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Course Syllabus

IP&T 692R

Foundations of Instructional Technology

IP&T 692R Section 001

M 12-2 pm & W 1-2 pm, MCKB room 150-B

Course Instructor: Charles R. Graham charles_graham@byu.edu

Syllabus at:

McKay School of Education

Brigham Young University

Fall 2005

IP&T 692R Syllabus

Foundations of Instructional Technology

Course Description

The purpose of this course is to give you a basic introduction to the field of instructional technology. You should come away from the course with a basic understanding of the vocabulary and issues related to:

• Theories of learning

• Instructional Technology

• Human Performance Technology

• the Learning Sciences

• Career options in the field

• Ethical dilemmas faced by designers

Course Prerequisites

This is an introductory survey course that is designed to introduce new IP&T students to the foundational ideas within Instructional Technology. There are no prerequisites for the course.

Instructor

Instructor: Charles R. Graham

Email: charles_graham@byu.edu

Office: 150-F MCKB

Phone: 422-4110

Office Hours: Mon 2-3 pm, Wed 3-4 pm, or by appointment

Course Policies

Honor Code Standards

In keeping with the BYU Honor Code, students are expected to be honest in all of their academic work.  Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another.  Violations may result in a failing grade in the course and additional disciplinary action by the university. 

Students are also expected to adhere to the Dress and Grooming Standards.  Observing these standards demonstrates respect for yourself and others and ensures an effective learning and working environment.  It is the university’s expectation, and my own expectation in class, that each student will abide by all Honor Code standards.  Please call the Honor Code Office at 422-2847 if you have questions about those standards.

Preventing Sexual Discrimination or Harassment

Sexual discrimination or harassment (including student-to-student harassment) is prohibited both by the law and by Brigham Young University policy.  If you feel you are being subjected to sexual discrimination or harassment, please bring your concerns to the professor.  Alternatively, you may lodge a complaint with the Equal Employment Office (D-240C ASB) or with the Honor Code Office (4440).

Students with Disabilities

If you have a disability that may affect your performance in this course, you should get in touch with the office of Services for Students with Disabilities (1520 WSC).  This office can evaluate your disability and assist the professor in arranging for reasonable accommodations.

Diversity

The David O. McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and with diverse linguistic and cultural backgrounds.

Late Work

Due dates for assignments are listed on the calendar. A 10% late penalty will be assessed for work submitted after the assignment deadline unless prior permission has been received. Work that is submitted over a week late will receive an additional 10% penalty.

Backing up work

It is your responsibility to back up all of the work you do in class. This means that you should save a copy of all your work in at least two locations until you receive your final course grade. Any of the following storage options you can be effective for you:

• USB Flash Memory Drive (required)

• BYU online webpub space (instructions @ )

• LiveText

• A Zip Disk

• The hard drive of your computer at home

• Email attachments

Communication

The instructor will frequently use email and other electronic to communicate with the class. We expect that you will regularly check the electronic communication lines established by the instructor (whether it be email, blogs, blackboard announcements, etc.).

The email address we will use to contact you will be the address listed for you in Route Y under the personal information link. If you prefer to receive email at another address, you must update your personal information with the preferred address.

Required Materials

Text: There is no text book for this course. You will be assigned a series of current articles to read. Many of these articles are on reserve through the BYU electronic course reserve. The articles that are in the electronic reserve are marked with [ereserve] at the end of the reference. If the articles have a [paper] at the end of the reference then you will receive a paper copy. Other articles have a URL at the end of the reference where you can find the full text of the article online.

e-reserve URL:

e-reserve passwd: gra692

Reading Quizzes

Keeping up on the readings will be very important in this course. Each week there will be a reading quiz due on Monday before class starts. The quiz will be available through the course Blackboard site. This quiz will assess your understanding of the readings.

Participation

It is important that every class member participate actively in class discussions. You will learn through trying to formulate and share your ideas with others in the class. At the end of the semester you will be asked to complete a self-evaluation on your participation. Participation points for the class will be assigned based on this self-evaluation and the instructor’s evaluation of your participation.

