MEDT+7461


 * Instructional Design_MEDT 7461_No1_Summer 2013 **

This course provides an overview of systematic approaches to instructional planning, development, and evaluation that incorporates the following objectives:
 * 1) Identify, describe, and reflect on the major steps in the instructional design process.
 * 2) Apply instructional design principles by developing an in-service module for teachers incorporating information literacy standards and technology standards for students in conjunction with Georgia Performance Standards.
 * 3) Discuss the value of instructional design today as it relates to the changing nature of society and learners, including the roles of instructional designers in the schools and/or higher education.
 * 4) Compare and contrast a variety of research models appropriate for use with K-12 students.

//**The following activities demonstrate the outlined objectives for this course:**//

Based on assigned reading formal responses to pertinent thoughts and considerations presented in the text (Reiser & Dempsey, 2012) are discussed through written reflections regarding meaningful concepts, definitions, and processes most meaningful to the professional learner. These concepts facilitate thinking perspectives regarding elements of the course, improving online discussions. (Objectives 1,2,3,4)
 * Thought Provokers**

This assignment explores and compares a variety of research models most frequently used with PreK-12 students as well as adult learners in other settings. Connections between the research models and Information Literacy Standards and Technology Standards are identified including comparison of the models and description of the potential use for each model. (Objective 3)
 * Research Models Exploration**

This assignment defines Instructional Design by comparing three specific instructional design models, with explanation of their importance. The value of instructional design today in terms of today's society and learning culture is addressed, as well as the role professionals play in instructional design in the future. (Objective 4)
 * Instructional Design Models Comparison**

This document categorizes the comparison of the instructional impact on learners of two encompassing varying school climates, cultures, allowing for the opportunity to explore how differing demographic characteristics can impact instruction. (Objective 3)
 * Student/Client Instruction Impact**

This final activity involves the creation of a year-long professional development agenda and one module of materials for a specific audience. Using specific content/grade level/workplace standards as the context for the Professional Development materials, this professional development course focuses on the integration of Individualized Education Plan objectives and curriculum standards, as well as ways to efficiently integrate the two, for more optimal service delivery. (Objective 3)
 * Professional Development Agenda and Module**

[|Professional Development Module:]


 * Reference:**

Reiser, R. A. & Dempsey, J. V. (2012). Trends and issues in instructional design and technology (3rd ed.) Boston: Pearson.