EDTECH 503 Syllabus

EDTECH 503  Instructional Design

Spring 2013, Section 4172/4175

Instructor: Yu-Hui Ching, PhD

Boise State University

Department of Educational Technology

1910 University Dr. MS 1747

Boise, ID 83725

Office Phone: 208-426-2118

Email: yu-huiching@boisestate.edu

(Always include EDTECH 503 and

a short description of message purpose in the subject line)

Office:  306 Education

Office Hours:

Tuesday 1:00 pm – 3:00 pm

Thursday 1:00 pm – 3:00 pm

Friday 1:00 pm – 3:00 pm

or by appointment

Virtual Office Hours: Feel free to IM me through Moodle, Bronco Mail or Skype (Skype name: ChingBSU)

Course Description

Focuses on systematic design of instruction and alternative models. Project required.

3 credit hours. No pre-requisites.

Plan of Study Impact

EDTECH 503 is a required course for the Educational Technology master’s degree programs. Students typically take this course within the first two semesters of their master’s program. One of the major assignments for the class is the series of instructional design projects. It is an important early piece of work that will be presented in the student’s final electronic portfolio.

Course Goals and Objectives

The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, apply instructional design models in realistic contexts, and employ a number of communications technologies. Following the course, students will be able to:

  1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use
  2. Describe at least two reasons why instructional design models are useful
  3. Identify at least six instructional design models and classify them according to their use
  4. Compare and contrast the major elements of three theories of learning as they relate to instructional design
  5. Define the word “systematic” as it relates to instructional design
  6. Relate the design of instruction to the term “educational (or “instructional”) technology”
  7. Describe the major components of the instructional design process and the functions of models in the design process
  8. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)
  9. Build an instructional design product that integrates major aspects of the systematic process and make it available on the web.

a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses

i. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products

i. Carry out at least one type of formative evaluation

ii. Create a plan for remaining types of formative evaluation

  1. Identify and use technology resources to enable and empower learners with diverse         backgrounds, characteristics, and abilities.
  2. Apply state and national content standards to the development of instructional products
  3. Meet selected professional standards developed by the Association for Educational Communications and Technology
  4. Use various technological tools for instructional and professional communication

Additionally, the course is guided by another set of well-known “Instructional Design” standards developed by the International Board of Standards for Training, Performance and Instruction (IBSTPI). These standards can be seen at: http://www.ibstpi.org/instructional-design-competencies/

Course Text & Materials

Smith, P. L. & Ragan, T. J. (2004). Instructional design (3rd Ed.). Danvers, MA: John Wiley & Sons.

  1. An internet-connected computer to which you have regular access
  2. Access to multi-media streaming
  3. Software that allows for chat via voice and/or video via the computer
  4. Access to desktop productivity software
  5. Materials downloaded from the course learning management system

Course Assignments & Due Dates

Please see the course website for a listing of assignment and due dates. Be sure to read the late work policy below. The schedule is subject to change, but if any changes are made, students will be notified well in advance of a particular due date.

Professional Standards Addressed

Students who successfully complete EDTECH 503 will have met selected standards written by the Association for Educational Communications and Technology (AECT), www.aect.org. The standards addressed in this course are found on a separate document that students will download and include as part of their final project for the course. A list of all AECT standards can be found on our Moodle course site.

Assignments and Grading (Total =1000 points)

  1. Administrative tasks – 20 pts
  2. ID Job Description – 40 pts
  3. Discussion Board Posts and Responses – 40 pts * 6 discussion = 240 pts
  4. Reading Quiz – 100 pts
  5. ID Case Analysis- 100 pts
  6. Types of Learning Reflection Paper -100 pts
  7. Final Instructional Design Project – 400 pts
  1. First half of the project – 200 pts
  2. Final submission – 200 pts

*I reserve the right to adjust the points of the assignments, either collectively or individually, as necessary.

Late Assignments

Students will not submit work past the due date. Late work will only be accepted if the student has a personal or family emergency that has prevented his/her submission of an assignment. Whether or not late work is accepted is entirely at the discretion of the instructor. No “resubmission” of an assignment that fails to meet criteria specified by the rubric will be accepted. An assignment is considered late if it is not posted by 11:55PM (Mountain Time) on the due day.


Your assignments will be reviewed and evaluated by the instructor within 10 days after the assignment due date (in most cases). Depending upon the assignment, you will receive a rubric with comments or receive points earned for assignment completion. If you do not have an assigned grade after 10 days from submission, please contact the instructor. Grades entered into the course website are always available to view.

Final Grade

Students do not receive a letter grade until the end of the course, after all points have been weighted and calculated.

A+ 99-100%

A 93-98%

A- 90-92%

B+ 88-89%

B 84-87%

B- 80-83%

C+ 78-79%

C 74-77%

C- 70-73%

D 65-69%

F < 65%

Please note that a grade of A represents work that consistently EXCEEDS expectations. Students who submit work that only meets expectations can expect a “B” for the course. Please note that getting a grade of “C” (2.0) or lower, can lead to a student being placed on academic probation at Boise State University by the Graduate College.

Policies and Procedures

Time Management: Be aware that the university “recommends that you plan on 3-4 hours of course work per credit per week for Distance Ed classes.” This means approximately 9 to 12 hours per week for a regular semester.  In a summer session, this means that a student can expect to spend an average of 18 hours per week, per course. Please refer to the following to evaluate your readiness for online learning: (http://www.boisestate.edu/distance/students/distancefit.shtml). For those taking two graduate classes (6 credit hours), this equates to a half-time job in addition to your other responsibilities and obligations.

Communication: I will respond to emails and/or phone calls in a timely manner – usually within 24 hours (weekdays, but may be longer on a weekend). If you do not receive a timely response within this time frame, please contact me again to make sure that I received your email. If I initiate an email to you, I will use your Boise State email address, so be sure to check that account often.

Course Access: Students are expected to log-in to view the course website at least three times a week, and more often depending on the nature of the task(s) due.

Posting of Assignments: Links to descriptions, rubrics, and templates (if applicable) of major assignments will be posted by the professor at least one week in advance of the due date.

Assignment Submissions: All assignments must be submitted on the date due by 11:55PM (Mountain Standard Time). Due dates and assignment requirements will be clearly outlined on the course site. Completed assignments take a variety of forms, so please read the expectations carefully. Please remember to always save a copy of your assignment to some place outside your computer’s hard drive. A good practice is to copy yourself on the email with the attached document you send to the instructor.

Reasonable Accommodations: If you have any condition, such as a physical or learning disability, which will make it difficult for you to carry out the work as I have outlined it or which will require academic accommodations, please notify me in the first two weeks of the course. To request academic accommodations for a disability, contact the Office of Disability Services at the University. Students are required to provide documentation of their disability and meet with a Disability Specialist prior to receiving accommodations. Information about a disability or health condition will be regarded as confidential.

Technical Difficulties: On occasion, you may experience problems with accessing the course website, with your Internet service, and/or other computer related problems. Do make the instructor aware if a technical problem prevents you from completing coursework. BSU Help Desk: http://helpdesk.boisestate.edu/

Copyright: During this course students are prohibited from copying, distributing, forwarding via email or otherwise and selling notes to any person or commercial firm without the specific and written permission of the professor teaching this course. Students may not use any course material (syllabus included) for any purpose without specific and written consent.