Course Assignments & Grading

Below are the assignments for the course. Details regarding the assignments can be found in the Unit pages of the syllabus. All assignments are due before class starts on the due date.

|Due |Assignment |Points |

|Sep 26 |UNIT 1: Personal Theory of Learning: How do people learn? |100 |

|Oct 17 |UNIT 2: Letter Home |100 |

|Oct 19 – Nov 2 |UNIT 3: Issue Discussion Facilitation |100 |

|Nov 7 |UNIT 4: Career Research Report |100 |

|Nov 14 |UNIT 4: Professional Journal Report |100 |

|Nov 21 |UNIT 5: Ethical Dilemma |100 |

|All sem |Reading Quizzes |150 |

|All sem |Class Participation |100 |

|Dec 15 |Final Exam |250 |

|Total |1000 |

Final grades will be calculated based on the following percentages.

|A |A- |B+ |B |

|1 |M Aug 29 |Readings: |Introduction/tools/technology/reading |

| |W Aug 31 |+(Driscoll, 2000a); | |

| | |-(Burton et al., 1996); |UNIT 1: Behaviorism |

|2 |M Labor Day |Readings: |UNIT 1: Cognitivism |

| |W Sep 7 |+(Driscoll, 2000b); | |

| | |+(Ertmer & Newby, 1993); | |

| | |-(Bonner, 1998); | |

|3 |M Sep 12 |Readings: |UNIT 1: Constructivism & Situated Cognition |

| |W Sep 14 |+(Driscoll, 2000c); | |

| | |+(Bransford, Brown, & Cocking, 1999) – read ch 1 and | |

| | |one chapter of your choice in Part II | |

| | |-(Duffy & Cunningham, 1996); | |

| | |-(Hannafin & Rieber, 1989a); | |

| | |-(Hannafin & Rieber, 1989b); | |

|4 |M Sep 19 |Readings: |UNIT 1: Instructional Theory, Instruction and Technology |

| |W Sep 21 |+(Reigeluth, 1999) | |

| | |+(Gibbons, 2003); | |

|5 |M Sep 26 |Due Mon 10am: Personal Theory of Learning: How do |UNIT 2: Instructional Technology |

| |W Sep 28 |people learn? | |

| | | | |

| | |Readings: | |

| | |+(Seels & Richey, 1994) | |

| | |*(Saettler, 1990); | |

| | |*(Reiser, 1987); | |

| | |*(Gentry, 1995) | |

|6 |M Oct 3 |Readings: |UNIT 2: Performance Technology |

| |W Oct 5 |+(Wile, 1996) | |

| | |*(Rosenberg et al., 1992); | |

| | |*(Rosenberg, 1996); | |

| | |*(Stolovitch, 1992); | |

|7 |M Oct 10 |Readings: |UNIT 2: Learning Sciences |

| |W Oct 12 |+(Carr-Chellman & Hoadley, 2004a); | |

| | |+(Carr-Chellman & Hoadley, 2004b); | |

| | |+(Kolodner, 2004); | |

| | |+(Spector, 2004) | |

| | |-(Edelson, 2004); | |

| | |-(Hoadley, 2004); | |

| | |-(Smith, 2004); | |

| | |-(Barab, 2004); | |

|8 |M Oct 17 |Due Mon 10am: Letter Home |UNIT 3: IT Issues |

| |W Oct 19 |Due: Discussion Facilitation (Issue 2 students) | |

| | | | |

| | |Readings: Issue 1 | |

|8 (cont) | |+(Clark, 1983) | |

| | |+(Kozma, 1991) | |

| | |-(Kozma, 1994) | |

| | |-(Clark, 1994a) | |

| | |-(Clark, 1994b) | |

| | | | |

| | |Readings: Issue 2 | |

| | |+(Gordon & Zemke, 2000) | |

| | |+(Zemke & Rossett, 2002) | |

|9 |M Oct 24 |Due: Discussion Facilitation (Issue 3&4 students) |UNIT 3: PT Issues |

| |W Oct 26 | | |

| | |Readings: Issue 3 | |

| | |+(Rossett, 1996) | |

| | | | |

| | |Readings: Issue 4 | |

| | |+(Schwen, et al., 1998) | |

| | |-(Serban & Luan, 2002) | |

|10 |M Oct 31 |Due: Discussion Facilitation (Issue 5&6 students) |UNIT 3: LS Issues |

| |W Nov 2 | | |

| | |Readings: Issue 5 | |

| | |+(Roschelle et al., 2000) | |

| | | | |

| | |Readings: Issue 6 | |

| | |*(Collins, 1992) | |

| | |*(Brown, 1992) | |

|11 |M Nov 7 |Due Wed: Career Research Report |UNIT 4: Professional Community & Career Options |

