INSTRUCTIONAL DESIGN THEORY AND APPLICATION
- Course
- ICTE502 - INSTRUCTIONAL DESIGN THEORY AND APPLICATION
- Department
- Information Communication Technologies in Education - English - Master
- Course Type
- Course
- Status
- Required
- Language
- English
- Credit
- 3
- ECTS
- 8
- T+P+L
- 3 + 0 + 0
- Course Coordinator(s)
- -
- Prerequisite
- -
Course Description
Importance of instructional design, needs assessment approaches, properties of learners in learners environment, Instructional targets and duty analysis, systems approach and generic modelling, introduction of instructional design models, needs and problem analysis, instructional environment (student, content and organizational) analysis, content and organizational analysis and teaching-learning experiences, discussion of teaching strategies and methods and techniques, subject-content and task analysis, determination of priorities and conditions, determination of educational objectives, writing of instructional objectives, determination of measurement and evaluation criteria, teaching theories and strategies, selection and development of appropriate instructional materials, system design of instruction, designing, developing, implementing and evaluating instruction using instructional design theories and models, project management, information dissemination and applications.
INSTRUCTIONAL DESIGN THEORY AND APPLICATION
Evaluation Tools (Active Term)
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Course outcomes
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Course Syllabus
| Week | Topic |
|---|---|
| Week 1 | About the course - Expectations |
| Week 2 | Introduction to the Instructional Design Process - Basic concepts |
| Week 3 | Identifying the Need for Instruction - Needs Assessment |
| Week 4 | Identifying Instructional Goals |
| Week 5 | Conduct Instructional analyses - Goal analyses |
| Week 6 | Analyzing learners and contexts - Entry Skills (Intellectual, Psychomotor, Attitudinal, Verbal)-Age, grade level, culture, social, economic… - Types of Context |
| Week 7 | Learner and Contextual Analysis-Entry Skills (Intellectual, Psychomotor, Attitudinal, Verbal)-Age, grade level, culture, social, economic… - Types of Context |
| Week 8 | Instructional objectives - Objective domains - Developing objectives - Writing objectives |
| Week 9 | Instructional objectives - Objective domains - Developing objectives - Writing objectives |
| Week 10 | Designing the Instruction: Sequencing, Strategies, Message |
| Week 11 | Designing the Instruction: Sequencing, Strategies, Message |
| Week 12 | Developing Instructional Materials |
| Week 13 | Evaluation in Instructional Design - Evaluation types - Assessment instruments |
| Week 14 | Instructional Implementation - Planning - Application |
| Week 15 | Comparing Instructional Design Theories and Models • Review of the final reports and student questions |
Reference Books & Course Materials
- 01 Morrison, G.R., Ross, S.M., Kalman, H.K. & Kemp, J.E. (2013). Designing Effective Instruction – Seventh Edition. United States of America. Wiley
- 02 Branch, R.M., (2009). Instructional Design: The ADDIE Approach. United States of America. Springer
- 03 Dick, W., Carey, L. &Carey, J.O. (2015). The Systematic Design of Instruction (8th Edition). United States of America. Pearson
- 04 Barbazette, J. (2006). Training Needs Assessment. United States of America. Wiley
Learning Outcomes
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Program Outcomes
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