Academic Honesty: All students are required to abide by Boise State University’s Student Code of Conduct. Please refer to the following link: http://osrr.boisestate.edu/scp-codeofconduct/ . Assignments completed must be

your original work, and you CAN NOT copy others’ work under any circumstance. In some cases, I will make available examples of prior student work to allow you view what others have done, but the content is not available to be copied. All quotations, paraphrased ideas, and ideas created by others – if used in a document – MUST be properly cited using the guidelines established by the American Psychological Association (APA) 6th Edition: http://www.apastyle.org/

Ethical Expectations: As a graduate student and professional, you will be held to the highest standard of ethical conduct. The Educational Technology program, the College of Education, and Boise State University expects its students to represent themselves and their work in an honest and forthright manner. Cheating, plagiarism, falsification, or communication that is denigrating to peers and/or faculty will not be tolerated. Such behaviors will be brought to the attention of department administration. In all cases, students will have fair and unbiased opportunities to defend him/herself. Violations of conduct or ethics can result in removal from the program. Students who are unsure what actions might constitute a violation of ethics should consult the course instructor and/or other departmental faculty.


Resolving Problems & Raising Concerns: If there is a particular issue that arises between students, or between the student and professor, the student is kindly requested to first try to sort out the issue with the other person involved directly – without involving third parties. If two students are having problems that cannot be amicably resolved, then one of them should contact me and describe the problem, what has been done to solve it, etc. If a student has a concern about the course material or with me personally, s/he should first try to contact me and address the issue(s). If these cannot be resolved to the student’s satisfaction, the next step would be to contact the department chairperson or associate chairperson. If the student still feels as though his or her concern has not been adequately addressed, other communication mechanisms are available through the Dean’s Office.

Department of Educational Technology Conceptual Framework

The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, and managing appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state or local educational agencies, community organizations, and the private sector. http://edtech.boisestate.edu/

College of Education Mission Statement

The mission of the College of Education at Boise State University is to prepare professionals using models that incorporate integrated teaching and learning practices to ensure high levels of knowledge and skill, commitment to democratic values, and the ability to work with a diverse population. As part of the only metropolitan institution in Idaho, the College of Education provides a collegial environment that supports a wide range of research and scholarly activity intended to advance knowledge and translate knowledge into improved practice at the local, national, and international levels. The College promotes the healthy development of society through outreach, partnership, and technical assistance activities that focus on organizational renewal. It advances personal excellence and respect for individualshttps://education.boisestate.edu/teachered/conceptual-framework/

Instructor and Student Expectations

The following course contract is based on an article by Deborah A. Byrnes in the November 2001 issue of The Teaching Professor (Byrnes, 2001). This contract lays the framework for our course.

Students in the course have a right to expect:

  1. complete contact information for the professor
  2. a complete syllabus with clearly stated assignments, due dates, course objectives, and a fair grading policy
  3. a course that begins and ends within the time allotted for the semester
  4. opportunities to discuss the course, and related topics, with the professor outside of class
  5. the opportunity to have drafts of papers/assignments reviewed by the professor if
  6. submitted well in advance of the due date
  7. the return of papers/assignments in a timely manner (provided they were turned in on time)
  8. re-evaluation of any work that a student thinks may have been graded unfairly assistance in locating supporting materials to complete papers/assignments

The instructor has the right to expect that students will:

  1. prepare for each instructional module by reading all required assignments
  2. understand online learning moves quickly and requires self-discipline
  3. students will actively participate in the discussion online (when required) for the same amount of time each week that he/she would normally spend in the classroom for a 3-hour course spend an adequate amount of time preparing for the course; it is estimated for a graduate course such as this that prep time will be three times the amount of time as in-class time
  4. actively participate in online discussions (when required), serving as both student and teacher
  5. ask for clarification or assistance when needed
  6. share any concerns regarding the course in a timely manner
  7. turn in assignments on time
  8. inform the professor about any extenuating circumstances affecting course participation
  9. observe codes of academic honesty in the completion of all course work

Byrnes, D. A. (2001). Course contract encourages student responsibility and civility. The

Teaching Professor,15(9). Madison, WI: Magna Publications.

I trust that this will be a challenging and rewarding learning experience for all of us. I am looking forward to working with you.

Dr. Ching


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