| |W Nov 9 | | |

| | |Readings: | |

| | |-(Stolovitch et al, 1995) | |

|12 |M Nov 14 |Due Wed: Professional Journal Report |UNIT 4: Professional Community & Career Options |

| |W Nov 16 | | |

|13 |M Nov 21 |Readings: |UNIT 5: Moral Dimensions & Ethical Standards |

| |W Holiday |+(Osguthorpe et al., 2003) | |

|14 |M Nov 28 |Due Mon: Ethical Dilemma |UNIT 5: Moral Dimensions & Ethical Standards |

| |W Nov 30 | |UNIT 6: Future Directions |

| | |Readings: | |

| | |+(Molenda & Bichelmeyer, in press) | |

|15 |M Dec 5 | |UNIT 6: Future Directions |

| |W Dec 7 | | |

|Final |Thu Dec 15 | | |

| |11am-2pm | | |

Unit 1

Introduction to the psychological foundations of learning

Purpose: This unit will introduce you to three major philosophies of learning: behaviorism, cognitive information processing, and constructivism. By the end of the unit you should be able to do the following:

• Compare and contrast behaviorism, cognitivism, and constructivism.

• Distinguish between instructional theories and learning theories.

• Articulate your own beliefs about how people learn.

Readings: (See the course calendar for the unit reading schedule.)

Bonner, J. (1998). Implications of cognitive theory for instructional design. Educational Communication and Technology Journal, 36(1), 4-14. [ereserve]

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: brain, mind, experience, and school. Washington, D.C.: National Academy Press. []

Burton, J., Moore, D., & Magliaro, S. (1996). Behaviorism and Instructional Technology. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 46-73). NY: Macmillan. [ereserve]

Ertmer, P., & Newby, T. (1993). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. [ereserve]

Driscoll, M. (2000a). Radical behaviorism, Psychology of learning for instruction (2nd ed., pp. 31-70). Boston: Allyn & Bacon. [paper]

Driscoll, M. (2000b). Cognitive information processing, Psychology of learning for instruction (2nd ed., pp. 73-112). Boston: Allyn & Bacon. [paper]

Driscoll, M. (2000c). Constructivism, Psychology of learning for instruction (2nd ed., pp. 373-396). Boston: Allyn & Bacon. [paper]

Duffy, T., & Cunningham, D. (1996). Constructivism: Implications for the Design and Delivery of Instruction. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 170-198). NY: Macmillan. [ereserve]

Hannafin, M., & Rieber, L. P. (1989a). Psychological foundations of instructional design for emerging computer-based instructional technologies: Part I. Educational Technology Research & Development, 37(2), 91-101. [ereserve]

Hannafin, M., & Rieber, L. P. (1989b). Psychological foundations of instructional design for emerging computer-based instructional technologies: Part II. Educational Technology Research & Development, 37(2), 102-114. [ereserve]

Reigeluth, C. M. (1999). What is instructional-design theory and how is it changning? In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5-29). Hillsdale, NJ: Lawrence Erlbaum. [paper]

Assignment: Personal Theory of Learning: How do people learn?

You will articulate your theory of learning by making explicit what you believe about how people learn in a 3-5 page essay. Below are some questions to consider while writing your essay. Evaluation criteria will be handed out in class.

|1. How does learning occur? |Are there any contradictions in the theory as expressed? |

| | |

| |Are there any major gaps or obvious issues that have been left |

| |out? |

| | |

| |What claims about learning are made? |

| |Are claims backed up with evidence (experience, logic etc.)? |

| | |

| |Is the authors personal belief system coming through clearly? |

|2. Which factors influence learning? | |

|3. What is the role of memory? | |

|4. How does transfer occur? | |

|5. What kinds of learning are best explained by the theory? | |

|6. What basic assumptions/ of the theory are relevant to | |

|instructional design? | |

|7. How should instruction be structured to facilitate learning? | |

Unit 2

Introduction to Instructional Technology (IT), Performance Technology (PT), and Learning Sciences (LS)

Purpose: This unit will introduce you to three major strands or emphases related to our field. By the end of the unit you should be able to do the following:

• Compare and contrast Instructional Technology, Performance Technology, and Learning Sciences.

• Clearly articulate what the term technology means in IP&T.

• Articulate in layman’s terms what Instructional Psychology and Technology is.

Readings: (See the course calendar for the unit reading schedule.)

