INST 6000 Syllabus Fall 2006
Facilitators
Name: David Wiley
Room: Ed 214
Phone: 435.797.7562
Email: david[dot]wiley[at]usu[dot]edu
iChat: educommons@mac.com
Face-to-Face / IM Office Hours: Throughout the day most days
Name: Marie Duncan
Room: Ed 272
Phone: 435.797.0444
Email: eidosabi[at]gmail[dot]com
Face-to-Face Office Hours: Tuesday 10:00 - 11:30
Course Description
Considers the present, past, and future of instructional technology, while helping individual student to develop personal understanding of and orientation to the field.
Required Textbook
There is no required textbook for this class. All materials are either available online or will be provided in class. The following resources are excellent general collections of instructional technology material:
- The Encyclopedia of Educational Technology
- Learning, Teaching, and Technology
- IBSTPI Instructional Design Competencies (2000)
- Instructional Design Models (Theories) cudenver.edu
- Theories into Practice
Meeting / Topic Schedule
This class is scheduled for Thursday meetings from 10:30am - 12:00pm.
August 31, 2006 - Instructional Technology as Engineering
- No readings for today.
- Outline for the Day
September 7, 2006 - How People Learn, I
- Chapters 1-3 of National Research Council. (2000). How people learn. Washington, D.C.: National Academy Press.
- Class will meet in Second Life at OpenEd Island (If Second Life is down, we will meet around the campfire.) Send your powerpoint slides or 800x600 jpg images to David a day or two in advance of class so he can load them into Second Life.
September 14, 2006 - How People Learn, II
- Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology (H. A. Ruger & C. E. Bussenues, Trans.). New York: Teachers College, Columbia University.
- Anderson, J. R. & Schooler, L. J. (1991). Reflections of the environment in memory. Psychological Science, 2, 396–408.
- Selections from Van Schaack, A. J. (2006). The Effects of an Electronic Flashcard System Incorporating a Constant Time Delay Protocol with Incremental Rehearsal and Expanding Retrieval Review on the Learning of Paired-Associates.
September 21, 2006 - People, Publications, and Parties
- No readings for today.
- Short presentations on important people, journals, and conferences in instructional technology as assigned.
- Book chapters on important people due today.
September 28, 2006 - (Open Education 2006)
October 5, 2006 - ADDIE and the ISD Models
- ADDIE
- ADDIE Model
- Gustafson, K. L. and Branch, R. M. (2002). Survey of Instructional Development Models. Fourth Edition. ERIC Publications.
October 12, 2006 - (AECT 2006)
- Attend AECT 2006 if possible
- Visit the GSS Travel Funds page for exact details and application for University funding.
- If you are going to a conference, you must be presenting.
- Master's students can get one $300 grant per year
- Doc students can get up to two $300 grants per year
- Professional Development grants of up to $250 can also be awarded to attend a conference where you are not presenting or to work on research
- All funds are based on overall availability. The sooner you apply, the more likely you are to get funds.
October 19, 2006 - Instructional Design Theories
- Readings from yet to be published Greenbook 3
October 26, 2006 - Learning Sciences Approaches
- Readings from the Handbook of Learning Sciences
November 2, 2006 - Emerging Topics
- Steinkuehler, C. A. (2004). Learning in massively multiplayer online games. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences (pp. 521–528). Mahwah, NJ: Erlbaum.
- Wilensky, U., & Reisman, K. (2006). Thinking like a wolf, a sheep or a firefly: Learning biology through constructing and testing computational theories - An embodied modeling approach. Cognition & Instruction, 24 (2), 171-209.
- Von Hippel, E. (2005). Democratizing Innovation
- Wiley, D. A. (2006). OSOSS Revisited.
November 9, 2006 - (Work Day)
- Optional Second Life workshop during class time. Rm. 280 - Seth
November 16, 2006 - 4CID - Van Merriënboer and Kirschner
- Readings from yet to be published Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design (I1, I2, and Steps 1, 4, 7 and 10)
- Optional Second Life Workshop. 9:15. Rm. 280. - Seth
November 23, 2006 - (Thanksgiving)
- Be Thankful
November 30, 2006 - The Future of Instructional Technology
Optional Second Life Workshop. Rm. 280. 9:15.
