The student will be able to:

1. Examine the relationship between Instructional Systems Design (ISD) models and effective classroom instruction
2. Identify the instructional methods and strategies used to create effective learning environments with technology-based instruction
3. Understand how ISD models are used to create instructional delivery and content that is differentiated for a wide range of learners
4. Compare instructor-centered learning methods to student-centered learning methods
5. Examine instructional systems design within non-traditional and emerging instructional methods
6. Understand the role of technology in supporting student learning in the classroom
7. Apply models of ISD to analyze an instructional problem in order to create a more effective learning environment
8. Utilize models of ISD to design an instructional plan that will effectively meet the needs of a diverse range of learners
9. Develop the instructional plan to include a component that is project-based, inquiry-based, or problem-based
10. Manage the instructional plan that will work with a blended or personalized learning environment
11. Design and develop a technology plan that includes the effective use and management of technology in a classroom setting

1. ISD models and effective classroom instruction
   1. Merril's First Principles of Instruction
   2. Dick and Carey Model
   3. Gagne's Nine Events of Instruction
   4. Bloom's Taxonomy
   5. Webb's Depth of Knowledge
2. Effective learning environments
   1. Application of learning models
   2. Instructional strategies
   3. Problem-solving and application of learning
   4. Authentic assessment
3. Differentiated instruction and content
   1. Content
   2. Process
   3. Product
   4. Diverse learning needs and styles
   5. Multilingual learners
4. Instructor-centered and student-centered learning methods
   1. Traditional instructional approaches
   2. Non-traditional, student-centered approaches
   3. Instructor's role in both approaches
   4. Students' roles in both approaches
5. Non-traditional and emerging instructional methods
   1. Project-based learning
   2. Inquiry-based learning
   3. Problem-based learning
   4. Blended learning models
6. Role of technology
   1. Instructional shifts using technology
   2. Differentiating with technology for accessibility and equity
   3. Personalized learning
7. Analyze an instructional problem
   1. Instructional problem related to learning environment
   2. Application of ISD models to understand and define problem
8. Design an instructional plan
   1. Synthesize ISD models to plan instruction
   2. Outcomes and objectives
   3. Instructional sequence
   4. Application of learning
   5. Assessment
9. Develop the instructional plan
   1. Application of learning
   2. Opportunities for complex problem-solving
10. Develop an alternate instructional plan
    1. Apply technology to blend learning
    2. Design plan within hybrid, blended, or personalized learning environment
11. Manage a technology plan
    1. Effective use of web-based technology
    2. Effective use of equipment
    3. Cost, technology constraints, technical considerations
    4. Effective management at classroom, school, organizational levels

Not applicable.

Designing, developing, and managing an instructional plan and product or project
Presenting the product or project to peers, capturing feedback with an emphasis on inclusivity and accessibility, and using it to revise the product or project
Making constructive contributions to class discussions and peer review feedback

The student will engage with course concepts through multimodal instructional materials offered in accessible formats, supplying multiple means of representation
The student will observe instructor-guided demonstrations and then apply skills using a modality of their choice (e.g., digital, visual, or written), providing multiple means of action and expression
The student will co-construct knowledge by participating in synchronous or asynchronous discussions, peer feedback, and collaborative activities that honor diverse cultural and linguistic assets, ensuring multiple means of engagement

Hughes, Joan E., and Margaret D. Roblyer. Integrating Educational Technology into Teaching: Transforming Learning Across Disciplines, 9th ed.. 2022.

When course is taught online, additional information, notes, handouts, syllabus, assignments, tests, and other relevant course material will be delivered via the course learning management system.

1. Reading assignments include analysis of texts, selected examples, and student projects.
2. Writing assignments include a major course project and multiple developmental projects, online discussion response, and critical analysis of peers' educational projects.
3. 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.