IT Intro & Historical:

Gentry, C. G. (1995). Educational technology: A question of meaning. In G. J. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed., pp. 1-10). Englewood, CO: Libraries Unlimited. [ereserve]

Gibbons, A. S. (2003). The practice of instructional technology: Science and technology. Educational technology, 43(5), 11-16. [paper]

Saettler, P. (1990). The meaning of educational technology, The evolution of american educational technology (pp. 3-20). Englewood, CO: Libraries Unlimited. [ereserve]

Seels, B. B., & Richey, R. C. (1994). The 1994 definition of the field, Instructional technology: The definition and domains of the field (pp. 1-22). Washington, DC: Association for Educational Communications and Technology. [ereserve]

Reiser, R. A. (1987). Instructional technology: A history. In R. M. Gagne (Ed.), Instructional technology foundations (pp. 11-48). Hilsdale, NJ: Lawrence Erlbaum Associates. [ereserve]

PT Intro & Historical:

Stolovitch, H. D., & Keeps, E. J. (1992). What is human performance technology? In H. D. Stolovitch & E. J. Keeps (Eds.), Handbook of human performance technology (pp. 3-13). San Fransisco, CA: Jossey-BAss/Pfeiffer. [ereserve]

Rosenberg, M. J., Coscarelli, W. C., & Hutchinson, C. S. (1992). The origins and evolution of the field. In H. D. Stolovitch & E. J. Keeps (Eds.), Handbook of human performance technology (pp. 14-31). San Fransisco, CA: Jossey-Bass/Pfeiffer. [ereserve]

Rosenberg, M. J. (1996). Human performance technology. In R. Craig (Ed.), The ASTD Training and Development Handbook (pp. 370-393). New York: McGraw Hill. [ereserve]

Wile, D. (1996). Why doers do. Performance and instruction, 35(1), 30-35. [ereserve]

LS Intro & Historical:

Barab, S. A. (2004). Using design to advance learning theory, or using learning theory to advance design. Educational technology, 44(3), 16-19. [paper]

Carr-Chellman, A., A., & Hoadley, C. M. (2004a). Introduction to special issue: Learning sciences and instructional systems: Begining the dialogue. Educational technology, 44(3), 5-6. [paper]

Carr-Chellman, A., A., & Hoadley, C. M. (2004b). Conclusion: Looking back and looking forward. Educational technology, 44(3), 57-59. [paper]

Edelson, D. C. (2004). The parallel universes of the learning sciences and instructional design: A historical perspective. Educational technology, 44(3), 27-29. [paper]

Hoadley, C. M. (2004). Learning and design: Why the learning sciences and instructional systems need each other. Educational technology, 44(3), 6-12. [paper]

Kolodner, J. L. (2004). The learning sciences: Past, present, future. Educational technology, 44(3), 34-39. [paper]

Smith, B. (2004). Instructional systems and learning sciences. Educational technology, 44(3), 20-25. [paper]

Spector, J. M. (2004). Instructional technology and the learning sciences: Multiple communities and political realities. Educational technology, 44(3), 47-49. [paper]

**the entire special issue of Educational technology 44(3) would be worth reading for perspectives of people in instructional systems such as Reigeluth, Merrill, etc. on the learning sciences. [paper]

Assignment: Letter Home

Option A (“letter to Mom”)

Form. Compose a brief essay explaining your conception of the field of instructional technology (or educational technology or performance technology or learning sciences). It will take the form of a letter written to a parent, other relative, friend, or colleague. This means that the emphasis is on a simple, clear, interesting, non-technical explanation, using vocabulary that is comfortable for your reader ... yet it must reflect a sophisticated definition of the field.

Length. No more than four double-spaced typed pages. Don't be afraid to make it shorter if you can tell your story more succinctly.

Content. Assume that your mother (or father, other relative, or friend) has just written to you asking, “What is this subject, IP&T, that you have begun to study?” This is your answer. It is assumed that your answer will be your own synthesis of what you have encountered in class, not just a straight repetition of a single perspective.

Option B (“memo to Boss”)

Form. Same as Option A except that your audience is a manager in a corporation or other organization. You will use business language rather than everyday language. Do not use academic formatting, such as a bibliography. If you need to refer to published works, give a brief reference in parentheses or a footnote.

Length. Same as Option A.

