This course examines a number of trends and issues relating to the actual, every day practice of instructional design. We will examine published ID competencies and consider how they match published ID job descriptions, as well as to debate these points with practicing instructional designers. In this regard, we will also consider the role of instructional designers as change agents in educational contexts. In addition, we will return to the traditionalist versus constructivist debate over what constitutes good ID practice and apply one or more current models to actual distance education development projects. As well, we will examine the application of universal design principles to design in the distance education context. The course will conclude with a discussion about the future of instructional design.
After completing this course students will be able to:
- Outline the components of selected instructional design theories and critically analyze their application in a variety of distance education situations.
- Discuss common criticisms and controversy related to the use of established instructional design models.
- Describe models or approaches that have been proposed as alternatives to traditional instructional design.
- Discuss future trends in instructional design.
- Synthesize a variety of instructional frameworks and describe their application in a variety of instructional design contexts.
- Recognize and explain the importance of creating supportive learning environments for effective student support in distance education applications.
- Analyse and evaluate moral and ethical implications of instructional stances and choices in the design and development of teaching and learning in distance education contexts.
- Discussion of the skills and competencies required of an Instructional Designer
- Defining Universal Design of Instruction Principles for Distance Education