECT Standard 3 (Learning Environments): Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Indicators:

1. Creating - Candidates create instructional design products based on learning principles and research-based best practices. _
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. _
3. Assessing/Evaluating - Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment. _
4. Managing - Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.
5. Ethics - Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources. _
6. Diversity of Learners - Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.

AECT Standard 4 (Professional Knowledge and Skills): Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice. _
Indicators:

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. _
2. Leadership - Candidates lead their peers in designing and implementing technology-supported learning. _
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. _
4. Assessing/Evaluating - Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities. _
5. Ethics - Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting. _

AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Indicators:

1. Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.
2. Method - Candidates apply research methodologies to solve problems and enhance practice.
3. Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.
4. Ethics - Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.

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Assignment Policy:

Assignment due dates are listed in the course calendar. Circumstances sometimes require an adjustment of the due date or even the assignment.  When such an occasion arises, ample notice will be provided to the students. Students are responsible for reading the calendar, noting due dates, and planning accordingly. Students will be provided with directions for each assignment and rubrics for evaluation whenever possible.

All assignments must be turned in by the due date to be considered for full credit. Late assignments will be accepted up to one week after the due date. Late assignments will be worth 50% of the original grade. Assignments turned in more than a week after the due date will NOT be accepted and a grade of "0" will be assigned. If an assignment is due during the final week of the semester, no late work will be accepted. In addition, any assignment submitted with more than three spelling/grammatical mistakes will NOT be graded and will be returned to the student for editing. The re-submission of that assignment will be worth 50% of the original grade.

Incomplete Grades:

Incomplete grades can be granted at the end of a semester if extreme circumstances have prevented you from completing your coursework. However, in order to qualify for an Incomplete grade in my class, you must have completed at least 75% of the course work, and your grade must be a B or higher at the time you request an Incomplete. If either of those circumstances do not apply, I will not grant the Incomplete.

If you are having difficulties of any kind and need to discuss options, including taking an Incomplete, please speak with me as soon as possible. Each situation will be treated on an individual basis.

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Instructional Design and Technology Portfolio and Practicum/Directed Project

The IDT program employs two "capstone" experiences, the Portfolio and the Practicum or Directed Project. You should be aware of and working toward the completion of these items from the beginning of your program, so that you can build it over time rather than be faced with a mountain of work at the end of the program.

Final Reflective Portfolio: Students will submit a completed portfolio of all work in the program in the Seelio app, including reflections based on the AECT standards. This portfolio includes the products of the practicum or thesis as applicable to the individual student, and artifacts tied to AECT standards from each of the four specialization courses the student completed during the program. The final portfolio is submitted during EDCI 57300, but each semester you should take some time to review your portfolio, add to it, and ask your advisor to look through it with you as well to provide feedback.

Practicum or Directed Project: Students may choose between participating in a 150-hour practicum experience arranged with a client in the community, or conducting research through a master's directed project (similar to a thesis). Even at the beginning of your program it is useful to begin thinking about your options, and lining up clients, committee members, or resources as needed. Talk with your advisor for individualized help as you formulate your plan. See the IDT Program Handbook for more information.

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Attendance:

This course is conducted in a hybrid format, where you are expected to attend face-to-face classes as per the course schedule, and on the days we will not meet formally in the classroom, you are expected to work at home or in the classroom lab independently, or attend online synchronous meetings as the schedule dictates.

All students are expected to participate in online activities and discussions in BlackBoard as a group. In this way, it is hoped that a sense of community will be achieved and maintained throughout the semester. If you will be unable to check into the course for a period of more than one week, it would be a good idea to drop me an email or call me and let me know about your situation.

Communication Policies and Info

Email: Students will be able to communicate with the instructor and with the other members of the class using conventional email or the Blackboard Email tool. In the left-hand area of your BlackBoard window, you will notice several tools, including My Grades, Announcements, and Send Email. Messages go to your @PNW.edu student email account (access at http://www.pnw.edu/mypnw).

