ISTC 667 - 3 credits

• Instructional Development
• Summer 1997
• Department of Reading, Special Education, and Instructional Technology
• Towson University

• Time: 4:10 p.m. - 6:50 p.m. MW
• Location: 203 Hawkins Hall
• Instructor: Dr. Nada Dabbagh
• Office: 402-G Hawkins Hall
• Phone: 8304492 Email: dabbagh@towson.edu
• Office Hours: MW 3-4 p.m. (or by appointment)

At the conclusion of this course, you should be able to:

• Identify the components, advantages, disadvantages, and applications of instructional systems theory and instructional design and development;
• Select and utilize appropriate needs assessment tools to conduct a needs analysis in an instructionally appropriate situation;
• Identify and select appropriate task analysis procedures for fulfilling necessary task analysis functions, including inventory, selection, description, analysis, and sequencing;
• Perform procedural, learning or subject matter analysis in order to identify the necessary instructional components;
• Write descriptive and technically correct instructional objectives;
• Classify the level of learning performance in any objective in different taxonomies;
• Write objective-referenced, technically correct performance and test items;
• Identify and develop prototypes of instructional strategies that are appropriate for the defined learning outcomes;
• Select appropriate media formats for delivering instruction;
• Describe environmental features that may impact on the instruction or training that you are developing;
• Develop an instructional intervention using GagneÌs Events of Instruction Model.

Required Texts

• Smith, P. & Ragan, T. (1993). Instructional Design. McMillan.

• Leshin, C.B., Pollock, J. & Reigeluth, C.M. (1992). Instructional Design Strategies and Tactics. Englewood Cliffs, NJ: Educational Technology Publications.
• Gagne, R.M., Briggs, L.J., & Wager, W.W. (1992). Principles of Instructional Design, (4th ed.). Fort Worth: Harcourt Brace Jovanovich.
• Rossett, Allison (1987). Training Needs Assessment. Englewood Cliffs, NJ: Educational Technology Publications.
• Jonassen, D. H., Hannum, W. H., Tessmer, M. (1989). Task Analysis: What It Is And What It Isn't. Handbook of Task Analysis Procedures. New York, Praeger.
• Dick, W. & Carey, L. (1990). Systematic Design of Instruction, 3rd ed. Glenview, IL: Scott Foresman.
• Seels, B., Glasgow, Z. (1990). Exercises in Instructional Design. Merrill Publishing Company.
• Kemp, Jerrold E. (1977). Instructional Design: A Plan for Unit and Course Development.
• Gayeski, Diane M., Wood, Larry E., & Ford, J. M. (1992). Getting Inside An Expert's Brain. Training & Development, August.
• Jonassen, D.H., Grabinger, R.S., & Harris, N.D.C. (1991). Instructional Strategies and Tactics. Performance Improvement Quarterly, 4(2), 77-97.
• Reigeluth, C.M. (1983). Instructional Theories and Models.
• Spitzer, D. (1979). Dos and Don'ts of Questionnaire Design. Training, May.
• Tilaro, A. & Rossett, A. (1993). Creating Motivating Job Aids. Performance & Instruction, October.
• Rossett, Allison (1982). A Typology for Generating Needs Assessments. Journal of Instructional Development. v6 n1.
• Romizowski, A.J. (1988). The Selection and Use of Instructional Media. London: Kogan Page.
• Types and Levels of Questions. (handout)
• Media Selection Flowchart. (handout)
• Selecting an Objective at the Correct level of Difficulty: Task Analysis. (handout)
• What You Always Wanted To Know About Performance Objectives But Were Afraid To Ask. National Special Media Institutes, 1972.

• http://129.8.48.23/InTRO/InTRO.html
• http://www.gwu.edu/~tip
• http://sunsite.unc.edu/jembin/mba.pl
• http://education.indiana.edu/isthome.html

Module 1: Needs Assessment

Topics

• Needs Assessment.
• Performance Analysis.