Content. Your objective is to explain IT (or PT or LS) in a way that makes sense (business sense!) to someone concerned with the effective operation of a business or other organization. It is assumed that your statement will be your own synthesis of what you have encountered in class, not just a straight repetition of a single perspective.

Evaluation criteria will be handed out in class.

Unit 3

Issues, Trends, and People in IT, PT, and LS

Purpose: During this unit you will become familiar with major issues, trends, and important people in each of the three strands you were introduced to in Unit 2. By the end of the unit you should be able to do the following:

• Identify prominent people and issues in in Instructional Technology, Performance Technology, and the Learning Sciences.

• Discuss intelligently issues of importance in Instructional Technology, Performance Technology, and the Learning Sciences.

• Formulate and support your own position on controversial issues in Instructional Technology, Performance Technology, and the Learning Sciences.

Readings:

(IT ISSUE) Media-Method Debates

Clark, R. E. (1983). Reconsidering Research on Learning from Media. Review of Educational Research, 53(4), 445-459. [ereserve]

Clark, R. E. (1986). Absolutes and angst in educational technology research: A reply to Don Cunningham. Educational communication and technology journal, 34(1), 8-10. [ereserve]

Clark, R. E. (1994). Media will Never Influence Learning. Educational Technology Research & Development, 42(2), 21-29. [ereserve]

Clark, R. E. (1994). Media and Method. Educational Technology Research & Development, 42(3), 7-10. [ereserve]

Cunningham, D. J. (1986). Good guys and bad guys. Educational communication and technology journal, 34(1), 3-7. [ereserve]

Kozma, R. (1991). Learning with media. Review of Educational Research, 61(2), 179-211. [ereserve]

Kozma, R. (1994). Will Media Influence Learning? Reframing the Debate. Educational Technology Research & Development, 42(2), 21-29. [ereserve]

(IT ISSUE) Attack on ISD

Gordan, J., & Zemke, R. (2000). The attack on ISD. Training, 37(4), 42-53. [ereserve]

Zemke, R., & Rossett, A. (2002). A hard look at ISD. Training, 39(2), 27-35. [ereserve]

**The entire special issue. (2002). Performance Improvement, 41(7). [paper]

(PT ISSUE) Job Aids and Electronic Performance Support Systems

Rossett, A. (1996). Job aids and electronic performance support systems. In R. L. Craig (Ed.), The ASTD training and development handbook: A guide to human resource development (pp. 555-578). New York: McGraw-Hill. [ereserve]

(PT ISSUE) Knowledge Management Systems

Schwen, T. M., Kalman, H. K., Hara, N., & Kisling, E. L. (1998). Potential Knowledge Management Contributions to Human Performance Technology Research and Practice. Educational Technology Research and Development, 46(4), 73-87. [paper]

Serban, A. M., & Luan, J. (2002). Overview of knowledge management. New directions for institutional research(113), 5-16. [full text in EBSCO]

(LS ISSUE) Collaborative Learning & Technology in K-12

Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. Children and computer technology, 10(2), 76-101. [online at ]

(LS ISSUE) Design Experiments

Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in createing complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178. [paper]

Collins, A. (1992). Towards a design science of education. In E. Scanlon & T. O'Shea (Eds.), New directions in educational technology. Berlin: Springer-Verlag. [paper]

Assignment: Issue Discussion Facilitator

You will be assigned to facilitate a face-to-face or asynchronous online discussion for one of the following issues:

• Issue 1: Media-Method debate (to be moderated by the instructor)

• Issue 2: Attack on ISD

• Issue 3: Job Aids and Performance Support Systems

• Issue 4: Knowledge Management Systems

• Issue 5: Collaborative Learning & Technology in K12 environments

• Issue 6: Design Experiments

It will be your responsibility to research the topic ahead of time and (1) lead the discussion with thoughtful questions, (2) encourage participation by all in the discussion, and (3) wrap-up and provide closure to the discussion.

Evaluation criteria will be handed out in class.

Unit 4

Exploring Career and Professional Development

Purpose: During this unit you will become familiar with possible careers in each of the three strands you were introduced to in Unit 2. You will learn about skill sets needed, job requirements, and salaries. You will also learn about professional communities of practice and their conferences and publication outlets. By the end of the unit you should be able to do the following:

• Identify and discuss knowledgably several career options for IP&T students.

• Identify the professional communities of practice that are most in line with your career interests.

• Identify journals and professional conferences that may be of interest to you.

