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Fall 2012

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EDF211 - Instructional Design
Credits: 3

Catalog Description: In-depth analysis and use of a curriculum design model to achieve learning outcomes by systematically planning, developing, revising, and evaluating instruction. Emphasizes instructional strategies and media/technology selection for both distance learning and classroom formats. Includes the production or revision of a course or unit of study. Prerequisite: EDF201 or instructor permission.

Lecture: 3 hrs.

Course Student Learning Outcomes (CSLOs):
Upon satisfactory completion of this course, students will be able to perform the following at a "B" or higher level:

1.Based on the components of educational philosophy, students can examine their preferred teaching strategies and redefine a personal philosophy of instruction.
2.Given the taxonomies of Bloom and Fink, students can state intended student learning outcomes for a course or unit of study in a manner that fosters deep and enduring understandings.
3.Using research regarding learning styles and multiple intelligences, students can design developmentally appropriate instructional activities that consider the variety of learning preferences.
4.Based on state or industry standards, students can align objectives and activities of a course or program at a particular level of study with defined expectations for learning.
5.Based on national educational technology standards and performance indicators for teachers, students can develop a course of study that may be delivered in whole or in part through a web-based environment.*

* This course objective has been identified as a student learning outcome that must be formally assessed as part of the Comprehensive Assessment Plan of the college. All faculty teaching this course must collect the required data and submit the required analysis and documentation at the conclusion of the semester to the Office of Institutional Research and Assessment.

Content Outline:
Establishing the Foundation
" A Paradigm for Teaching
" The Learner-Centered Paradigm and Assessment
" National Educational Technology Standards and Performance Indicators for Teachers
" Deep Learning and Educational Technology
" Orientation to and Review of Course Management Software
" Two Taxonomies
Defining an Educational Philosophy for the Digital Age
" Components of an Educational Philosophy
" Learning Styles and Multiple Intelligences
" Engaging Students with Instructional Technology
" Access and ADA Legislation 508
Overview of the Instructional Design Model
" Learning-Centered Course Design
" Getting Started
Course Design Strategies
" Being Clear About Learning Outcomes
" Linking Course and Curriculum Goals
" Aligning Intended Outcomes with State/Industry Standards
Course Assessment Strategies
" Hallmarks of Learner-Centered Teaching and Assessment
" Classroom Assessment Techniques That Improve Learning
" Developing Useful Rubrics
" Using Assessment to Develop Critical Thinking and Problem-Solving
" Capstone Projects & Portfolios in Assessment: Developing Communication Skills
and Reflective Learning
Selecting Technology and Multimedia to Develop Higher Order Skills and Deep Learning
" Locating and Evaluating Technology Resources for Instruction and Assessment
" Managing Technology Resources to Maximize Student Learning
" Multiple Methods of Assessment in a Technology-Enhanced Environment
Setting Up a Plan for Evaluating Effectiveness and Refining a Course
" Demonstration of and Registration in Course Units
" Students Complete Instructional Unit and Instructors Assess Learning
" Determinants of Levels of Student Engagement and Learning
" Revising Instructional Strategies to Improve Student Learning Outcomes
A "New" Technology-Based Course
" Course Outline and Syllabus
" Instructional Strategies and Assessments Fostering
Critical Thinking and Deeper Understanding
" Teaching Strategies Aligned With Student Learning Styles
" Assessments Aligned With State/Industry Standards for Learning

Effective Term: Fall 2012