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EDUC9038 - Elearning Instructional Design

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Title:Elearning Instructional Design
Long Title:E-learning Instructional Desig
Module Code:EDUC9038
 
Credits: 5
NFQ Level:Expert
Field of Study: Education Studies
Valid From: Semester 1 - 2016/17 ( September 2016 )
Module Delivered in 1 programme(s)
Module Coordinator: ROSE MC GRATH
Module Author: Darragh Coakley
Module Description: This module provides the student with a critical and practical introduction to instructional design approaches for the e-learning/Technology-Enhanced Learning (TEL) environment, drawing from the fields and traditions of traditional instructional design, educational psychology, cognitive psychology, pedagogical theory, usability/user experience and design. By the end of the module students will be able to critically reflect on a variety of real-world e-learning problems from an instructional design perspective and demonstrate application from theory to their own professional practice as e-learning designers and developers.
Learning Outcomes
On successful completion of this module the learner will be able to:
LO1 Critically engage with key concepts, models, and frameworks in the field of instructional design
LO2 Engage with various philosophical, pedagogical and psychological assumptions underlying key instructional design models, processes and frameworks
LO3 Appraise the interrelationship between educational technology and the ongoing development of instructional design
LO4 Apply, in an integrative way, a range of instructional design approaches and perspectives to real world e-learning/TEL implementations
LO5 Critically evaluate and apply new and emerging approaches in instructional design for the e-learning environment.
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named CIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
Co-requisites
No Co Requisites listed
 

Module Content & Assessment

Indicative Content
Learning Theory: Definitional and Philosophical Issues
Educational psychology, cognitive psychology, pedagogical theory, and instructional design; the function of theory; epistemological issues and assumptions; early experimental approaches to learning
Key Modern Learning Theories and Frameworks
Behaviourism, Cognitive Information Processing, Schema Theory, Situated Cognition, Embodied Cognition, Cognitive Development, Constructivism, Social Constructivism, Instructional Design Perspectives, Connectionism
Instructional Design Models
ADDIE; Dick & Carey Systems Approach; Merrill's First Principles of Instruction; Kemp's Instructional Design Model; Gagne's 9 Events of Instruction; Constructive Alignment
Frameworks and Taxonomies of Learning
Conceptual frameworks and models of learning, Bloom, Anderson & Krathwohl's revision of Bloom, Feuerstein's theory of mediated learning, Gagne's types of learning and learner capability, Hannah and Michaelis's instructional objectives, Biggs and Collis's SOLO, Merrill's instructional transaction theory, Romiszowskis' analysis of knowledge and skills, Jonassen and Tessmer's taxonomy of learning outcomes, Marzano's taxonomy of educational objectives
Contemporary and Emerging E-learning Instructional Design Models and Practices
Instructional Design for the E-learning Environment, Successive Approximations Model (SAM), Agile Development Methodologies, Rapid Prototyping Methoologies, Participatory and User-Centred Design, New and Emerging Module Design Processes and Considerations
Assessment Breakdown%
Course Work100.00%
Course Work
Assessment Type Assessment Description Outcome addressed % of total Assessment Date
Other Annotated Bibliography based around citations to key sources with descriptive and evaluative student comment re relevance, quality, applicability etc of each source. 1,2,3 20.0 Week 5
Written Report Critical evaluation of real world e-learning/TEL material based around analysis of instructional design approaches/assumptions. Report to incorporate recommendations for optimising same for greater effectiveness, engagement etc. 1,2,3,4,5 80.0 Sem End
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The institute reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Traditional lecture format with discussion and other activities based around key theories, practices, and topics arising 2.0 Every Week 2.00
Independent & Directed Learning (Non-contact) Range of readings, exercises and other formative assessment tasks 5.0 Every Week 5.00
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 2.00
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Traditional lecture format with discussion and other activities based around key theories, practices, and topics arising 1.5 Every Week 1.50
Independent & Directed Learning (Non-contact) Range of readings, exercises and other formative assessment tasks 5.5 Every Week 5.50
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 1.50
 

Module Resources

Recommended Book Resources
  • David Moseley... [et al.] 2006, Frameworks for thinking, Cambridge University Press [ISBN: 0521612845]
  • Michael W. Allen, Richard Sites (Contributor) 2012, Leaving Addie for SAM, ASTD Press [ISBN: 978-1562867119]
Supplementary Book Resources
  • Julie Dirksen 2015, Design For How People Learn, 2 Ed., New Riders, 2015 [ISBN: 9780134211282]
  • Walter Dick, Lou Carey, James O. Carey 2011, The systematic design of instruction, Pearson [ISBN: 0205585566]
  • Ruth C. Clark, Richard E. Mayer, 2011, e-Learning and the Science of Instruction, Pfeiffer [ISBN: 0470874309]
  • Terry Anderson (Editor) 2008, The Theory and Practice of Online Learning, AU Press [ISBN: 1897425082]
  • Marcy P. Driscoll 2005, Psychology of learning for instruction, Pearson Allyn and Bacon Boston [ISBN: 0205375197]
  • Robert M. Gagne et al 2004, Principles of instructional design, Cengage Learning [ISBN: 0534582842]
This module does not have any article/paper resources
This module does not have any other resources
 

Module Delivered in

Programme Code Programme Semester Delivery
CR_HELDE_9 Master of Arts in E-Learning Design and Development 1 Mandatory

Cork Institute of Technology
Rossa Avenue, Bishopstown, Cork

Tel: 021-4326100     Fax: 021-4545343
Email: help@cit.edu.ie