EDCI 513Page 1

EDCI 513

Foundations of Educational Technology:

An Introduction to the Field

Course Information
Course Description / This course provides an historical overview of the field and delineates the foundational knowledge, skills, and attitudes needed by professionals in the field of educational technology and instructional design. Students explore the field by engaging in collaborative projects along with thinking and writing about various aspects of educational technology and the underlying instructional design theories.
Course Goals / This course provides students with the foundational and working knowledge necessary to initiate steps toward becoming a professional in the field of educational technology. Students explore various aspects of the field, including the potential opportunities and career paths within educational technology.
Upon completion of the course, students will be able to:
  • explain/describe the history and foundations of the field
  • define educational technology and distinguish among its components and related fields (e.g., ID, IT, HPT)
  • identify and describe current and emerging issues in the field
  • initiate steps toward becoming a professional in the field of educational technology

Course Philosophy / This course is designed to provide a reasonable amount of structure so as to allow us to complete the material in one semester. Since this is an introductory course, it is important to introduce a wide range of topics. Nonetheless, it is often possible to adjust the course to meet individual needs. In order to do so, please communicate your needs. I will do my best to minimize the changes that need to be made, while maximizing the instructional benefits.
Textbook / Required — Reiser, R. A., & Dempsey, J. V. (Eds.) (2002). Trends and issues in instructional design and technology. Upper Saddle River, NJ: Pearson Education.
Recommended — Jonassen, D. H. (Ed.). (1996). Handbook of research for educational communications and technology. New York: Simon & Schuster Macmillan. Available online at:
Supplemental Readings / Please see attached list for possible supplemental reading materials.
Attendance & Communication / The design of this course emphasizes class discussions and small group activities. Consistent attendance is crucial to student success. It will be virtually impossible to complete various projects satisfactorily without cumulatively developing the knowledge base discussed during class meetings. Missed classes cannot be made up and will lead to a loss of participation points. Still, class attendance is a choice. Should you choose to come to class, I will do my best to help you learn. Should situations arise which prevent class attendance, you must do what is best for you.
Grading / Grades will be based upon in-class participation, learning activities, and assignments. The point values associated with each activity/assignment are delineated in the section on assignments. See the course schedule for activities and due dates.
Grades will be assigned on the basis of accumulated points as follows:
90-100%=A (270-300 points)
80 - 89%=B (240-269 points)
70 - 79%=C (210-239 points)
60 - 69%=D (180-209 points)
Written and oral communication are important aspects of this course. The ability to communicate clearly and effectively to a variety of people—clients, managers, design team members—is critical to success as an instructional designer, teacher, and developer. Your assignments will be evaluated from this perspective. Proofread written assignments carefully. Assignments containing errors in spelling, punctuation, syntax, and so on, will receive a 10% score reduction.
Another key element that needs to be considered is the importance of deadlines. In most work settings the ability to make deadlines is critical to the success of a project and employment. All late assignments will be reduced by 20%.
Problems / Questions and problems are likely to come up during the course. When they do, talk to the instructor as soon as possible. Problems are generally easier to deal with when they are small. For example, talk with the instructor when you are uncertain about how to get started on an assignment. Contact the instructor in person, by telephone, or by e-mail.
If you have any concerns with the planned assignments, please let the instructor know. The instructor may be able to suggest alternative ways to meet the course requirements.
Incomplete Grades / An incomplete grade will be granted only in unusual circumstances. You must submit a written request for an incomplete grade, describing the circumstances, and have it approved by the instructor.
Special Needs / If you have a disability that requires academic adjustments, please make an appointment with the instructor to discuss your needs as soon as possible. Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students (SCHL 207, phone: 494-1747) before classroom accommodations can be provided.
Academic Integrity / All students, especially those in education, should aspire to high standards of academic honesty. This class encourages cooperation and the exchange of ideas. However, students are expected to do original work, to do their own work except for group projects, and to properly reference sources when using information from others. Any single instance of academic dishonesty will result in failure of the assignment in question. More than one instance will result in failure of the course.
513 Course Assignments & Grading
Course/Group Professionalism and Participation
(30 Points) / Continuous
A part of the final grade will be based on professional characteristics including:
  • Self Motivation
  • Ambition
  • Participation
  • Attitude
  • Accountability

