EDUCATION 448

 

Instructional Software Design and Development

 

I.                    Descriptive Information

 

A.        Catalog Description     

                       

Instructional Software Design and Development

A course designed for teaching multimedia and web-based instructional design and development. 

 

            B.         Credit Hours:                3

 

            C.        Lab Hours:                   1

 

            D.        Lecture Hours:  2

 

            E.         Prerequisites:                EDCI 447

 

F.                  Intended Audience:  Graduate and undergraduate business education majors and/or teacher candidates pursuing a minor in business education. Teachers may also take this course, one of three, to add computer literacy certification to initial certification area.

 

G.                 Brief Overview and Requirements:  Participants design multimedia and build curriculum webs from the early planning stages to the design of Web pages, using the finished product in classrooms. Participants are required to critique technology related resource articles; to create a curriculum plan that includes measurable objectives aligned with standards supported by appropriate activities and assessments; to design a Web page using MicroSoft’s FrontPage and HTML; to capture, edit, and incorporate video in their curriculum web; to participate in field-based activities, to demonstrate content knowledge and pedagogy skills, and to reflect on best practices supported by multimedia and curriculum webs in their area of certification.

 

II.                 Course Objectives, Standards Alignment, and Assessment Procedures:

Objectives

The teacher candidate will:

NET

Standards

LCET

Program Standards (Outcomes)

Assessment

(a) describe the phases of curriculum development and the process of developing curriculum webs.

IA-B, IIA, IIIA, VB

IA1-5, IIA1-2, IIC1, IIIA1-3, IIIB1-3, IIIC1-4, IIID2, IVA1-3

IA-D

1,5,7

 

(b) develop a list of learning objectives.

IA-B, IIA

IA1

ID2

1,2

 

 

 

Objectives

The teacher candidate will:

NET

Standards

LCET

Program Standards (Outcomes)

Assessment

(c) catalog an extensive list of potentially engaging Web-based activities for teaching and learning.

IA-B, IIA, IIIA, VA-B

IA2-4, IIIA5

IA1-2, IB2, IC1-2, ID1-2, IIA1-2, IIC5-6

1,5

(d) apply design principles and create pages for curriculum web.

IA-B, IIA-C, IIIC, VA-D, VIA-E

IA1-4, IIA1, IIC1, IIIA1-3, IIIA5, IIIB1-3, IIIC1-4

IA1, IB2, IC1-2, ID1-2, IIA1, IIC5,

IIIB2-3

1,2,4,5,6,7

(e) edit, capture, and incorporate video for a curriculum web.

IB, IIA, IIIC, IVA, VA-D, VIA-D

IA4, IIIA1, IIIA3, IIIA5, IIIB1-2, IIIC2

IC1-2, ID1-2, IIA1, IIC5

1,2,5

(f) create a rubric to evaluate student’s learning when using curriculum web.

IVA-C, VB-C

IA5, IIC1, IIIA5, IIID2

IB2, IC1-2, ID1, IIC2, IIC5, IID3

1,8

(g) evaluate (self-assessment and peer-assessment) your curriculum web and web design.

IVA-C,

VA-D

IA1-5, IIA1, IIC1, IIIA1-3, IIIA5, IIIB1-3, IIIC1-4, IIID1-4

IA1, IC1-2, ID1-2, IIA1, IIC2, IID3, IIIA1, IIIB4, IIIC1-6

2,4,5,8

(h) develop a management plan for using a curriculum web in your classroom.

IID-E, VB

IA4, IIA1, IIIA3

IB2, IC1-2, ID1-2, IIIB2

5,6,8

(i) read, analyze, and present summaries of current trends and issues in technology.