Readings:

Stolovitch, H. D., E. J. Keeps, et al. (1995). "Skill sets for the human performance technologist." Performance improvement quarterly 8(2): 40-67. [paper]

Assignment: Professional Journals Report

For this assignment you need to choose one professional journal related to the field (it can be a research journal or a trade magazine). You will skim through the last year’s worth of issues (reading at least the abstracts carefully if you have chosen a research journal). You will make a presentation to the class on the journal highlighting themes and issues addressed in the journal over the last year. You will also present in a little more detail at least one article in the journal that was of particular interest to you. You should plan for your presentation to be approximately 10 minutes.

Below are some possible issues to address in your presentation (this is not an exhaustive list):

• Audience for the journal

• Basic information about how to access the journal (online, paper, do we have it in our library?, online full text?, readership information, cost, number of issues a year, etc.)

• Is the journal associated with a professional organization?

• 5-8 top (most common) themes addressed in the articles

• issues that repeatedly come up in the articles

• people that show up over and over in the journal articles or references

• research methods are generally being used in the articles

Evaluation criteria will be handed out in class.

Assignment: Career Research and Presentation

You will research one career related to IP&T that you are interested in. Your research will include contacting one or more individuals who are in the career (these may not by BYU IP&T faculty members) and interviewing them and/or shadowing them during part of their work day to get a sense for their schedule and the kind of work they do.

Your presentation should be approximately 10 minutes and should present as complete a picture as possible of the career you have chosen to report on (only one required). It will include information you have gathered from online research as well as information gathered from your interview and/or shadowing of a working professional.

Below are some possible questions to address in your presentation (this is not an exhaustive list):

• What the career is that you have selected.

• What are the competencies required for the job? (how did you go about determining that these were the competencies?)

• What kinds of positions are available for this career in the geographic location where you would like to live? (specific organizations)

• What do people in this career spend their time doing? What kinds of tasks?

• What is a working day like?

• What do they get compensated for (i.e., how do they know they have been successful in their jobs)?

• What salary range do they have?

• What kind of career advancement opportunities are there?

• What kinds of professional development or on-the-job training do people in the career engage in?

• Are there any magazines, journals, professional associations or communities of practice that people in the career use for professional development and continued learning? (tell about them)

• Etc.

Evaluation criteria will be handed out in class.

Unit 5

Moral Dimensions and Ethical Issues in the Profession

Purpose: During this unit you will learn about the moral dimensions of instructional design. You will also learn about professional codes of ethics for several organizations within the field. By the end of the unit you should be able to do the following:

• Discuss the difference between the moral dimensions of design and codes of ethics.

• Locate and discuss codes of ethics for two major professional organizations

• Explain your level of commitment to being a practitioner of integrity.

Readings:

Osguthorpe, R. T., Osguthorpe, R. D., Jacobs, W. J., & Davies, R. (2003). The moral dimensions of instructional design. Educational technology, 43(2), 19-23. [paper

Assignment: Ethical Dilemma Instructional Activity

In this assignment you will be responsible for developing and teaching an instructional activity that highlights an ethical dilemma that someone in the profession will likely face. You will be given a couple of topics/principles from the AECT or ISPI codes of professional ethics to work with so that there is not overlap in the teaching. Guidelines for the activity are below:

• The instructional activity must address at least one principle from the codes of professional ethics of either ISPI or AECT (I would advise to stick to 1 only principle given the time constraints).

• The instructional activity should take no more than 10-15 minutes.

• The instructional activity should engage students in understanding and grappling with the dilemma. (you need to make it contextually relevant)

• You must create relevant instructional materials to use with your instructional activity

• You must include a mini-assessment in your instruction to see how well students are understanding what you are teaching.

Evaluation criteria will be handed out in class.

Unit 6

Future Directions

Purpose: In this unit we will explore future directions for the field. We will discuss current trends and what they may lead to in the future. By the end of this unit you should be able to do the following:

• Discuss what you think are the most important trends that will have an effect on your future career.

• Identify several cutting edge ideas that will likely have an important impact on the future of our field.

Readings:

Molenda, M., & Bichelmeyer, B. (in press). Issues and trends in instructional technology: Slow growth as economy recovers. In M. A. Fitzgerald & M. Orey & R. M. Branch (Eds.), Educational media and technology yearbook 2005. Englewood, CO: Libraries Unlimited. [online at ]

Assignment: no assignment

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