No readings for today.
December 7, 2006 - Presentation of Projects
- Class will meet in regular classroom at 10 a.m. to show off Second Life kiosks on OpenEd Island
- Signup to bring something to eat
The Assignments
The Lottery
- Based on each reading you do each week, you should prepare a brief, five slide presentation with which you could teach the class about the reading. You have complete artistic freedom in how you interpret the assignment. Each course period for which readings are assigned, people will be randomly (with replacement) selected to present to the class. If student presentations miss any key / important points, David will clarify before we move on to the next reading.
Bluffer's Guide
- Summarize the work of an Instructional Technology VIP for the Bluffer's Guide. You will need the following information about your VIP:
- Where did they get their PhD?
- Where have they taught / worked?
- What things are they best known for?
- What are their three most important publications?
- Who are their most frequent collaborators?
- Who are their main philosophical rivals (if any)?
- What (in)famous / apocryphal stories exist about this person?
- A photo (headshot or other is fine)
- You will be assigned one of the following people the first day of class:
- Benjamin Bloom [Greg Francom]
- Robert Gagne [Bodie Brower]
- Charles Reigeluth [Blake Berrett]
- Kent Gustafson [Bruce Daniels]
- Mike Spector [Joel Drake]
- David Merrill [Brian Zang]
- David Jonassen [Shaun Prinster]
- Marcy Driscoll [Jessica Freeman]
- Jeroen van Merriënboer [Rob Barton]
- Ruth Clark [Seth Gurell]
- Clark & Kozma [Tiffany Ivins]
- Dick & Carey [Alan Wayman]
- Robert Mager [Erik Levanger]
- John Keller [Shannon Thurston]
- B.F. Skinner [Shauna Karren]
- David Ausubel [Janet Shaw Rouse]
- John Dewey [Brady Mitchell]
- Lev Vygotsky [Yu-Chun Kuo]
- Michael Hannafin [Abbass Sharif]
- Albert Bandura [Bert Hileman]
- Jean Piaget [Joel Gardner]
- Barb Grabawski [Steven von Niederhausern]
- Dave Wiley [Will Trylet]
Second Life Interactive Kiosk
- By the end of term you will also use the information you gathered about your VIP to create an interactive kiosk about the VIP in SecondLife. Details of this assignment will follow.
Grading
You will earn points in the class as follows:
- You begin the class with 50 Lottery points. If it any point you give a sub-par presentation, you can lose points proportional to how poor the presentation was. If you go above and beyond in a presentation, you can earn extra points. I anticipate the majority of presentations will be simply acceptable.
- You can earn as many as 25 points for the Bluffer's Guide assignment. You will earn these points for completeness. Anyone who finds quality (in)famous / apocryphal stories will earn extra points.
- You can earn as many as 25 points for the Interactive Kiosk. You will earn these points for completeness of content (notecard, dialog box, and chat content) and for the enjoyability of the chat itself. Bonus points are, of course, available.
Final grades will be assigned based on the proportion of points earned to points possible as follows:
1.0 > .95 A
.95 > A- >= .9
.9 > B+ >= .875
.875 > B >= .85
.85 > B- >= .8
.8 > C+ >= .775
.775 > C >= .75
.75 > C- >= .725
.725 > F
USU Honor Code
For information about the USU Honor Code, please see the USU Student Code Article 6 Section 5.
Late Work Policy
Late work may or may not be accepted and may or may not be harshly penalized at my completely subjective, mood-influenced, and possibly biased discretion. If this makes you uncomfortable, turn in your work on time.
University Policy on Incomplete Grades
Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be unable to complete all of the course work because of extenuating circumstances, but not due to poor performance or to retain financial aid. The term "extenuating circumstances" includes: (1) incapacitating illness which prevents a student from attending classes for a minimum period of two weeks, (2) a death in the immediate family, (3) financial responsibilities requiring a student to alter course schedule to secure employment, (4) change in work schedule as required by employer, or (5) other emergencies deemed appropriate by the instructor.
In other words, the odds of you being able to take an "I" for thise course are "extremely low."
Students with Disabilities
Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible, so we can discuss accommodations necessary to ensure your full participation in the course.
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