IVB, VA-D

IVA1-3, VB1

IA2, IC1-2, ID1-3, IIIA1, IIIB4, IIIC2-6

5,8

Assessment Code:

1 = Performance-based activity (e.g., model lesson teaching)

2 = Authentic assessment (e.g., teacher skills assessment checklists, actually teach lesson in P – 12 setting)

3 = Case study preparation and applications

4 = Portfolio preparation

5 = Reflective journal writing

6 = Essay or constructed-response exam

7 = Selected response exam (e.g., multiple choice, fill-ins)

8 = Other (e.g., classroom management plan, article critiques, rubric, curriculum web)

 

Assessment Strategies: Teacher candidates will (1) using Blackboard, analyze and discuss multimedia applications appropriate for students in teacher candidate grade level (graduate students will write a position paper) (10%); (2) use and evaluate tutorials, hypermedia, drills, simulations, educational games, tools and open-ended learning environments, online tests, and web-based learning (20%); (3) using Blackboard, design one online assessment (two for graduates) (5%); (4) using TrackStar, design one web-based lesson (two for graduates) (5%); (5) using HyperStudio, design one multimedia content lesson incorporating text, graphics, sound, and video (15%); (6) critique two journal articles pertaining to multimedia and web-based instruction (four for graduates) (10%); (7) observe a minimum of two classrooms, noting technology integration (5%); (8) working with age appropriate students in the IDEA Place Children Museum or in a classroom, evaluate the utility of teacher-created HyperStudio lesson (5%); (9) troubleshoot hardware and software problems (5%); (10) using PowerPoint, create a class presentation incorporating text, graphics, sound, and video and burn to a CD (15%).

 

 

III.       Primary Empirical and Theoretical Base

National Business Education Association; International Society for Technology in Education-National Education Technology Standards for Teachers (2000) and National Education Technology Standards for Students (2000); Technology Initiatives from the Louisiana Center for Educational Technology (Department of Education, 2001); the CEO Forum School Technology and Readiness Report, Key Building Blocks for Student Achievement in the 21st Century: Assessment, Alignment, Accountability, Access, and Analysis (2001, June); United States Department of Education (Office of Educational Technology), Educational Technology Evaluation Activities (2000).

 

 

 

 

IV.       Course Outline by Units

A.                             Session 1 – Planning Curriculum for the Web

1.   What is a Curriculum Web?

2.   Why Build Curriculum Webs?

3.   Some Example Curriculum Webs

4.   Easing into Building Curriculum Webs

5.   Overview of the Process

6.   Cautions and Limitations

 

B.         Session 2 – Identifying Curriculum Goals

1.   A Process for Identifying Goals

2.   General Educational Goals

3.   Learner Descriptions

4.   Subject Matter Descriptions

5.   Learning Objectives

 

C.  Session 3 – Choosing Learning Activities

            1.   The Complexity of Learning

            2.   Individualizing the Curriculum

            3.   Grouping Learners

            4.   Selecting Learning Activities

            5.   Field-based Observation

           

D.                 Session 4 – Designing Effective Web Sites

1.      The Ten Steps of Web Site Design

2.      Field-based Observation

3.      Article Critique

 

            E.         Session 5 – Laying Out Effective Web Pages

1.   Basic Page Design Principles

2.   Use of White Space on the Page

3.   Using Color

4.   Styling Text

5.   Moving Around

6.   Frames Versus Tables

7.   Making Accessible Pages

8.   Midterm Exam

9.   Field-based Observation

 

F.         Session 6 – Using Multimedia

            1.   Graphics File Formats

            2.   Acquiring, Creating, and Placing Images

            3.   Incorporating Sound and Video

            4.   Javascript

            5.   Aids to Navigation

            6.   Interactive Animated Graphics

G.        Session 7 – Organizing and Assessing Learning

1.   Planning Instruction

2.   Embedding Assessment

 

H.        Session 8 – Evaluating and Maintaining Curriculum Webs

1.   Curriculum and Web Design Evaluation

2.   Maintaining, Revising, and Updating

 

I.          Session 9 – Teaching with Curriculum Webs

            1.   Teachers, Students, Special Needs Learners

            2.   Classrooms

            3.   Web Servers and Software Issues

            4.   Article Critique

 

J.                   Session 10 – Teaching Teachers with Curriculum Webs

1.   The Importance of Teacher Training

2.   The Web’s Impact on Teacher Learning

3.   Time for Teacher Learning

4.   Standards for Teaching with Technology

5.   Final Exam

 

V.        Instructional Strategies Aligned with Outcomes: K, S, D

 

See matrix in Section II.

 

VI.       Technology Integration

 

            See matrix in Section II.

