Principals of Instructional Design

- Syllabus

Course Title Principals of Instructional Design Course Number EDU6​21

Pre-requisite (s) N/A Co-requisite (s) N/A
Hours 45 Out of Class Work Hours As required
Place and Time of Class Meeting
Online

Name and Contact Information of Instructor

Instructor: TBA
2220 N Federal Hwy, Boca Raton, FL 33431, EUA
Telephone: (561) 465-3277
Email: info@mustedu.com
Website: ​http://mustedu.com
Textbook Required
Title Rapid Instructional Design: Learning ID Fast and Right
Author ​George M. Piskurich
Publisher Pfeiffer
Date 2012
Edition ---
ISBN 10 ---
ISBN 13 9780787980733
Course Description
Instructional design theories and models in technology; application of design principles in the evaluation
and creation of instructional materials including text; professor-mediated instruction in multimedia.
Learning Objectives
- Study on the area of Instructional Design.
- Understand the principles of design in the evaluation and creation of teaching materials
- Understand the basics and fundamentals of Instructional Design.
- Discuss the work of DI and the interface with the technologies.
- Develop courses using the ADDIE model.
 Academic Department / Syllabus of ​EDU 621

Classroom Expectations for Students

1. Students are expected to attend classes as scheduled. Early departures, class cut, tardiness, etc.,
for any portion of an hour will be counted as one clock-hour of absence. Excused absences will be
granted for extenuating circumstances only. If a student is forced to be absent for any reason, it is
recommended that the student consults with the instructor, in advance if possible, to establish
how and when to make up missed coursework. There are no charges to make up work. If absences
exceed 20% in a calendar month, the student is dismissed from the class.
2. Regardless, all excused absences MUST be made up within the course period. Students with
absences will be given a final grade of “I” (Incomplete) and granted up to two weeks after the end
of a course to make up hours missed for the course. If the student has not met this requirement
within the specified time frame the faculty in conjunction with the Registrar’s office will rescind the
“I” and award a final grade of “F” for the course.
3. Excused absences will be granted for extenuating circumstances only. In case of special hardship, a
student may petition the VP of Academic Affairs for suspension of the requirement or permission
to withdraw without penalty.
Attendance Policy
1. Attendance is taken daily. Enrolled students are permitted no more than 1 “allowed” absence in
one semester. Students missing 2 classes over the course of the semester will receive a one-letter
grade deduction from their final course grade; missing more than 3 classes will result in failure of
the course regardless of grade average. Every class professor shall provide to students a course
syllabus during the first week of class that specifies expected attendance policies and dates and
times for classes, exams and all other required activities. Classes are to meet at the time and at the
location listed in the student’s schedule. Professors may take account of unexcused absences in
determining course grades.
2. It is the student's responsibility to arrange to make up work missed because of an absence.
Disciplinary steps up to dismissal may be taken for those students who have continuously failed to
maintain the prescribed attendance minimums as defined in the Standards of Academic Progress.
3. Students may be justifiably absent from classes due to religious observances, illness documented
by a physician or other appropriate health care professional, conflicts with university-sanctioned
activities documented by an appropriate university administrator, public emergencies, and
documented personal or family emergencies. The student is responsible for notifying the professor
in writing with as much notice as possible. Professors may determine a reasonable amount of
coursework that should be completed to make up the student’s absence. Students are responsible
for the prompt completion of any alternative assignments.
4. Students may not be penalized for excused absences but are required to make-up all work missed
because of the excused absence by the end of the semester. If the student cannot complete the
work by the end of the semester, they may receive an Incomplete grade only at the instructor’s
discretion.
5. When calculating the refund due to a student, the last date of actual attendance by the student is
used in the calculation unless earlier written notice was received. Refunds will be made within 30

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 Academic Department / Syllabus of ​EDU 621

days of termination of the student’s enrollment or receipt of a Cancellation Notice from the
Student.

