EDCI 67200 Syllabus
Instructor: Anastasia Trekles
Phone: 219-989-3185
Please call or email for an appointment
Email: atrekles@purdue.edu
Required Text:
There is no textbook associated with this course. Readings will be provided through downloads in BlackBoard and through the Purdue University Calumet Library.
Catalog Description:
Applications of learning systems design to educational situations. In-depth treatment of learner analysis, task analysis, learning activities design, learner verification and summative evaluation. Focuses on the application of instructional design concepts and principles within authentic ID situations.
Purpose:
This course is designed to further your knowledge of instructional design as a practice and as a scholarly field of study. You will spend a great deal of time examining different approaches to instructional design and developing your own philosophies of how to put theory into practice. Your readings, as well as discussion and collaboration with your classmates, will help you develop a better, more complete understanding of ID principles and processes. In this course, you will also apply your knowledge and skills in new and authentic contexts by working with real-world clients to develop small-to-medium instructional design projects.
Course Objectives:
- Implement the instructional design process - including front-end analysis, objectives, activities, and assessment design, and formative and summative assessment - within authentic, real-world environments.
- Communicate with clients and subject-matter experts to understand their needs and goals for instructional design projects.
- Diagnose training problems within organizations and present appropriate solutions, including both instructional and non-instructional solutions.
- Assess the effectiveness of an instructional design solution and recommend and make adjustments as needed.
School of Education Mission:
“It is the mission of Purdue University Calumet’s School of Education, in collaboration with other professional educators and agencies, to prepare and support education professionals and related specialists who:
- are sensitive and responsive to the unique needs of themselves, of others, and of the diverse society in which they practice;
- are advocates and models of quality education and life-long learning;
- are prepared to use current research, knowledge and technology to empower the people they serve; and
- apply the appropriate knowledge, dispositions and performances in developing diverse approaches to educational strategies that are constructive, consistent, and reflective of sound educational theory and practice.
The School faculty is committed to providing the human and technological resources to enable students and themselves to develop as educational professionals in constructing theory, developing practice, and fostering relationships” (School of Education, 1998). This mission statement was reassessed and reaffirmed at a 1994 faculty retreat and then again at a 1998 faculty retreat. From this mission, departmental goals and strategies are created on a year-to-year basis. These goals are then evaluated as to their effectiveness in assessing and directing our programs.
It is the School of Education’s conceptual framework mission to enable students to develop as educational professionals in the three competency component areas of:
- constructing knowledge,
- developing practice,
- and fostering relationships.
Instructional Technology Program Standards:
For more information on graduate program standards, visit the PUC website at; http://www.purduecal.edu/education/grad/it.html
The ISTE Standards and the Instructional Technology (school-based) Program: The International Society for Technology in Education (ISTE) Standards for Educational Computing and Technology Programs for Technology Facilitation Initial endorsement apply to the Instructional Technology Program at Purdue Calumet.
Click here to download the complete ISTE Standards and Rubrics that apply to this program
The ISPI Competencies and Instructional Design (non-school based): The Instructional Design track of the the Master of Instructional Design was developed around the International Society for Performance Improvement (ISPI) Performance Improvement Standards, which are based on ISPI's internationally respected, well-researched principles for the systematic design and evaluation of effective training. Instructional designers trained in the ISPI standards also agree to adhere to a Code of Ethics that stresses integrity, collaboration, and continuous learning and skill improvement.
