Book Cover Dick Carey
ILS 575 Instructional Design Principles
Prof. Hak Joon Kim
Summer 2008

Required Text
Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction. (6th ed.). Boston : Pearson/Allyn and Bacon. ISBN: 9780205412747.

Catalog Description

An introduction to the principles of the systematic application of instructional design. Critique of current and alternative instructional design models.

Learning Goals and Outcomes

The focus of this course is the Instructional Design project. Each student designed a 45-minute instruction that teaches a procedure or a procedural skill. The procedure or skill could involve subordinate concept learning, and the task was "reasonably complex," meaning that the task involves some decision-making in order for the learner to be successful, as opposed to a rote procedure with a guaranteed outcome. Each student selected his or her own topic and content for the semester-long project. Designing with a real project provides an authentic experience and improves the learning of the instructional design process.

Highlights of the Course and Samples of Work

Instruction has been defined as a goal-directed teaching process that has been more or less pre-planned. In much the same way that an architect creates a blueprint before he builds a house, the instruction designer must first design an instructional blueprint. The design documentation is the blueprint for the instructional lesson to be created. Students were required to submit the design documentation for their project along with the actual instructional media/materials they develop.

The design documentation includes the following components:

  1. Analysis of Needs and Goals
  2. Task Analysis
  3. Analysis of Learners and Contexts
  4. Performance Objectives
  5. Performance Measurement
  6. Instructional Strategy
  7. Developing Instructional Materials
  8. Formative Evaluation

The design documentation was evaluated on the following criteria:

  1. Is the documentation a sound application of the principles taught in class and discussed in the readings?
  2. Is the description in sufficient detail so that someone else who is not a content expert could understand it and explain it?
  3. Is the element consistent with all other elements in the model?

Instructional media and materials were evaluated on the following criteria:

  1. Educational application
  2. Elements of design
  3. Technical quality

The final draft includes the design documentation and all the printed instructional materials: syllabus, pre-test and post-test, embedded test, checklist, and Instructor's Script.

Setting Up the Cheshire Public Library A/V Equipment

While viewing the slideshow, please follow along with the Instructor's Script. The slideshow was created using Google Docs, which provides an easy path to making documents available on the Web. The video in the slideshow was made using a Flip video camera. The video file was uploaded to YouTube, which converted it to Flash and made it available for embedding in the slideshow.

Slideshow: Setting Up the Cheshire Public Library A/V Equipment