• 1. Given a problem, select the most appropriate type of needs assessment to establish the problem.
• 2. Given a problem:
•  identify the learning/performance problem;
•  identify the target audience;
•  identify the standards for performance;
•  identify the standard-performance discrepancies;
•  determine if discrepancy is instructional or non-instructional.
• 3. Given a problem, identify relevant actuals, optimals, feelings, causes, and solutions.
• 4. Devise a plan for conducting a needs assessment.

• Smith & Ragan, chaps 2&3.
• Rossett, A. (1987) chaps 2, 4, & 6.

• Rossett, A. (1982)
• Spitzer, D. (1979)
• Leshin, Pollock, & Reigeluth, unit 1.

• For your situation (problem context), complete a training needs assessment plan identifying the following:
• 1. Optimals: Who will be queried? What information gathering techniques will be used? At least two sample items of each.
• 2. Actuals: Who will be queried? What information gathering techniques will be used? At least two sample items of each.
• 3. Feelings: Who will be queried? What information gathering techniques will be used? At least two sample items of each.
• 4. Causes: Who will be queried? What information gathering techniques will be used? At least two sample items of each.
• 5. Solutions: Who will be queried? What information gathering techniques will be used? At least two sample items of each.

Topics

• Task Analysis Functions
• Task Analysis Procedures
• Task Analysis Criteria
• Procedural Analysis/Information Processing Analysis
• Learning Hierarchy Analysis
• Subject Matter/Content Analysis

• From the needs analyses, identify instructional goals.
• Distinguish between job analysis and learning analysis.
• Distinguish between macro and micro levels of analysis.
• Distinguish between top-down and bottom-up instructional processes.
• Classify activities according to the type of task analysis function it represents.
• Select appropriate procedures for fulfilling task analysis function in different situations.
• Use task selection criteria to rank tasks for development.
• Given a procedural instructional goal, conduct a procedural or information processing analysis to describe it.
• Given an instructional goal, conduct a hierarchical (prerequisites) analysis to describe it.

• Smith & Ragan, chap 4.
• Jonassen, Hannum, & Tessmer, chap 1.

• Gayeski, D. (1992).
• Leshin, Pollock, & Reigeluth, unit 2.
• Selecting an Objective at the Correct level of Difficulty: Task Analysis. (handout)
• Seels & Glasgow, chap 6.

• For two of the instructional goals identified from the needs assessment, perform a job/task, learning, or subject matter analysis using one of the selected procedures described in the readings. Identify all major procedures, subjects, learning requirements.

Topics

• Writing Instructional/Performance Objectives
• Assessing Learning Performance
• Criterion Testing
• Constructing Criterion Test Items
• Evaluating Test Items
• Classifying Learning Outcomes

• State the required components of a properly stated objective.
• Evaluate the completeness of stated objectives.
• Write compete, properly stated objectives.
• State reasons for using performance objectives.
• Using Gagne's taxonomy of learning outcomes, classify learning outcomes correctly.
• Describe the purposes and appropriate uses of norm and criterion references tests.
• Describe a test item form.
• Construct a criterion referenced test.
• Evaluate a test item for consistency with the objective.
• Classify task/content level of each test item.
• Evaluate a test item for completeness.

• Smith & Ragan, chaps 4&5.
• Seels & Glasgow, chap 2.
• Types and Levels of Questions. (handout)
• Performance Objectives: The Sloat and the Weasel (class handout).

• What You Always Wanted To Know About Performance Objectives But Were Afraid to Ask. (handout)
• Selecting An Objective At the Correct Level of Difficulty. (handout)

• For six behaviors identified in your procedural and hierarchical analysis, write properly stated performance objectives.
• Classify the level of learning outcome using Gagne's taxonomy.
• For each objective, write two criterion-referenced performance or test items that are consistent in terms of task level and conditions with the objective.

Topics

• Instructional strategies and tactics
• Practice and Feedback
• Providing Examples
• Presenting the stimulus
• Supplantive versus generative instruction
• Events of Instruction

• Distinguish between instructional strategies and tactics.
• Select instructional strategies and tactics that are appropriate for facilitating the acquisition of different levels of knowledge and skills.
• Identify the required events of instruction.
• For a given micro-level objective, select appropriate activities to fulfill each of the events of instruction.
• Evaluate a given level of learning for the adequacy of the events included.