Alignment Of Assignments To ISTE-TL and ISPI Standards:
Project / Activity |
ISPI Standard |
ISTE-TL Standard |
ID Project (160 points) |
Standards 1 through 10 | 1a & b; 2a, b, & f; 3e; 4a-c; 5b & d; 6d; 8a-e |
Module 1 - Definitions and Theories (50 pts for Wiki Project, 25 pts for Philosophy Presentation) |
Standard 2, Standard 3 | 1a; 2b; 5a-d; 8a |
Module 2 - Front-End Analysis (50 pts for proposal, 75 pts for needs analysis) |
Standards 2, 3, 4, 5, 6 | 1a; 2a; 5b; 6c; 8a, b, & d |
Module 3 - Learning Activities (100 pts) |
Standard 7, 8.1, 9.1, 9.2, 9.3 | 2a-f; 3a, d, & e; 5d |
Module 4 - Learner Verification and Assessment (100 pts) |
8.2, 9.4 | 1a; 4a & b |
Module 5 - Summative Assessment (75 pts) |
Standard 10 | 1a; 4c; 8b & d |
Course Structure & Evaluation:
Understanding of essential course concepts is organized into 5 basic topic modules, which will cover essential skills and advanced topics related to instructional design. These modules are designed to help ensure that you have a strong grasp of instructional design as a theory and as a practice, and that you have had the opportunity to develop a personal approach and philosophy regarding your own professional ID practice.
The modules are as follows:
- Definitions and Theories of Instructional Design
- Front-End Analysis Processes and Strategies
- Learning Activities and Strategies
- Learner Verification and Assessment
- Summative Assessment
In addition, students will complete a major project, an authentic ID project conducted with a client in the local community. There will be several projects from which to choose, and students will be able to work in small teams or as individuals as they choose. You will also have an opportunity to have an “interview session” with each client to see whether the project is a good fit for your skills and personal learning goals. This project can be seen as a "mini-practicum" and while you are expected to submit deliverables throughout the project, the exact content will be determined by your individual project. This authentic project will take place during the second half of the course, and during this time, we will not have formal class sessions. However, you are still expected to check in with the course online and discuss with your classmates regularly.
For a detailed course calendar and more information about assignments (including evaluation criteria), please click on the Calendar link, and review the course website in Blackboard .
Grading Criteria:
Percentage |
Grade |
Minimum Points Needed |
98% |
A+ |
622.3 |
93% |
A |
590.55 |
90% |
A- |
571.5 |
88% |
B+ |
558.8 |
83% |
B |
527.05 |
80% |
B- |
508 |
78% |
C+ |
495.3 |
73% |
C |
463.55 |
70% |
C- |
444.5 |
68% |
D+ |
431.8 |
63% |
D |
400.05 |
60% |
D- |
381 |
Class Attendance/Participation:
It is REQUIRED that you attend class (in person or virtually through Adobe Connect at http://gomeet.itap.purdue.edu/pucidt on the first formal day of class (August 19) and the final class (December 2). There will also be several weeks during the beginning and end of the semester where we will meet (again, in person or online - see the course calendar for these dates) to participate in synchronous activities and presentations. Failure to attend these class meetings without reasonable excuse will be result in the lowering of your grade by 50 points for each required day not in attendance.
In this class, the second half of the semester will be devoted to your major project, an authentic instructional design project with a client of your choosing. When you begin working directly with your client and developing your project, we will not hold formal class sessions. You may come in to the lab on our class night or during open office hours for help and to ask questions if you wish.
Regardless of whether formal classes are going on or not, all students are expected to participate in online activities and discussions in BlackBoard regularly. In this way, it is hoped that a sense of community will be achieved and maintained throughout the semester. Professional knowledge is developed through your participation in class meetings and online activities. When synchronous class meetings are held, or when online discussion participation is required, ALL STUDENTS’ attendance and participation is expected. It is your responsibility to contact the instructor or review class recordings and announcements in the event of an absence to receive assignment information.
Blackboard will be used extensively in this course for distribution of class materials and information, as well as the facilitation of online activities. You are expected to login to the course site and check for announcements and participate in ongoing activities at least twice a week.
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 Email.
Email in BlackBoard Learn is different from BlackBoard Vista! Please keep this in mind. Email sent through BlackBoard Learn will sent to your PurdueCal.edu account, which is a GMail-based service available to all PUC students. Please be sure to CHECK THIS MAILBOX at least once a week for new messages to stay current with all of your courses and other campus events.
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 Skype or Adobe Connect. You can also schedule a one-on-one appointment with me in person at the Academic Learning Center or at the Hammond campus.
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.
Last Day to Drop and Incompletes:
The last day to drop a class this semester is November 8.
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.