Q&A Discussion: The Q&A Discussion Forum is open throughout the semester for you to post questions, resources, and news-worthy items. Please use this forum to send questions that you believe everyone will benefit from the answer to, instead of using email. In this way, more people will receive the answer in a timely fashion, and more will benefit. Because the email system in BlackBoard Learn relies on our campus emails, which not everyone checks regularly, it is MUCH better to use the discussion forum for all questions that are not personal in nature (such as grades or things that pertain solely to your performance in the course). I highly encourage you to use the Q&A Discussion often.

Announcements: I will post at least one new announcement weekly. Please be sure to log in at least once a week - preferrably more often - to view these and catch up on course happenings. Announcements appear when you first enter your course in BlackBoard Learn, and can also be revisited at any time in the Announcements link on the left sidebar.

Meeting with me: I am available for consultation and questions by email or the discussion forum at any time; additionally, you are welcome to schedule a virtual session via phone, Skype, or WebEx.

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Expectations for IDT students:

It is expected that all students admitted to the instructional technology program will:

• Complete the formal admission process to the program before the 12 hour non-degree work is satisfied. Students must be admitted prior to the registering for the fifth course of the program.
• Have access to a computer with a high-speed Internet connection. If there is a question, the program chair will determine whether this condition is met.
• Meet minimum technological proficiencies: able to word process (using correct spelling, grammar, formatting, and APA style), email and search the Internet. If there is a question, the program chair will determine whether this condition is met.
• Communicate regularly with the advisor to confirm progress and choice of courses
• Complete all coursework as required
• Communicate with course instructors on requirements and progress
• Maintain a B average or above (minimum GPA of 3.0)
• No grade below a C will be accepted. A grade in any one course lower than a C will generate an interview with the program chair. After the meeting, the program chair will recommend probation or dismissal. A second grade lower than a C will result in automatic dismissal from the program.
• Initiate and review progress on their portfolio and practicum/thesis with their advisor each semester
• Complete a Plan of Study with their advisor early after completing 24 credit hours and prior to registering for the 27th hour.
• As graduate students, the student is responsible for their own education, keeping abreast of policies and requirements. Constant and consistent communication with the advisor is necessary.

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Grading:

This course includes three major components: 1) chapter readings and quizzes (175 points); 2) the major learner and task analysis project (175 points); and 3) discussions and activities (up to 175 points or more, depending on choices made).

Note that each of these three components are given equal weight - in order to be successful in the course, you must complete the quizzes, the major project, and the various discussions and activities provided each week.

Note that most activities in the course are OPTIONAL, in that you are free to choose which activities serve you best. However, you must complete at least some of these activities in order to earn an A in the course. In fact, you can complete additional activities in order to supplement your quiz grades, allowing you to potentially receive more than the maximum number of points (525) in the course. However, due to its nature as part of your program portfolio, your major project is an essential part of the course and therefore, failure on that assignment will still result in failure of the course as a whole. It is therefore important to ensure that adequate attention is given to all aspects of the course.

Points breakdown:

• Quizzes - 7 at 15 points each (105 total)
• Major Project
  • 7 discussions - 15 points each (105 total)
  • Completed project - 100 points
• Total of Required projects: 310

• Optional assignments (choose any combination - points needed: 175)
  • Padlet Notetaking - 15 points each (180 maximum)
  • Article summaries - 40 points each
  • Motivation and attribution exercises - 20 points each (40 maximum)
  • Gagne exercise - 30 points
  • Develop quiz questions - 5 points each question, 2 questions per chapter (110 maximum)
  • Teach a concept in 10 minutes - 30 points
  • Ed Psych video clip breakdown - 20 points each (60 maximum)

Grades will be determined through the following scale:

Grade	Minimum Points Necessary (out of 485)
98%+ - A+	475.3
97%-93% - A	451.05
92%-90% - A-	436.5
89%-88% - B+	426.8
87%-83% - B	402.55
82% - 80% - B-	388
79%-78% - C+	378.3
77%-73% - C	354.05
72% - 70% - C-	339.5
69%-68% - D+	329.8
67%-63% - D	305.55
62% - 60% - D-	291
F	Below 291

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