Academic Catalog

LINC 82A: INTRODUCTION TO DESIGNING INSTRUCTIONAL TECHNOLOGY PROJECTS

Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Effective Term: Fall 2026
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

  • Design and develop instruction and training materials for a unit or course in a classroom or training curriculum
  • Design assessment plan for an instructional or training activity including materials used for instruction

Description

This introductory course in designing and developing instructional projects is for students, educators, and trainers interested in the planning of instructional design and technology projects. Students will acquire the knowledge and technology skills needed to lead the design, creation, and iteration of instructional materials, specifically, basic project management, applying instructional technology principles, and using rapid prototyping models to efficiently design, make, and evaluate equitable, accessible instructional projects for education or business learning contexts.

Course Objectives

The student will be able to:

  1. Design and develop instruction and training projects for a unit or course in a classroom or training curriculum
  2. Create an instructional project using a rapid prototyping method
  3. Iterate design ideas of the instructional project
  4. Manage project development
  5. Design project assessment plan

Course Content

  1. Instruction and training materials and tools
    1. Review instructional technology tools to create product
      1. Presentations
      2. Websites
      3. Video
      4. Screencast
      5. Poster
      6. Handout
      7. Information graphic
    2. Analyze application of each tool to equitable and accessible project outcomes
  2. Rapid prototype of instruction
    1. Successive Approximation Model (SAM)
    2. Preparation phase
    3. Prototyping
    4. Constructing the prototype
    5. Iterative phase
    6. Review and evaluate the outcomes
  3. Iterate design project ideas
    1. Revisit the project goal
    2. Review the learning audience
    3. Brainstorm new ideas
    4. Find new instructor activities
    5. Revise and update all learner activities
  4. Managing course projects
    1. Instructional project planning matrix
    2. Instructional products
    3. Selecting and evaluating technology for accessibility, usability, and equity
  5. Assessment plan
    1. Formative and summative
    2. Aligned with project goals
    3. Implementation strategies
    4. Getting feedback
    5. Making changes

Lab Content

Not applicable.

Special Facilities and/or Equipment

When taught via the internet: Students must have current email accounts and/or ongoing access to internet-capable computers or tablets.

Method(s) of Evaluation

Methods of Evaluation may include but are not limited to the following:

Designing and developing an instructional plan and product or project that addresses diverse learner needs and includes accessibility considerations
Presenting the product or project to peers, capturing feedback, and using it to revise the product or project
Making constructive contributions to class discussions and peer review feedback

Method(s) of Instruction

Methods of Instruction may include but are not limited to the following:

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

Representative Text(s) and Other Materials

McDonald, Jason K., and Richard E. West. Design for Learning: Principles, Processes, and Praxis. 2021.

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

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

Discipline(s)

Instructional Design/Technology