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11061 (v.4) Ed 661 - Advanced Instructional Design
Area: | Department of Education |
Credits: | 25.0 |
Contact Hours: | 3.0 |
Lecture: | 1 x 3 Hours Weekly |
Syllabus: | The impact of cognitive science on instructional design theory and practice. Developments in instructional design to allow for many complex aspects of performance, such as problem solving, advanced expertise, and transfer. The use of learning technologies in the design of instruction. |
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Unit Outcomes: | On successful completion of this unit students will have- Described and exemplified what is meant by an instructional design model. Justified the utility of instructional design models as a basis for developing learning materials. Distinguished between behaviourist and constructivist approaches to instructional design. Shown how findings from research in congnitive science have influenced recent directions in instructional design. Related characteristics of the information presentations used in learning materials to instructional effectiveness. Explained how instructional design approaches can be used to address complex learning such as problem solving. Described and account for the difficulties encountered in designing learning materials that facilitatetransfer. Explained how instructional design principles are applied in practical learning contexts. Compared and contrasted the requirements for traditional classroom based learning and remote forms of instruction. Applied instructional design models to the development of effective technology-based learning materials. |
Texts and references listed below are for your information only and current as of September 30, 2003. Some units taught offshore are modified at selected locations. Please check with the unit coordinator for up-to-date information and approved offshore variations to unit information before finalising study and textbook purchases. |
Unit References: | Andrisani, D., Gaal, A.V., Gillete, D. and Steward, S. (2001). Making the Most of Interactivity Online. Technical Communication, 48, 309-323. Bates, A.W. (1995). Technology - Open Learning and Distance Education. London, Routledge. Bonk,C.J. and Reynolds, T.H. (1997). Learner-Centered Web Instruction for Higher-Order Thinking, Teamwork and Apprenticeship. New Jersey, Educational Technology Publications. Dijkstra, S. (2001). The Design Space for Solving Instructional-Design Problems. Instructional Science, 29, 4-5. Fleming, M. and Levie, W.H. (1993). Instructional Message Design - Principles from the Behavioural and Cognitive Sciences. (second edition). New Jersey, Educational Technology Publications. Gagne, R.M., Briggs, L. and Wager, W. (1992). Principles of Instructional Design. Fort Worth, Harcourt Brace. Lockwood, F. and Gooley, A. (2001). Innovation in open and Distance Learning Today - Successful Development of Online and Web-Based Learning. London, Kogan Page. Lohr, L.L. (2000). Designing the Instructional Interface. Computers in Behaviour, 16, 161-182. Owston, R.D. (1997). The World Wide Web - A Technology to Enhance Teaching and Learning. Educational Researcher, 26, 27-33. |
Unit Texts: | No prescribed texts. |
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Unit Assessment Breakdown: | Assignment 1 - 40%, Assignment 2 - 60%. This is by grade/mark assessment. |
Field of Education: | 70300 Curriculum and Education Studies (Narrow Grouping) | HECS Band (if applicable): | 1 |
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Extent to which this unit or thesis utilises online information: | Not Categorised | Result Type: | Grade/Mark |
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Availability
| Year | Location | Period | Internal | Area External | Central External | | 2004 | Bentley Campus | Semester 1 | Y | Y | |
Area
External | refers to external course/units run by the School or Department, offered online or through Web CT, or offered by research. |
Central
External | refers to external course/units run through the Curtin Bentley-based Distance Education Area |
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