TaskStream Portfolio Requirement
To aid in the assessment of our program and provide you with a venue for demonstrating your attainment of the standards and showcasing your work, the Graduate Studies in Education Department has adopted an electronic portfolio system that is being implemented in TaskStream. There is a one-time charge of $70.00 for use of this system for two years. Once you have paid for your electronic portfolio, you will be able to acquire a password to log on to TaskStream from the Graduate Studies in Education office (ANNX-122 or 219-989-2326).
You must submit work from selected Instructional Technology courses to TaskStream each semester for review. The artifacts (assignments) you submit from each course are assessed according to the course-specific rubric in TaskStream. The rubric will address the specific graduate standards aligned with each course’s content and expectations. You must demonstrate competency on each criteria, and may not be allowed to proceed in the program if you receive too many developing or unacceptable ratings.
The TaskStream assignment is a major course and program requirement. Failure to complete the entry can mean failure to meet course requirements. Therefore, if the entry is not completed by the end of each course, you will receive an Incomplete for that course.
In addition to the course-specific portfolio, your TaskStream account will also allow you to create a separate presentation portfolio that you can share with potential employers or others to whom you wish to display your work. What a great way to highlight your skills to future employers. Training opportunities for creating such a portfolio will be offered on campus and are frequently offered online through TaskStream. There are also online tutorials to assist you in downloading your artifacts into TaskStream. It is a very simple process; very much like attaching a document to an email. You are encouraged to save electronic or hard copies of all notable assignments or other work you complete for possible inclusion in a presentation portfolio.
IMPORTANT NOTE: TaskStream submissions are due when the instructor tells you, but they must be completed prior to final exam week. If assignments are not in before finals week, you will receive an Incomplete for the course.
The TaskStream website is https://www.taskstream.com/pub/. Once you are on TaskStream, you can obtain help through telephone or email at 1.800.311.5656 or help@taskstream.com.
Expectations for IT 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.
- Meet the admission deadline: Applications and ALL supporting documentation must be received and confirmed in the graduate office on or before the deadlines listed below:
- Fall Semester: April 1
- Spring Semester: Nov.15
- Summer Semester: April 1
- 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 proficiencies: able to word process (using correct spelling, grammar, formatting, and APA style), email and search the Internet, OR complete EDCI 560 or equivalent. 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
- Initiate and review progress on their portfolio with their advisor after completion of Year One and prior to the start of Year Two
- Complete a Plan of Study with their advisor early after completing 24 credit hours and prior to registering for the 27th hour.
- Initiate and present a completed portfolio the semester before graduation. Since the practicum is not completed until after the successful presentation of the portfolio, practicum documentation is not required at this time. Following the practicum, a portfolio will be presented, including the practicum documentation and all prior requirements. The instructor will assess the quality of the presentation.
- 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.
Academic Integrity Policy:
“Ethics are an integral part of being a student and a professional. Academic integrity is the hallmark of this University. Therefore, Purdue University and the School of Education do not tolerate academic dishonesty in any form. If a student breaches integrity, the student risks sanctions in both the academic and conduct arenas. Academic dishonesty includes, but is not limited to, the unauthorized use of other’s intellectual property (plagiarism), and lying to an instructor or any University employee. Such actions may result in a failing grade on the assignment or in the course itself, with the strong possibility or referral to the Office of the Dean of Students for a conduct sanction (see Purdue University’s Student Handbook). This conduct sanction may include suspension or expulsion. (School of Education, 2000).
English Proficiency Policy:
“Because of the critical nature of effective written and oral communication, ALL courses within the Teacher Education programs as appropriate will assess the performances of teacher candidates according to these Teacher Education Program communication standard indicators (CNb, CNc, CNd, CNe, CNf, CNh)” (School of Education, 2000).
Special Needs:
In accordance with the Americans with Disabilities Act (ADA), students with disabilities are entitled to reasonable accommodations (adaptations in instruction and/or evaluation). All students, with and without disabilities, are invited to inform their instructors of special learning needs. If accommodations are needed, we suggest that you inform us during the first week of class. However, you may request accommodations at any time during the semester.