Academic Catalog

LINC 92: SEMINAR IN INSTRUCTIONAL DESIGN & TECHNOLOGY

Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Effective Term: Summer 2021
Units: 3
Hours: 3 lecture per week (36 total per quarter)
Prerequisite: Completion of LINC 75A and (LINC 75B or 75C) and LINC 91A and (LINC 91B or 91C).
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

  • Assess the effectiveness of the instructional solution using Kirkpatrick's Four Levels of Evaluation
  • Write a paper describing the competencies required of an effective instructional technologist and reflect on their current developmental stage in regards to these competencies
  • Plan and implement an instructional design project in a classroom or training environment.

Description

This seminar course is for teachers, educators, and trainers who have completed the prerequisite coursework in the Instructional Design and Technology program sequence. Students demonstrate ability to apply knowledge, skills, and dispositions acquired through program coursework to the design, development, evaluation, and implementation of technology-based instructional and training projects in a "real-world" scenario. The seminar experience provides students the opportunity to act as consultants in a real, client-based case study to apply theories, concepts, and principles of instructional technology to solve an instructional or a training problem in authentic education or business settings.

Course Objectives

Students will be able to:
A. Design and develop an instructional design solution for a real-world scenario
B. Apply knowledge and skills of instructional design and technology to a real-world context
C. Collaborate in consulting context to develop solution paths
D. Present the solution to the client
E. Maintain an online journal of the simulated learning experience
F. Assess the effectiveness of the instructional solution using Kirkpatrick's Four Levels of Evaluation

Course Content

A. Instructional design solution development
1. Understanding client-consultant relationships
2. Client interview
3. Needs assessment
B. Define the instructional problem in real-world context
1. Identify instructional problem
2. Write instructional analysis plan (including analysis, design, implementation, evaluation)
3. Develop instructional tools and resources
4. Implement solution path, process or project
5. Evaluate outcomes and revise project
C. Consulting teams process
1. Forming
2. Storming
3. Norming
4. Performing
5. Communication and collaboration strategies
D. Client presentation
1. Description of instructional problem and client need
2. Description of instructional solution
3. Summary of process to create the project solution
4. Self-assessment and reflection on learning
E. Consultant journal
1. Weekly entries
2. Collaborative dialogue between consulting teams and client
F. Project Evaluation (Kirkpatrick's Levels)
1. Evaluation of project by client (Level 1)
2. Evaluate knowledge and skills gained, and shifts in attitude (Level 2)
3. Evaluate changes in behavior (Level 3)
4. Evaluate overall results of solution program, project (Level 4)

Lab Content

Not applicable.

Special Facilities and/or Equipment

A. When offered on/off campus: Lecture room equipped with computer projector system, whiteboard, and internet connectivity. Computer laboratories with internet connectivity and computers or internet enabled devices running standard operating systems (e.g., iOS, MacOS, Windows, Android, Linux)
B. 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 real-world, authentic product or project for a case-study client
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
Evaluation of solution by peers, instructor, and case-study client

Method(s) of Instruction

Writing notes, listening, and participating in lecture presentation
Observing an instructor-led demonstration and/or actively practicing the demonstrated skills
Presenting and communicating their ideas in discussion and/or participating in peer reviews

Representative Text(s) and Other Materials

Ertmer, Peggy A., James Quinn, and Krista D. Glazewski. The ID CaseBook: Case Studies in Instructional Design, 5th ed.. 2019.

Larson, Miriam B., and Barbara B. Lockee. Streamlined ID: A Practical Guide to Instructional Design, 2nd ed.. 2019.

Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Writing assignments include a major course project and multiple developmental projects, online discussion response, and critical analysis of peer's educational projects.
B. Outside assignments include conducting project development, writing the instructional plan, reading, and developing the project through an iterative process.
C. 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