• Smith & Ragan, chap 6-10.
• Leshin, Pollock & Reigeluth, unit 3.
• Jonassen, D.H., Grabinger, R.S., & Harris, N.D.C. (1991)
• Gagne, Briggs, & Wager, chap 10.

• Rossett & Tilaro, (1993). Creating Motivating job Aids.
• A lesson based upon the Gagne-Briggs theory of instruction, Reigeluth, 1987.
• Contributions of Gagne and Briggs to a Prescriptive Model of Instruction, Reigeluth, 1983.
• Kemp, Jerrold E. (1977). Instructional Design: A Plan for unit and Course Development.

• Develop a prototype (storyboard) of instructional materials for two of the objectives stated in Module 3. These may be in print media, computer form, or a combination. The materials should state the strategies and tactics being used and should include all of the components of the strategies being used. The materials for each objective should include evidence of at least three instructional tactics. A short description of the rationale for using the tactics chosen must be included.
• Using the lesson generated method described above, prepare a lesson for a single objective of your choice (concept level of higher) that contains each of the events of instruction.

Topics

• Selection of instructional media.

• State selection criteria appropriate for different settings.
• Use selection criteria to select appropriate media for various stated situations.

• Media Selection Flowchart. (handout).
• Leshin, Pollock, & Reigeluth, unit 4.
• Smith & Ragan, chaps 14&15.

• Gagne, Briggs & Wager, chap 11.
• Seels & Glasgow, Chap 9.
• Romizowski, A.J. (1988)

• For the instructional strategies identified in Module 4, determine the most appropriate media to support each, supporting your answers by reasoning related to selection criteria.

Topics

• Formative evaluation.
• Summative evaluation.
• Project management issues.
• The development team.
• Group dynamics.
• On-site management and training.
• On-going support.

• State the difference between formative evaluation and summative evaluation.
• Identify the techniques/procedures used to conduct formative and summative evaluations.
• Identify the resources needed in each evaluation phase.
• Identify the relationship between evaluation and implementation of an instructional design project.
• Use the above information to plan an evaluation and implementation of an instructional design project.
• Evaluate the effectiveness of your evaluation and implementation plan.

• Smith & Ragan, chap 16.
• Seels & Glasgow, chap 10.

• Gagne, Briggs & Wager, chap 16.
• Leshin, Pollock & Reigeluth, unit 5.

• Develop an evaluation and implementation plan(s) for the instructional materials that you designed in module 4.
• Justify how your plan(s) would insure the effectiveness of the evaluation and implementation phases of the instructional design process.

• Group Work (30% of grade):
• Students will be required to work in groups on certain modules of the course. Class time will be allocated for group work however it is to be expected that out-of-class time will also be needed to complete group projects started in class. Group work will be assessed using peer-evaluation as well as self-evaluation methods, and on work submitted by the group.
• Tests (30% of grade):
• There will be two tests, a midterm and a final, worth 15% each. The tests will be based on the required readings and class lectures and discussions.
• Individual Assignments and Self Assessment (30% of grade):
• Students will be asked to reflect on their own learning throughout the course and to monitor their learning skills and styles. Each student will be required to complete 3 individual self-reflection reports. The format of the reports will be a question answer format provided by the instructor. Students will also be required to complete 3 individual assignments related to the modules of instruction.
• Class Participation and Attendance (10% of grade):
• Attendance is mandatory and will only be excused if a valid reason is presented prior to absenteeism and in emergency situations and illnesses. Assignments are expected to be turned in by the due dates specified for each.
• Students are also expected to be active participants in the learning process and class participation is one of the major components of demonstrating this skill. Students are encouraged to ask questions, question statements made by the instructor or other students, relate class discussions to their personal experiences and go beyond the information given by bringing in new insights and related knowledge. Optional reading material can enhance this process.