Definition of the field
(10 Points) / Week 1
What is Educational Technology? To answer this question, you will 1) write a personal definition of the field and 2) explain your understanding of educational technology by describing, in layman’s terms, what you will do to become a good educational technologist and what you will actually do when you are one (i.e., what will your job be like?) Remember to use simple language that people outside the field will understand.
Timeline
(20 Points) / Week 5
Trace the historical evolution of the field of Educational Technology from its inception to what it is today. Identify key influences and individuals.
ID Models
(20 Points) / Week 7
Research prominent models that are used for the systematic design of instruction. Compare and contrast two of these models.
Personal Glossary of Terms
(20 Points) / Week 8; Finals Week
As with any field, there are key terms and definitions that form the basic “language” of the profession. As we go through the course you may find that you recognize the method and the steps involved but not the term.
Developing your own definitions for these key words will be useful in forming your own understanding of them and how they relate to your environment. It will also provide you with a method of describing the process to others (clients, customers, colleagues).
An initial set of terms is provided. At the time of the midterm exam you will be expected to submit a copy of your glossary-in-progress, including definitions for as many of these terms as appropriate, as well as for others you think are important to your growing knowledge base. By the end of the semester, a final copy of your glossary should be submitted with all terms on the list included, as well as others that are personally relevant. Up to 5 points will be awarded at the time of the midterm; the remaining points (out of 15) will be awarded based on the quality and completeness of the final glossary, submitted with the final paper.
Mid-Term Exam
(50 Points) / Week 8
The mid-term exam will test your comprehension of the content from class discussions and assigned readings.
Individual Paper
(30 Points) / Week 13
Based on your readings of the literature, write a 3-5 page paper to address one of the following two options:
  1. Describe two or more trends in the field of educational technology today. What impact do you predict for each trend? Are they temporary or more permanent? Are they beneficial or damaging?
  2. Critics of instructional technology maintain that it dehumanizes the teaching/learning process. Defend or refute that claim, providing support for your claim.

Professional Organizations
(10 Points) / Week 14
Students will select from a list of professional organizations in the field of Educational Technology, research information about the organization, and present an overview to the class. The overview should be limited to 5 minutes and contain information about the organization’s:
  • Mission statement
  • Number of members and types of jobs they hold
  • Cost of membership
  • Benefits for members
  • Employment services
  • Conferences
  • Publications

Personal Reflection
(10 Points) / Week 16
Reflect on your enlightened understanding of the educational technology field. Explain how this new understanding might be evident in your future career through either
  1. Writing a letter to a friend, relative, or work supervisor explaining in their language what is educational technology or instructional design as you understand it; or
  2. Writing a letter to the head of a business unit, philanthropic foundation, or other organization explaining educational technology or instructional design from your own personal perspective.

Final—Group Presentation and Individual Paper
(100 Points) / Finals Week
Individual Paper (40 Points)
You will choose a topic related to the field of Educational Technology that you would like to explore in greater depth. These topics should not be ones that are already covered in class, but can be chosen from among the list of glossary terms or from the recommended text: Handbook of Research (Jonassen). You are required to write a 5-page paper, in APA format, about your topic. Individual papers should include:
  • Description of the topic, issue, or trend
  • Synthesis of research in the area
  • References
  • Appendix A: Updated personal glossary of terms
  • Appendix B: Bibliography of suggested readings – as you prepare for your group presentation and find information related to your topic and the field of ID, IT, or HPT, make a note of these resources and include those you feel are important for future educational technology students to read.
Group Presentation (60 Points)
Students will be assigned to a presentation group based on similarity of topics. Together, a 20-minute group presentation about the topic should be created with all group members participating equally in the design, development, and presentation.
Grammar and Expression: The ability to present analysis findings and to effectively and efficiently relate information and instruction of various types to diverse audiences are critical competencies for success in the field of Educational Technology and the world of instructional design. Please ensure that the work you submit has been proofread for grammar, spelling, and clarity. The grade you are assigned will significantly reflect these critical competencies of instructional design.
Organization and Submission of Assignments: Instructional design practice often requires practitioners to streamline, condense, and selectively present their findings and instructional content. Knowing which “corners to cut” and how to organize information in logical and efficient ways are abilities instructional designers must possess. Please note each assignment’s page limit, then select and present the most appropriate findings. Use of headings, tables, and bulleted lists should guide your reader and increase your report’s impact; writing a “term paper” will likely accomplish the opposite.
513 Course Schedule
Date / Activities/Readings / Readings/Assignments Due
Week 1
Class 1 / Intro to course and participants
Introductions
Syllabus
Assignments and Group projects
Class 2 / Definition of the field
Process
Product
Profession / Readings:
Chapter 1
Initial definition of the field due
Week 2
Class 3 / History of IT
Media / Readings:
Chapter 3, pp. 26-34
Molenda & Sullivan (on reserve)
Class 4 / History of IT
Computers / Readings:
Chapter 3, pp. 34-37
Week 3
Class 5 / History of ID
Early roots—overview / Readings:
Chapter 3, pp. 37-45
Leigh (on Web)
Class 6 / History of ID
Programmed Instruction (Skinner, Glaser)
Behavioral Objectives (Tyler, Mager, Bloom)
Criterion – referenced testing (Glaser)
Week 4
Class 7 / History of ID
Domains of Learning (Gagne)
Events of Instruction (Gagne)
Class 8 / Instructional Design Models
Basic ID Models-overview / Readings:
Chapter 2
Week 5
Class 9 / ADDIE
Analysis
  • Needs
  • Learner
  • Contexts
  • Others
/

