LINC 75A: INTRODUCTION TO TECHNOLOGY-ENHANCED INSTRUCTION
Foothill College Course Outline of Record
Heading | Value |
---|---|
Effective Term: | Summer 2025 |
Units: | 3 |
Hours: | 3 lecture per week (36 total per quarter) |
Advisory: | Basic skills using standard computer systems and internet-based technologies. |
Degree & Credit Status: | Degree-Applicable Credit Course |
Foothill GE: | Non-GE |
Transferable: | CSU |
Grade Type: | Letter Grade (Request for Pass/No Pass) |
Repeatability: | Not Repeatable |
Student Learning Outcomes
- Describe the principles and process of systematic instructional design in business and education settings (foundations)
- Write an instructional design plan for a unit of instruction
- Describe similarities and differences of three major theories of learning.
Description
Course Objectives
The student will be able to:
- Develop a foundational understanding of technology-enhanced learning models
- Design inclusive digital learning experiences
- Implement digital tools to enhance learner engagement and interaction
- Engage in standards-based reflective practices around instructional design
- Practice and promote ethical technological use in educational environments
- Evaluate the impact of technology on learning outcomes
Course Content
- Technology-enhanced learning models
- Online learning models
- Blended learning models
- Hybrid learning models
- Inclusive digital learning experiences
- Accessibility and inclusivity practices
- Universal Design for Learning (UDL)
- Culturally responsive teaching in digital environments
- Digital tools for learner engagement and interaction
- Collaborative technologies
- Engagement techniques
- Open educational resources
- Emerging technologies
- Ethical technological use in educational environments
- Digital citizenship
- Citations and and attributions
- Emerging technologies and ethical considerations
- Best practices for instructional technologies
- Alignment with learning outcomes
- Discussion facilitation and feedback loops
- Questioning and reflection
- Cooperative learning and collaboration
- Standards-based reflective practices
- NSQ Standards Framework
- Reflective practice techniques
- Portfolio-based assessments
Lab Content
Not applicable.
Special Facilities and/or Equipment
2. When taught online, students must have current email accounts and/or ongoing access to computers with email and web browsing capability
Method(s) of Evaluation
Designing and developing a reflective practice portfolio
Presenting portfolio artifacts to peers, gathering feedback, and making revisions
Making constructive contributions to class discussions and peer review feedback
Method(s) of Instruction
Lecture presentations delivered in a student-centered learning style, during which students take notes, follow demonstrations, or complete an activity
Facilitated discussions of live presentations, readings, or video presentations
Presenting and communicating ideas in small group and whole-class discussions
Representative Text(s) and Other Materials
Instructor-assigned notes, materials, and resources, including instructional materials, open education resources, multimedia, and websites.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
- Reading assignments include analysis of texts, selected examples, and student projects.
- Writing assignments include a major course project and multiple developmental projects, online discussion response, and critical analysis of peer's educational projects.
- Outside assignments include conducting project development, writing the instructional plan, reading, and developing the project through an iterative process.
When taught online these methods may take the form of video, audio, animation, and webpage presentations. Writing assignments are completed online.