• Time: Fall--Mondays 7:00-9:45
• Location: Hawkins Hall 203
• Instructor: Dr. Paulette Robinson
• Office: 015A Hawkins Hall
• Phone: 

Office: 410-704-4226
Home: 301-498-2006
• Office Hours: 

WebCT Chat—M, TH 7:00-9:00
By appointment.
• Email: probinson@towson.edu

WebCT On-line Environment

We will be using WebCT for the on-line components of the course.  The course login address is:

http://

Your login User ID and Password is you first initial and last name (no spaces, all lower case).  For example, if I were a student my login would be probinson.   We will be logging into WebCT at the first class meeting. 

Course Objectives

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

• Distinguish the role of philosophy, values and ethics in the instructional design.
• Identify the components, advantages, disadvantages and applications of instructional systems (ISD) theory and instructional design and development.
• Identify the components, advantages, disadvantages and applications of constructivist theory and instructional systems design and development.Select and use needs assessment tools to conduct a needs analysis in an instructionally appropriate setting.
• Identify and select appropriate task analysis procedures for completing necessary task analysis functions.
• Perform procedural, learning, or subject matter analysis to identify the instructional components.
• Write descriptive instructional objectives.
• Write objective-referenced performance and test items.
• Develop assessment techniques for learning environments. 
• Identify and develop prototypes of instructional strategies that are appropriate to the design theory.
• Select appropriate media formats for delivering instruction.
• Create a constructivist learning environment.
• Describe environmental features that may impact the instruction or training you are developing.
• Develop formative and summative evaluations of instructional design. 

Required Texts

     Duffy, T.,  & Jonassen, D. (Eds.) (1992).  Constructivism and the technology of Instruction: A conversation.  Mahwah, NJ: Lawrence Erlbaum Associates. 

     Ertmer, P. & Quinn, J. (1999). The ID casebook: Case studies in instructional design. Upper Saddle River, NJ: Prentice-Hall. 

     Smith, P., & Ragan, T. (1999).  Instructional design, 2nd ed. Upper Saddle River, NJ: Prentice-Hall.

Book Chapters and Articles-- On Reserve in the Library

     Black, J., & McClintok, R. (1996).  An interpretation construction approach to constructivist design. In B. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design, pp. 25-33. Englewood Cliffs, NJ: Educational Technology Publications. 

     Driscoll, M. (1994). Constructivism. In M. Driscoll, Psychology of learning for instruction, pp. 359-378.  Boston, MA: Allyn and Bacon. 

     Dunlap, J., & Grabinger, S. (1996).  Rich environments for active learning in the higher education classroom. In B. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design, pp. 65-82. Englewood Cliffs, NJ: Educational Technology Publications.

     Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods and models.  In C. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, vol II.  Mahway, NJ: Lawrence Erlbaum Associates. 

     Honebine, P. (1996).  Seven goals for the design of constructivist learning environments. In B. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design, pp. 11-25. Englewood Cliffs, NJ: Educational Technology Publications. 

     Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, vol II.  Mahway, NJ: Lawrence Erlbaum Associates. 

     Reeves, T., & Okey, J. (1996).  Alternative assessment for constructivist learning environments. In B. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design, pp. 191-202. Englewood Cliffs, NJ: Educational Technology Publications.

Assignments & Grading:

All assignments are due by midnight on the day they are required.  Detailed requirements for each assignment are available on the syllabus in WebCT. 
 
 

Points	Assignment
50	Participation
25	Instructional Strategy
	ISD Instructional Project
20	Analysis & Assessment Draft
10	Instructional Strategy Draft
5	Delivery, Mgmt & Macro Strategies Draft
15	Production & Evaluation Draft
50	Final ISD Instructional Project
25	Learning Environment Group Project
200	Total Points

Grading Scale

180-200  A
160-179  B
140-159  C
139-        F

Disabilities

If you have a documented learning disability, please notify me the first week of class. 
 

A detailed class schedule is availablein WebCT  in both Syllabus-->Schedule as well as the course Calendar.