Readings:

Rossett & Volkl (on reserve)
Mager & Pipe (on Web)

Timeline due

Class 10 / ADDIE
Design
  • Motivational Issues
/ Readings:
Chapter 6
Week 6
Class 11 / ADDIE
  • Design
  • Writing and Classifying objectives
  • Writing test items
/ Readings:
Kizlik (on Web)
Teaching and Development Institute (on Web)
Class 12 / ADDIE
Development
Implementation
  • Project Management
  • Adoption/Diffusion
/ Readings:
Chapter 13
Chapter 14
Week 7
Class 13 / ADDIE
Evaluation-Levels of Training Impact / Readings:
Chapter 11
Chapter 12
ID models due
Class 14 / ADDIE
ID/HPT—What are the differences?
Looking Ahead – Introduction to Individual paper, Group presentations and Final paper / Readings:
Chapter 9
Wile (on reserve)
Week 8
Class 15 / Mid-Term Exam / Personal glossary of terms due
Class 16 / Current Practice in ID: Business and Industry
Guest Speaker / Readings:
Chapter 15
Week 9
Class 17 / Current Practice in ID: Military
Guest Speaker / Readings:
Chapter 16
Class 18 / Current Practice in ID: Health
Guest Speaker / Readings:
Chapter 17
Week 10
Class 19 / Current Practice in ID: Schools
Guest Speaker / Readings:
Chapter 18
Thorpe (on reserve)
Class 20 / Current Practice in ID: Higher Ed
Guest Speaker / Readings:
Chapter 19
Week 11
Class 21 / Current Practice in ID: International Settings
Guest Speaker / Readings:
Chapter 20
Class 22 / Future of ID / Readings:
Chapter 24
Chapter 25
Week 12
Class 23 / Trends and Emerging Issues:
EPSS
Learning Environments / Readings:
Chapter 10
Chapter 5
Class 24 / Trends and Emerging Issues
Online learning / Readings:
Chapter 21
Individual paper due
Week 13
Class 25 / Web-based learning / Chapter 22
Class 26 / Trends and Emerging Issues
Multimedia / Readings:
Chapter 23
Week 14
Class 27 / Becoming a Professional
Organizations
Conferences / Readings:
Chapter 28
Professional organizations due
Class 28 / Becoming a Professional
• ID competencies / Readings:
Chapter 29

Week 15
Class 29 / Becoming a Professional
Ethical Standards / Readings:

Class 30 / Negotiating the program/your future / Readings:
Chapter 26
Chapter 27
Reiber (on Web)
Personal reflection due
Finals Week
Group presentations / Final paper due
513 Possible Supplemental Reading List

Definition of the field

Ely, D.P. (2000). The field of educational technology: Update 2000, A dozen frequently asked questions. Retrieved March 26, 2002, from

Gentry, C.G. (1995). Educational technology: A question of meaning. In G.J. Anglin (Ed.),Instructional technology: Past, present, and future, 2nd ed. (pp. 110). Englewood, CO: Libraries Unlimited.

Jenkins, S., & Rossett, A. (2000). Wanted: Educational technologist, whatever that is. Educational Technology, 40(2), 52-57.