Topical Outline and Schedule

WEEK 1
TITLE WEEK Instructional Design and the general field of action
DESCRIPTION In Week 1 we will study and understand which is instructional design - and the main
actions carried out by the area professional, the instructional designer.
LEARNING ● Understand the importance of digital culture.
OBJECTIVES ● Identify qualities of the current virtual student in Distance Learning.
● Conceptualize the area of Instructional Design.
● To know the general field of the instructional designer
● Understand the basics and fundamentals of Instructional Design.
● What are skills and why are they important in defining the function of DI.
● Identify the essential competencies of the Instructional Designer role in different
areas of practice.
ASSIGNMENTS Assignments in Class Description Hours
IN CLASS
#1 Answer the questions in the lessons 1 to 5 on the platform 5
#2 Quiz # 1: ​Students are encouraged to review chapters 1, 2, 3, 4 and 5 from 5
workbook in preparations for this week’s quiz.

ASSIGNMENTS Assignments out of Class Description Hours

OUT OF CLASS
#1 ● Watch the video: Introduction to Must Library online 15
● Read the material provided in Unit 1 of the course
● Visit MUST’s online libraries:
OPALS ​http://must.ind.opalsinfo.net/bin/home
LIRN ​https://www.lirn.net/
#2 Week 1 Forum: In the forum of the first week, ​students understanding 10
how we are inserted in the Digital Culture is essential to understand the
new configurations and professional requirements. You see, how much
the role of the teacher has changed, from being the holder of the
knowledge to mediator.

WEEK 2
TITLE WEEK Communication, management, digital technologies and education in DI action

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 Academic Department / Syllabus of ​EDU 621

DESCRIPTION In Week 2, the debate is to understand the main areas that are intertwined in the
everyday of DI action. They are: communication, management, digital technologies
and education.
LEARNING ● To characterize the role of ID in mediation between education.
OBJECTIVES ● Know the competences of direct responsibility of DI.
● understand the competencies of DI related to communication.
● Understand the essential competences of DI in relation to Management.
● Recognize the role of DI in managing educational projects.
● Understand the need to analyze the characteristics of online learning environments.
ASSIGNMENTS Assignments in Class Description Hours
IN CLASS
#1 Answer the questions in the lessons 6 a 10 on the platform 5
#2 Quiz # 2: ​Students are encouraged to review chapters 6, 7, 8 9 e 10 from 5
workbook in preparations for this week’s quiz.

ASSIGNMENTS Assignments out of Class Description Hours

OUT OF CLASS
#1 ● Watch the video: Introduction to Must Library online 15
● Read the material provided in Unit 2 of the course
Visit MUST’s online libraries:
OPALS ​http://must.ind.opalsinfo.net/bin/home
LIRN ​https://www.lirn.net/
#2 Week 2 Forum: During the second week of studies of the discipline of 10
Principles of Instructional Design we pass on the main characteristics of
the Instructional Designer's performance process. Considering the
competencies of the Instructional Designer for the Education area, share
two challenges for their performance.

WEEK 3
TITLE WEEK Learning in Instructional Design
DESCRIPTION
In Week 3 We'll cover some of the topics of e-learning that are important
to developing an instructional design project for Success. Know what is
self-managed learning and its educational materials and what learning
styles.
LEARNING ● understand what self learning is.
OBJECTIVES ● To analyze, in the DI production process, the possibilities of organizing
educational materials for self-managed learning.
● understand the role of mentoring in online courses.

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 Academic Department / Syllabus of ​EDU 621

● understand what they are and what learning styles are.

● know the model Vark.
● Know the basics of a good online course.
● Understand the 9 levels of learning for material development.
ASSIGNMENTS Assignments in Class Description Hours
IN CLASS
#1 Answer the questions in the lessons 11 to 15 on the platform 5
#2 Quiz # 3: ​Students are encouraged to review chapters 11, 12, 13, 14 e 15 from 5
workbook in preparations for this week’s quiz.

ASSIGNMENTS Assignments out of Class Description Hours

OUT OF CLASS
#1 ● Watch the video: Introduction to Must Library online 15
● Read the material provided in Unit 3 of the course
Visit MUST’s online libraries:
OPALS ​http://must.ind.opalsinfo.net/bin/home
LIRN ​https://www.lirn.net/
#2 Week 3 Forum: This week, We propose that the student share experiences as 10
students in online courses. For this, he will share his experience in some
online course already done, seeking in his participation to reflect on the
following questions: What was the audience of the course? What was the
purpose of the course?

WEEK 4
TITLE WEEK ADDIE model
DESCRIPTION In Week 4, we will present the phases of the classical instructional design process,
highlighting the particularities of the fixed, open and mixed instructional design
models.
LEARNING ● know the ADDIE model.
OBJECTIVES ● understand that the Analysis phase can be considered the stage of defining the
objectives of an ID project.
● Understand what makes up the design phase.
● Understand the importance of the course plan and the DI matrix for the planning
phase.
● understand that the development phase begins the production and testing of the
methodology adopted for the project.
● understand the implementation and evaluation phase.
ASSIGNMENTS Assignments in Class Description Hours
IN CLASS
#1 Answer the questions in the lessons 16 to20 on the platform 5
#2 Quiz # 4: ​Students are encouraged to review chapters 16, 17, 18, 19 e 20 from 5
workbook in preparations for this week’s quiz.

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 Academic Department / Syllabus of ​EDU 621

ASSIGNMENTS Assignments out of Class Description Hours

OUT OF CLASS
#1 ● Watch the video: Introduction to Must Library online 15
● Read the material provided in Unit 4 of the course
Visit MUST’s online libraries:
OPALS ​http://must.ind.opalsinfo.net/bin/home
LIRN ​https://www.lirn.net/
#2 Week 4 Forum: This week we will continue to share experiences as online 10
course learners. For this you can use the same example published in Week
3 or select another experiment. The ADDIE (Analysis, Design,
Development, Implementation and Evaluation) model is one of the most
used in distance courses and has several configurations among them: 1)
Closed or fixed; 2) Open and 3) Mixed.
Which of these settings best applies to the online course you have
completed?

Instructional Methods
In developing methodological strategies, it is best to discuss them between teachers and students in an
environment of freedom and agreement to ensure that the students make them their own and take
responsibility for their execution and for attaining the goals of this course. The following strategies may
be used in this class:
1. A review of the literature.
2. Check of the reading.
3. Analysis of assigned readings.
4. Individual and group discussions.
5. Preparation of reports.
6. Preparation of a didactic plan.
7. Carrying out a micro-class.

Assessment Criteria and Methods of Evaluating Students

Generally, the grades “A” through “C-” are considered passing grades. Grades "W" and "I" indicate
that no grades were earned for the course. A "W" grade indicates that the student withdrew from the
course. An "I" grade indicates that the student was passing the course, but failed to complete all the
required course work. The instructor, in his/her discretion may grant an "I" grade instead of an "F",
pending completion of the course work by the student within a specified time arranged by the
instructor and told to the student. It is the student's responsibility to follow-up with the instructor to
complete the course work. If the course work is not completed by the arranged time, the “I” grade
becomes an “F".

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 Academic Department / Syllabus of ​EDU 621

Distribution of Grade Elements

Course Evaluation
Strategies Student performance is evaluated as follows:
(Methodologies)
25% WebQuest
25% Forum
25% Quizzes results

25% Final test with 20 multiple choice questions. The test will be made on the week 4.

100 % Total possible score

Each grade earned is calculated into the student’s cumulative grade point
average (CGPA) and the credits assigned for the course taken are included
Grading Scale in the calculation of total clock hours attempted.

A 90-100%
B 80-89%
C 70-79%
D 60-69%
F 59 % or less

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