• Next session:
  EDUC 763 September 22 - November 15, 2008
  
• 3 graduate credits
• Online - no travel to campus required

Description
Evaluation, discussion, and application of instructional design theories and principles for e-learning. Examination of hybrid, self-paced and facilitated e-learning experiences delivered via learning management systems. Scenario based simulations and case study analysis. Application of accessibility and usability guidelines in web-based course design.

Who should sign up for this course?
This online course is designed for technical college and community college instructors, K-12 educators, university instructors, curriculum consultants, and corporate trainers who wish to develop skills in designing courses for online delivery, converting courses from interactive television systems to web-based delivery, or using web-based components to enhance face-to-face courses.

Skills acquired during the course will lead participants to design learning events that thoughtfully and deliberately match learning theory, web-based technology and instructional strategies with a specific audience and instructional objectives.

You will investigate major models of instructional design plus learning theories, examine a variety of instructional strategies, and formulate your own design process through a series of portfolio-building and reflection activities. You will also interact with peers to broaden your understanding of critical issues related to instructional design.

Each module is structured around an Introduction, Readings, Discussion, Activities, and an Activity Checklist.   You will work individually and as part of a community as you examine the course content and share your insights and experiences.

NOTE: This course is not about how to produce content using video, audio or other tools. Please refer to the list of online courses about digital media and multimedia courses.

What Our Students Are Saying

"This course opened my eyes to the myriad of decisions that go into designing a quality online course. I was thrilled with the scope of learning experiences provided in this class.

The instructor is highly knowledgeable and provided quick, personalized feedback.

The course itself is an excellent example of effective design! I came away from this class with highly applicable skills which will greatly enhance my work as an instructional designer and online instructor."
~ Karen Franker, Instructional Designer and Online Instructor,
North Liberty, Iowa

How we will work together online
While online education is highly flexible and designed to meet your schedule, you will need to set and meet deadlines as part of your weekly assignments and collaborative work. Additionally, your colleagues will depend on you for timely feedback as you work together to deepen and clarify essential concepts.

You will connect to learning modules and class discussion using your home or work computer and obtain readings, retrieve and submit assignments, access the university's online library resources, discuss with other participants, and have frequent personal contact with the instructor via email.

The class is highly interactive with a significant discussion component. All projects/assignments will be submitted via the course dropbox or presented via the course discussion board. Instructor/peer comments will be available through discussion groups or sent by e-mail.

Online Attendance
In this online course, you are not required to attend at a particular location or time of day. However, you should plan to log in and participate in the course discussion at least 3 times each week.

This course is designed as an interactive course in which you contribute and respond to the discussion postings of other students.  Your instructor has access to a login summary including the date of each entry you make to the discussion board or dropbox—this includes a response to an assignment, a posting on the threaded discussion, submission of an assignment, or participation in group work.

If your professional/personal obligations or illness require you to be absent for more than 3 days, please contact me and arrange how you will make up the work.  Please do not "drop out" for a period of time and then expect to "drop back in" without losing points. This makes it difficult for your colleagues to complete their assignments if feedback is required.

Learning Outcomes
Upon completion of this course, students will be able to:

1. Analyze and evaluate exemplary models of course design (hybrid and fully online) using case studies and actual courses.  (WI DPI 1) (ISTE NETS-T I)

2. Demonstrate skills as the architect of e-learning experiences and establish strategies for building a design team.  (WI DPI 9) (ISTE NETS-T V)

3. Understand how online students differ in their approaches to learning and the barriers that impede learning and adapt instruction to meet the diverse needs of students, including those with disabilities and exceptionalities.
   (WI DPI 3) (ISTE NETS-T VI)

4. Apply instructional design theory and research, universal design, usability concepts, and analyze learning styles in the development of e-learning activities.
   (WI DPI 3, 4) (ISTE NETS-T II, III, VI)

5. Integrate multimedia, learning objects, social networking concepts, and synchronous technologies in the design of course content and activities.
   (WI DPI  1) (ISTE NETS-T II)

6. Design an e-learning unit/module based on quality online course design principles using a learning management system.
   (WI DPI 4, 7) (ISTE NETS-T II, II)

Course objectives are aligned with the International Society for Technology in Education, National Educational Technology Standards for Teachers, NETS-T, 2002 (ISTE NETS-T) II and III and Wisconsin Educator Standards - Teachers (WI DPI) 1, 3, 4, 9
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Content Outline
A detailed calendar and schedule of assignments will be provided on the first day of class.

Module 1 –Describing the Online Learner
Dispositions of an online learner, learning style inventories, intercultural considerations, millennial's and tomorrow’s learners, fully online versus hybrid courses, strategies for immediately engaging the whole learner

Module 2– Major Learning and Design Theories
How do people learn? Knowles and Andragogy, Constructivism, Learning Styles, Multiple Intelligences

Module 3 - Instructional Design Models
How do you go about planning instruction and what underlying models and theories influence your professional practice? Gagne’s nine events, ADDIE, 4MAT and Kolb, and others

Module 4– Structures that Support Learning
Goals and objectives, syllabus and other orienting activities such as FAQs, sequencing and pacing, scaffolding and chunking, communication strategies (including learning contracts), assessment strategies (including rubrics)

Module 5 – Designing Content for Online Delivery
Taxonomy of instructional strategies, taxonomy of ways to deliver content, repositories, concept of “students as producers”, templates and rapid course development techniques

Module 6 – Practical Concerns and What Can Go Wrong?
Finding a team, copyright issues, intellectual property, privacy, plagiarism, digital fluency, motivation

Module 7 – Looking at Existing Courses
Popular rubrics and benchmarks for evaluating online courses, applying rubrics to sample online courses.

