IDT 5000: Instructional Design
TNU Course Description:
This course is an introduction to the instructional design process with a focus on developing instructional goals, objectives and assessment outcomes. Learners will investigate the various elements that should be considered in the design process such as: needs assessment, common instructional problems, learner characteristics, task analysis, content sequencing, instructional strategies, instructional delivery, evaluation instruments, instructional resources (media selection), formative evaluation, and summative evaluation.
Instructor: Dr. Tasha M. Brown
Reflection:
In this introductory course we discovered the systematic process associated with Instructional Design. As we journeyed through the process, I was amazed at all the components that go into it. When I have taken online classes, or have been in professional training courses, I hadn't really considered the intentionality of their design, development, and delivery. The information and activities associated with this course have been eye-opening to say the least, and I have a greater appreciation for the work that goes into creating efficient and effective classes. The requirements of this course included preparing a needs assessment report with learner analysis. A problem statement for my instructional topic was included in the needs assessment report. Based on the needs assessment report, I prepared a task analysis report with measurable objectives. For each task, the content structure was identified. For each objective, the domain, appropriate level for the specified domain, content structure, and performance were identified. Since my instructional problem was in the cognitive domain, I used Bloom’s taxonomy verbs to identify the domain levels. Following the task analysis I sequenced the objectives and developed instructional strategies for two of the objectives, which included an initial presentation and generative strategy for those objectives. Based on the sequenced objectives, I developed the instructional design plan for two of the objectives using Gagne’s nine events of instruction.
Artifacts:
This course is an introduction to the instructional design process with a focus on developing instructional goals, objectives and assessment outcomes. Learners will investigate the various elements that should be considered in the design process such as: needs assessment, common instructional problems, learner characteristics, task analysis, content sequencing, instructional strategies, instructional delivery, evaluation instruments, instructional resources (media selection), formative evaluation, and summative evaluation.
Instructor: Dr. Tasha M. Brown
Reflection:
In this introductory course we discovered the systematic process associated with Instructional Design. As we journeyed through the process, I was amazed at all the components that go into it. When I have taken online classes, or have been in professional training courses, I hadn't really considered the intentionality of their design, development, and delivery. The information and activities associated with this course have been eye-opening to say the least, and I have a greater appreciation for the work that goes into creating efficient and effective classes. The requirements of this course included preparing a needs assessment report with learner analysis. A problem statement for my instructional topic was included in the needs assessment report. Based on the needs assessment report, I prepared a task analysis report with measurable objectives. For each task, the content structure was identified. For each objective, the domain, appropriate level for the specified domain, content structure, and performance were identified. Since my instructional problem was in the cognitive domain, I used Bloom’s taxonomy verbs to identify the domain levels. Following the task analysis I sequenced the objectives and developed instructional strategies for two of the objectives, which included an initial presentation and generative strategy for those objectives. Based on the sequenced objectives, I developed the instructional design plan for two of the objectives using Gagne’s nine events of instruction.
Artifacts: