IP&T 564 Scope and Sequence: Units, Assignments, & Outcomes
| Units | Assignments | Outcomes |
|---|---|---|
| Unit 1: Introspection | 1 What ID skills do I already have? 2 What can I learn from my learning? | Pre ID expert survey Description of most frustrating and fulfilling learning experiences and summary of insights |
| Unit 2: Fundamental | 3 What is the ID process? 4 What does an instructional designer do? | ID process analysis for three case studies Letter or memo describing the ID role |
| Unit 3: ID Process | 5 So, what's the problem? 6 What do I know about the context and the learners? 7 What theories or models might help me design? 8 How do I decide “what” to teach? 9 How do I motivate learners? 10 How do I decide “how” to teach? 11 How do I communicate and produce my design? 12 How do I know if my design works? | Needs assessment/problem proposal Context & audience analysis Theoretical rationale Assessment strategy/task analysis Motivational strategy analysis Instructional strategies/definition or mock-up of main instructional features Functional prototype or storyboards & production schedule Formative evaluation |
| Unit 4: Reflection | 13 How do I recognize good instruction? 14 What did I learn? | Evaluation rubric Post ID Expert Survey |
| Units | Assignments | Outcomes |
|---|---|---|
| Unit 1: Introspection | 1 What ID skills do I already have? 2 What can I learn from my learning? | Pre ID expert survey Description of most frustrating and fulfilling learning experiences and summary of insights |
| Unit 2: Fundamental | 3 What is the ID process? 4 What does an instructional designer do? | ID process analysis for three case studies Letter or memo describing the ID role |
| Unit 3: ID Process | 5 So, what's the problem? 6 What do I know about the context and the learners? 7 What theories or models might help me design? 8 How do I decide “what” to teach? 9 How do I motivate learners? 10 How do I decide “how” to teach? 11 How do I communicate and produce my design? 12 How do I know if my design works? | Needs assessment/problem proposal Context & audience analysis Theoretical rationale Assessment strategy/task analysis Motivational strategy analysis Instructional strategies/definition or mock-up of main instructional features Functional prototype or storyboards & production schedule Formative evaluation |
| Unit 4: Reflection | 13 How do I recognize good instruction? 14 What did I learn? | Evaluation rubric Post ID Expert Survey |
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