IT 820

Designing and Developing Web-Based Instruction

Department of Instructional Design & Technology

The Teachers College

Emporia State University

Emporia, KS

Credit Hours: 3

Professor:Ý ÝÝÝMarcus D. Childress, Ph.D.ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ

Office:Ý ÝÝÝÝÝÝÝÝÝÝ 225B Visser HallÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝPhone: (316) 341-5677ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ

Mailbox:ÝÝÝÝÝÝÝÝ 225 Visser HallÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Email: childrem@emporia.edu

Number: IT 820 - Summer 2004

Title: Designing and Developing Web-Based Instruction

Course Description: 3 Credits - Students in this course will design and develop an instructional product
in digital format for delivery via the World Wide Web. The course will include
a review of the literature specifically related to web-based design theory.
Various models of distance education systems are identified and contrasted
with an emphasis on web-based instruction.

Course Competencies:

Systematic Approach

0.1.1ÝÝÝ Label a diagram of the systematic approach and correctly match a set of definitions

Analysis

1.1.1ÝÝÝ Analyze possible causes for a performance problem and make a list of necessary solutions

1.2.1 State the difference between target population and target group

1.2.2 Describe the target group for a project

1.2.3 Name three of the five questions that might be used to describe a target group

1.3.1 Develop a checklist of key factors which indicate that self-directed learning may be an effective solution

1.4.1 Identify a high performer, a subject matter expert (SME), and a signatory for a project

Design

2.1.1 Describe the two ways that objectives are used in designing self-directed and distance learning

2.1.2 State the four elements of a measurable performance objective

2.1.3 State the phrase used to check whether an objective is measurable

2.1.4 Write a measurable objective for a project

2.2.1 Draw a pyramid of objectives

2.3.1 Demonstrate the two fundamentally different types of learning

2.3.2 List the advantages and disadvantages of different types of media

2.3.3 State what media-effective instruction always involves

2.3.4 Name the method that is always considered first

2.3.5 Make a list of performance aids used in everyday life

2.3.6 State three of the four reasons for using performance aids

2.4.1 List the essential elements of a learning unit

2.5.1 State the most important feature of any test question

2.5.2 Name the three ways that tests are used

2.5.3 Describe how to design a question

2.5.4 Name six rules for designing multiple-choice questions

Development

3.1.1 Name five guidelines for making text readable

3.1.2 Demonstrate six examples of poor writing that have been rewritten in an active, personal style

3.1.3 Find a copy of suggested text standards

3.2.1 State five lessons of good page design for self-directed learning

3.2.2 State the recommended minimum number of typefaces to use

3.2.3 Name four types of pages in a skeleton lesson

3.3.1 State the key factors to be considered in screen design

3.3.2 Describe four general principles to aim for when using color on the screen

3.3.3 Describe the first secret of good screen design

3.3.4 Complete an exercise to redesign three screens

3.3.5 Describe how clear design objectives help to design multimedia or CBT

3.4.1 Draw three standard flowchart symbols

3.4.2 State what PRM stands for

3.4.3 Name the two main things included in a PRM binder

3.4.4 Describe five tips for writing PRM

3.5.1 Describe what WBT, WBL, and IBT are

3.5.2 Describe how WBT can be used to manage learning

3.5.3 State the key factors to be considered in Web-based screen design

3.5.4 Find examples of Web page design

3.5.5 Find an exercise on screen design and examples

3.5.6 Find a list of recommended Web sites to visit

3.5.7 Name the new things that WBT allow one to do

3.5.8 Find a list of useful WBT references

Evaluation

4.1.1 Describe the difference between validation and evaluation

4.1.2 State when the key activities in evaluation take place

4.1.3 Name those with whom one holds summative evaluation meetings

4.1.4 Describe how to set up data collection for evaluation

4.1.5 Describe why trainers often find evaluation difficult

4.1.6 Describe what is evaluated in an evaluation

Course Requirements-

Weekly Online Discussions -30%: After reading, students will discuss reflective points and questions based on the reading content.Ý These online discussions (worth 10 points each) will be led by the instructor.Ý Discussions of the readings will begin every Tuesday and will conclude on the following Sunday.Ý Students failing to post reasonable comments during the weekly discussion period will not receive credit for the discussion.

Article Critiques-30%: 3 professional journal articles will be critiqued.

ÝÝÝÝÝÝÝÝÝÝÝ

Web-based Instruction Project-40%: Each student will design and develop a web-basedÝ instructional unit.Ý A draft of the content of the project will be turned in prior to formally beginning any work on the project. Additional guidelines will be provided.

Class Participation:

ÝÝÝÝÝÝÝÝÝÝÝ The success of this class depends upon the participation of each member of the group. Each student is expected to complete and share each project assignment, as well as to critique and make suggestions for improving the work of others. Each day, each student will discuss problems and successes with design and development of web-based instructional materials.

Course Evaluation- There are 100 points possible for this course.Ý The grade you earn for this course depends on the total number of points you earn throughout the semester. The final grade will be based on the following percentage scale:

94-100 = A	91-93 = A-	87-90 = B+
86-84 = B	81-83 = B-	77-80 = C+
74-76 = C	64-73 = D	<64 = F

Texts & Materials-

ÝÝÝÝÝ

Designing Web-Based Training

William Horton

Paperback (2000)

John Wiley & Sons, Inc. ISBN: 0-471-35614-X

Childress, M.D. (2003). IT 820 [WWW document]. URL http://idt.emporia.edu/childress/it820

Additional readings will be supplied.

3 1/2" high density computer disks, zip disks, or other mass storage medium.