Syllabus

Course Description

The purpose of this course is to learn and discuss ISD as a model for doing just about anything related to CSI work. This course provides CSI staff with an opportunity to gain understanding of ISD principles and theory as it relates to their roles in CSI. The ISD model can be utilized as a systematic approach for CSI projects and client needs for consultation. CSI staff will learn the basic ISD components of analysis, design, development, implementation, and evaluation and how to use these components in their daily job tasks.

Course Objective: 

Upon successful completion of this course, participants will be to apply ISD principles to maximize the effectiveness, efficiency and appeal of instruction and other learning experiences designed by CSI.

Grading and Expectations

1. CONFERENCES (25%)

Instructions: For each weekly conference, respond to conference questions by Wednesday and respond to at least one of your colleagues' postings by Friday. Conferences will remain open for discussion throughout the course. See COURSE SCHEDULE for discussion dates.

Expectations: Participants will demonstrate the following in the conference discussion:

  1. An observable understanding of the content being discussed.
  2. The ability to respond to questions effectively and contribute meaningful dialogue based on shared concepts.
  3. The ability to articulate how the concepts apply to various CSI projects and tasks.

Adapted from: http://mason.gmu.edu/~ndabbagh/wblg/online-protocol.html 

2. ISD PROJECT PLAN AND PRESENTATION (75%)

Instructions: ISD Project Plan and Presentation instructions can be found under Course Content.

Expectations: The culminating ISD Project Plan and Presentation will:

  1. Identify and show an understanding of how ISD principles and practice relates to your work in CSI.
  2. The paper and presentation should be succinct, thorough and complete.
  3. Demonstrate basic level proficiency by showing initiative, creativity, organization, and effectiveness in the application of ISD concepts.

Adapted from: http://www.winona.edu/AIR/resourcelinks/group%20case%20study.doc

Grading Scale

     P (Pass) 80 - 100%
     I (Incomplete) 0 - 79%

Course Schedule

Week Tasks

1

Monday - Sunday

April 5 - 11

Introduction to ISD

  • Read related material in Course Content and review at least two (2) ISD models (other than the ADDIE model) found under the More Models list.
  • Answer discussion questions in related conference.

2

Monday - Sunday

April 12 - 18

ISD Models 

  • Read related material in Course Content.
  • Answer discussion questions in related conference.
  • Respond to at least one colleague's post.

3

Monday - Sunday

April 19 - 25

Case Study

  • Read related material in Course Content.
  • Answer discussion questions in related conference.
  • Respond to at least one colleague's post.

4

Monday - Sunday

April 26 - May 2

Assignment: ISD Project Plan and Presentation

  • Submit ISD Project Plan to Assignments Folder by end of week (May 2)
  • Conduct face-to-face presentation of ISD Project Plan at next full staff meeting (Thursday, May 6).

4/30: Updated changes to deadlines:

  • May 5th: Complete course activities and conferences
  • May 14th: Submit final project in assignment folder
  • May 20th: F2F presentations

 

Additional / Supplemental Course Materials

ISD Knowledge Sources

Free Online ISD-Related Tutorials and Courses

  • Effective Instructional Design: An Online Course Template http://cvc3.coastline.edu/Telelearning2001Web/Default.htm

    The same instructional design principles can be used to create effective lessons for any discipline and course delivery method (even the traditional classroom). This presentation will focus on ways you can incorporate effective techniques and teaching strategies in the design of your online courses.
  • ELearning for Concepts and Techniques http://iit.bloomu.edu/spring2006_eBook_files/introduction.htm

    This e-book, E-Learning Concepts and Techniques, is the result of a collaborative effort by students in the Bloomsburg University, Department of Instructional Design spring 2006 E-Learning Concepts and Techniques online class as well as several guest authors and contributors from around the world.
  • FEMA Responder Training Development Center https://www.firstrespondertraining.gov/rtdc/state/

    The Responder Training Development Center (RTDC) includes course review processes, resources, and forms. The course development and review process includes four CORE stages based on the PADDIE model (essentially it's the ADDIE model with Planning as the first stage).
  • Thiagi's Rapid Instructional Design http://www.thiagi.com/article-rid.html

    Justify the need for just-in-time instructional design strategies to replace the conventional ISD model for designing instructional packages today. 
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