 

VII.      Diversity Perspectives

 

Teacher candidates read and reflect on issues of diversity and multiculturalism; participate in class discussions, cooperative activities, and group projects; develop instructional lessons that include multicultural awareness; and examine technology resources for racial, cultural, or gender bias.

 

VIII.     Integrative Studies

 

Teacher candidates examine technology resources for use throughout P-12 content areas. Lesson plan will include adaptations to meet the needs of all students in the classroom. Candidates observe the use of technology in diverse classrooms where they will use checklists to record and reflect on instructional practices.

 

 

 

 

IX.       Accommodations and Modifications for Individuals with Disabilities.

 

            Please Note:  It is the policy of Louisiana Tech University to accommodate students with           disabilities, pursuant to federal law, state law, and the University’s commitment to equal          educational opportunities. Any student with a disability who needs accommodation        should inform the instructor at the beginning of the course. Students with disabilities are     encouraged to contact the ADA Coordinator in the Admissions Office, WT 216 or by   phone at 257 – 3036.

 

X.        References:      

 

Anderson, D.S. (2001). The internet and web design for teachers: A step-by-step guide to creating a virtual classroom. New York, NY: Longman.

 

California Instructional Technology Clearinghouse (1998). Guidelines for the evaluation of instructional technology resources. Eugene, OR: International Society for Technology in Education.

 

Cunningham, C.A., & Billingsley, M. (2003). Curriculum webs: A practical guide to weaving the web into teaching and learning. New York, NY: Allyn & Bacon.

 

Diamond, B.J., & Moore, M.A. (1995). Multicultural literacy: Mirroring the reality of the classroom. White Plains, NY: Longman.

 

Diverse Populations and Learning Styles: Teaching Tools (2000). Cincinnati, OH: South-Western Educational Publishing.

 

Forcier, R. (1996). The computer as a productivity tool in education. Englewood Cliffs, NJ: Prentice Hall.

 

Glasgow, N. & Hicks, C. Integrating technology in the classroom. What successful teachers do: Research-based classroom strategies for new and veteran teachers.

 

Grabe, M. & Grabe, C. (1996). Integrating Technology for Meaningful Learning. Boston, MA: Houghton Mifflin Company.

 

Jonassen, D.H., Peck, K.L., & Wilson, B.G. (1999). Learning with technology: A constructivist approach. Upper Saddle River, NJ: Prentice Hall.

 

Marzano, R.J., Pickering, D.J., & Pollock. J.E. (2001). Classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

 

Morusund, D. (1999). Project-based learning using information technology. Eugene, OR: International Society for Technology in Education.

 

 

National Educational Standards for Teachers (2000). Eugene, OR: International Society for Technology in Education.

 

National Standards for Business Education (2002). Reston, VA: National Business Education Association.

 

Newby, T.J., Stepich, D.A., Lehman, J.D., & Russell, J.D. (2000). Instructional technology for teaching and learning: Designing instruction, integrating computers, and using media (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.

 

Presley, B., Brown, B., Malfas, E., & Grassman, V. (2000). A guide to microsoft office 2000 professional for windows 98. Pennington, NJ: Lawrenceville Press.

 

Provenzo, E.F. ( 2002). The Internet and the World Wide Web for teachers. Needham Heights, MA: Allyn & Bacon.

 

Richardson, E. (2000). Teaching a diverse student population in the 21st century. Business Education Forum, 55(2), 42-43.

 

Sandholtz, J.H., Ringstaff, C., & Dwyer, D.C. (1996). Teaching with technology: Creating student-centered classrooms. NewYork, NY: Teachers College.

 

Sharp, V. (1999). HyperStudio 3.2/3.1/3.0 in one hour. Eugene, OR: International Society for Technology in Education.

 

Skintik, C. (2002). Learning Microsoft FrontPage 2002. New York, NY: DDC Publishing.

 

Teaching the growing population of nontraditional students (2002). Keying In, 13(2).

 

The digital classroom: How technology is changing the way we teach and learn (2000). Gordon, D.T. (ed.). Cambridge, MA: Harvard College.

 

Tomei, L.A. (2002). The technology façade: Overcoming barriers to effective instructional technology. Boston, MA: Allyn & Bacon.

 

Using Technology and the Internet: Teaching Tools (2000). Cincinnati, OH: South-Western Educational Publishing.