Module 8 – Bringing it Together
Design checklist, design document, modifying/adapting traditional instruction for online delivery, designing one unit of instruction for demonstration.

Required Resources
Reading materials will be included as e-reserves accessible via the course website.

Faculty
Susan Manning - background information

Evaluation

Each student’s participation and performance in class will be evaluated on the basis of rubrics created to assess:

• Initial posting and responses to discussion questions (25%)
  Discussion Rubric
• Analysis and application activities (25%)
  Analysis Rubric
• Weekly self reflection (20%)
  Reflection Rubric
• Final portfolio/design document (30%)
  The rubric for the final project will be provided on the class website.

You will receive feedback from the instructor on a weekly basis concerning your performance. In addition, you will receive feedback through peer review and interaction to help increase your understanding and demonstration of instructional design.

Grading Scale:
90-100% = A
80%-89% = B
70%-79% = C
60%-69% = D
below 60% is failing

Late policy
Work that is submitted within 1 week of the close of a module will be penalized one point. In other words, you need to be on time to earn 100% and have only one week to make up late work. Late work will not be accepted after 1 week unless previously approved by the instructor.

More About Participation and Discussion
Many of the course instructional concepts are developed through discussion using our discussion board, and it is important that you check into the discussion board regularly.

The discussion board's most vital use is to exchange ideas with other class participants. You will be asked to complete a series of meaningful postings per week during the course; this will include reacting to readings, discussing the topic/issue of the week, sharing information and resources with classmates, or responding to a problem posted by peers or your facilitator.

As in any academic environment, it is expected that participants will communicate with respect for one another and to help support an environment where we can openly examine differences. Review the Ten Commandments of Computer Ethics. With respect to encouraging open and instructive communication in an academic environment, especially important are numbers 9 and 10 that deal with social consequences and respect.

Application and Analysis Activities
The weekly activities ask you to critically consider how the information relates to your professional practice. The weekly activities are submitted to the instructor for feedback, and eventually become a significant portion of the final project.

Self-Reflection
Reflective writing is required throughout the course. At the conclusion of each module you will write a concise reflection that responds to the concepts and themes discussed that week. Reflective prompts are provided each week.

Academic Honesty and Misconduct
From the university policy, “Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others’ academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions.

Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include:

Cheating
The use or attempted use of unauthorized materials, information, or study aids in any academic exercise.

Plagiarism
The use of others’ ideas and words without a clear acknowledgement of the source.

Fabrication
The intentional and unauthorized falsification or invention of any information or citation in any academic exercise.

Assisting
The facilitation or assistance in academic dishonesty.
UW-Stout also considers academic dishonesty to include forgery of academic documents, or intentionally impeding or damaging the academic work of others."

This information comes from http://www.uwstout.edu/stusrv/dean/facstaff/chp14.shtml
"Academic misconduct in the University of Wisconsin System is defined by UWS Chapter 14. Student Academic Misconduct / Disciplinary Procedures - UWS Ch. 14

Student Services

ADA Accommodations
In compliance with the Americans with Disabilities Act (ADA), students are encouraged to register with UW Stout Disability Services for assistance with instructional accommodations due to disabilities. The phone number of the Disability Services office is 715-232-2995 or contact the staff via email at this website: http://www.uwstout.edu/disability/contact.shtml

Library Services
You may need to access UW - Stout's Library Services and can do this at http://www.uwstout.edu/lib/ In addition to traditional and online services, the library maintains many helpful videos on searching and use of the tools for research.

Ask5000
Ask5000 is the place to start for technical assistance, like forgotten passwords, email, storage and so on.

Prerequisites and Technical Requirements
Hardware and Software Requirements

What are the minimum technology requirements?

Complete the system checkup on this website, https://uwstout.courses.wisconsin.edu/
by clicking on the link that says: Check your system.

Review the list of compatible/recommended browsers and software programs for Learn@UWStout at the Online Help Desk.

If you have any questions about these preferences, please call one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout . Help is available 7 days a week.

• 1-888-435-7589 select option 3
, or
• 1-608-264-4357 select option 3

Take a few minutes to review the Frequently Asked Questions, (FAQs).

Registration
Tuition is payable by university billing, MasterCard, or Visa.
Participants may select the payment plan option in fall and spring, but it is not available during summer session. Refund policy

Enrollment is limited to twenty participants; register online .

Check out the list of additional online classes.

For additional information, e-mail your comments or questions to:

Contact: Joan M. Vandervelde
Online Professional Development Coordinator
School of Education
University of Wisconsin - Stout
Menomonie, WI 54751
phone: (715) 642-0209
fax: (715) 232-3385

Introduction Activities
After you are enrolled, review the Student Expectations and Responsibilities and Academic Expectations and Dishonesty Policy .