Course Title: Instructional Design

Part A: Course Overview

Course ID: 005425

Course Title: Instructional Design

Credit Points: 12


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE1001

City Campus

Postgraduate

360H Education

Face-to-Face

Sem 2 2006,
Sem 2 2007

Course Coordinator: Ian Robertson

Course Coordinator Phone: +61 3 9925 2613

Course Coordinator Email: ian.robertson@rmit.edu.au

Course Coordinator Location: 37.2.23


Pre-requisite Courses and Assumed Knowledge and Capabilities

It is preferable that participants in this course have completed TCHE1003 Principles of Adult Learning


Course Description

The course will explore the theories and issues of Instructional Design as applied to adult education and training contexts, such as Industry Training, vocational training, TAFE and adult community education. Learning activities and instructional materials, including those for flexible delivery, will be examined and discussed within the framework of Adult Learning Principles and Competency Based Training. Participants will analyse and critique existing training materials, design and write learning activities and session plans and create original learner and trainer materials related to their own workplaces. These will be developed progressively during the course and presented at a professional standard in forms suitable for immediate use in the participants’ workplaces.


Objectives/Learning Outcomes/Capability Development

Participants will be expected to:

  • Identify and discuss issues in Instructional Design, such as appropriate selection and sequencing of content, use of adult learning principles and choice of writing styles
  • Critically appraise examples of Instructional Design as applied to programs, training sessions and activities, and training and learning materials from a variety of contexts (including flexibly delivered learning materials, where appropriate)
  • Develop instructional and/or training materials of professional standard, related to participants’ work context and/or other contexts of interest
  • Create detailed training session plans and instructions for learning activities, including appropriately written learning outcomes
  • Write learner profiles which describe the characteristics of groups of learners, including gender aspects, cultural differences, range of educational backgrounds, and existing language, literacy and numeracy skills
  • Discuss appropriate training content and activities arising from consideration of learner profiles
  • Differentiate between the range of Instructional Design definitions and models and discuss those which most apply to the participant’s work context and preferred developmental style.


Please refer to Capability Development


Overview of Learning Activities

Participants are required to prepare for each of the 5 scheduled Saturday seminars, including reading topic related references, reflection of the readings in their own practice, and active participation in online activites (e.g.: asynchronous discussion on readings, reflection activities, critique of design examples).

During the face-to-face seminars, there will be interactive, participatory activities followed by reflection and discussion, including identification of the models used, and their appropriate application.  Post reading and online participtation discussion as required. Particpants will critique of instructional exemplars, identify and /or develop criteria for evaluation of training materials and plans and share findings via oral presentations to the lecturer and fellow participants. Participants will also be required to design and present instructional/training materials related to their workplaces and participate in sessions to provide feedback to other students.


Overview of Learning Resources

While there are no compulsory texts for this course, participants are encouraged to buy or borrow one of the following texts:

Morrison G., Ross S. & Kemp J. (2004). Designing effective instruction. (4th edition). New York: Wiley/Jossey-Bass.
Rowntree, D. (1990). Teaching through Self Instruction. How to develop open learning materials. London: Kogan Page.

Some readings will be provided in print and electronic format.  Participlants will also be required to access resources from libraries and the Internet.  The following reading list contacins tecxts with at least one chapter of useful reading, many of which you will be guided to in your learning.

Biggs, J. (1999). Constructing learning by aligning teaching: constructive alignment. In Teaching for quality learning at university: What the student does. Buckingham, UK: Open University Press

Clark, R.C. & Mayer, R. E. (2003). e-Learning and the scince of instruction.  San Fransico: Pfeiffer.
Furjanic, S.W. & Trotman, L.A. (2000). Turning Training into Learning. How to design and deliver programs that get results. New York: American Management Association.
Jarvis, P. (1995). Adult and Continuing Education: Theory and practice. London: Routledge. [Particularly chapter 5 part 2]
Jolliffe, A., Ritter, J. & Stevens, D. (2001). The online learning handbook.  London: Kogan Page

Kroehnert G. (1990). Basic Training for Trainers: An Australian handbook for new trainers. Roseville, NSW: McGraw-Hill Book Company.
Piskurich G. (2000). Rapid Instructional Design: Learning ID fast and right. San Francisco: Jossey Bass. [Particularly chap 7]
Print, M. (1993). Curriculum Development and Design. Sydney: Allen and Unwin.
Prosser, M. & Trigwell, K. (2000). Understanding Learning and Teaching: The experience in higher education. Buckingham, UK: The Society for Research into Higher education & Open University Press. [Particularly chapter 2]
Salmon, G. (2003). E-moderating: The key to teaching and learning online, 2nd edn.  London: RoutledgeFalmer.
Smith, E. & Keating, J. (2003). From Training Reform to Training Packages. Sydney: Social Science Press.
Smith P. & Ragan T. (1999). Introduction to instructional design. In Instructional Design. New Jersey: Merrill. [Particularly chapter 1]
Sork, T. & Newman, M. (2004). Program development in adult education and training. In G Foley (Ed), Dimensions of adult learning. Adult education and training in a global era. Sydney: Allen and Unwin.
Wiggins, G & McTighe, J (2005) Understanding by design, 2nd edn. Heatherton, Aust.: HawkerBrownlow Education.

* G Foley (Ed), Dimensions of adult Learning. Adult educationand training in a global era. Sydney: Allen and Unwin - a text you may have already from other learning within the GDIET.
Participants wishing to purchase references material should consider those marked with * in consultation with the course lecturer.


Overview of Assessment

Participants are expected to complete assessment tasks to the value of 100% as described in the following selection.

Task A: Portfolio of ID exercises – 50%
Task B: Design of Learning Activities – 50%
Task C: Designing a Sequence of Training Sessions – 50%
Task D: Writing a minor Learning Unit/Module – 100% (submitted in two instalments)
Task E: Writing a minor Trainers’ Guide – 100% (submitted in two instalments)
Task F: Discussion and Modification of Training Material – 50%
Task G: Negotiated Task