ISLT 9471 - instruction systems design
Course Description: Designing learning experiences for professionals is very different from lesson planning for K-12 students. Learn to analyze professional development needs, select appropriate instructional strategies, translate those strategies into products, and evaluate the quality of your work. The ISD approach produces quality training programs, whether you work for a multi-national corporation or a local school district.
Reflection: This course demonstrated the development of a training program from start to finish and made me realize the importance of all the planning involved to provide a quality educational program. During the first week or so of this course, I was extremely overwhelmed with the number of projects, especially group projects, that were required in this course. I was also disappointed that the focus of the course was on developing quality sound instruction for adult learners. After all, I am a high school digital media teacher with a curriculum that had been developed based on backward design. But as the semester progressed, I found myself intrigued with all the steps (or skillsets) that should go into the planning and implementation of training for adults. This is something I am considering pursuing in the future, the development of online curricula.
Throughout the semester I had learned a lot, however, I didn't anticipate that a lot of the material would ever be relevant. The final project tied all the skillsets learned in the course together; four other classmates and I chose to develop a training program for ePortfolios, seeing as most of us were also taking ISLT 7378 Electronic Portfolio Development. Our final project included all the skillsets we had previously learned as stand-alone assignments: creating needs assessments, performing learner and contextual analyses and topic and procedural analyses, writing instructional objectives, determining the types of learning, instruction and materials needed, and then creating and implementing both formative and summative evaluations.
Reflection: This course demonstrated the development of a training program from start to finish and made me realize the importance of all the planning involved to provide a quality educational program. During the first week or so of this course, I was extremely overwhelmed with the number of projects, especially group projects, that were required in this course. I was also disappointed that the focus of the course was on developing quality sound instruction for adult learners. After all, I am a high school digital media teacher with a curriculum that had been developed based on backward design. But as the semester progressed, I found myself intrigued with all the steps (or skillsets) that should go into the planning and implementation of training for adults. This is something I am considering pursuing in the future, the development of online curricula.
Throughout the semester I had learned a lot, however, I didn't anticipate that a lot of the material would ever be relevant. The final project tied all the skillsets learned in the course together; four other classmates and I chose to develop a training program for ePortfolios, seeing as most of us were also taking ISLT 7378 Electronic Portfolio Development. Our final project included all the skillsets we had previously learned as stand-alone assignments: creating needs assessments, performing learner and contextual analyses and topic and procedural analyses, writing instructional objectives, determining the types of learning, instruction and materials needed, and then creating and implementing both formative and summative evaluations.
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*All items found in YELLOW are links. Please feel free to click on them for an enriched ePortfolio experience.
*All items found in YELLOW are links. Please feel free to click on them for an enriched ePortfolio experience.