Reiser, R.A. (1987). Instructional technology: A history. In R.M. Gagne (Ed)., Instructional technology: Foundations (pp. 11-48). Hillsdale, NJ: Erlbaum.

Saettler, P. (1990). The meaning of educational technology. In The evolution of American educational technology, (pp. 320). Englewood, CO: Libraries Unlimited.

Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field.Washington, DC: Association for Educational Communications and Technology.

History of IT

Alessi, S., & Trollip, S. (1991). Computer-based instruction. Englewood Cliffs, New Jersey: Prentice-Hall..

Anglin, G. J. (1995). Instructional technology: Past, present, and future (2nd ed.). Englewood, CO: Libraries Unlimited.

Dick, W., & Carey, L. (1996). Introduction to instructional design. In The systematic design of instruction (4th ed.). New York: HarperCollins.

Ely, D., & Plomp, T. (1996). Classic writings on instructional technology. Englewood, CO; Libraries Unlimited.

Heinich, R. (1984). The proper study of instructional technology. Educational Communications and Technology Journal, 2, 84-98.

Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1999). Media and instruction. In Instructional media and technologies for learning (6th ed.). Columbus: Merrill.

Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1999). Systematic planning for media use. In Instructional media and technologies for learning (6th ed.). Columbus: Merrill

Molenda, M., & Sullivan, M. (in press). Issues and trends in instructional technology: Hitting the plateau. Educational Media Technology Yearbook, 2002.

History of ID

Airasian, P., & Walsh, M.. (1997, February) Constructivist cautions. Phi Delta Kappan, pp. 444-449.

Case, R., & Bereiter, C. (1984). From behaviorism to cognitive behaviorism to cognitive development: Steps in the evolution of instructional design. Instructional Science, 13, 141-158.

Dale, E. (1996). The cone of experience. In D. P. Ely & T. Plomp (Eds.), Classic writings on instructional technology (pp. 169182). Englewood, CO: Libraries Unlimited.

Driscoll, M. P. (1994). Constructivism. In Psychology of learning for instruction (pp. 359-376). Boston: Allyn & Bacon.

Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 170198). New York: Macmillan Library Reference.

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 5072.

Gagné, R.M., & Briggs, L. J. (1974). Principles of instructional design.New York: Holt, Rinehart and Winston

Leigh, D. (2002). A brief history of instructional design. Performance Improvement Global Network, ISPI. Retrieved March 26, 2002 from

Saettler, P. (1990). Behaviorism and educational technology: 1950 - 1980. In The evolution of American educational technology (pp. 286317). Englewood, CO: Libraries Unlimited.

Schiffman, S. S. (1995). Instructional systems design: Five views of the field. In G. J. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed.) (pp. 131142). Englewood, CO: Libraries Unlimited.

Skinner, B. F. (1968). Why teachers fail. In The technology of teaching. New York: AppletonCenturyCrofts.

Skinner, B. F. (1996) The science of learning and the art of teaching. In D. P. Ely & T. Plomp (Eds)., Classic writings on instructional technology (pp. 199-210). Englewood, CO: Libraries Unlimited.

Tennyson, R. D. (2002). Linking learning theories to instructional design. Educational Technology, 42(3), 51-55.

What is ID?

Andrews, D. H., & Goodson, L. A. (1980). A comparative analysis of models of instructional design. Journal of Instructional Development, 3 (4), 2-16.

Briggs, L. (1977). Instructional design: Principles and applications. Englewood Cliffs, NJ: Educational Technology Publications.

Dick, W. (1997). Better instructional design theory: Process improvement or reengineering? Educational Technology, 37(5), 47-50.

Gentry, C. (1994). Introduction to instructional development. Belmont, California: Wadsworth.

Kemp, J., Morrison, G., & Ross, S. (1996). Designing effective instruction.Upper Saddle River, NJ: Prentice-Hall.

Reigeluth, C. M. (Ed.). (1983). Instructional design: What is it and why is it? Instructional design theories and models: An overview of their current status (pp. 383 – 434). Hillsdale, NJ: Erlbaum.

Rowland, G. (1992). What do instructional designers actually do? An initial investigation of expert practice. Performance Improvement Quarterly, 5(2), 65-86.

Rowland, G. (1993). Designing and instructional design. Educational Technology Research & Development, 41(1), 79-91.

Ryder, M. (2002). Instructional design models. Retrieved March 26, 2002, from

Smith, P., & Ragan, T. (1993). Instructional design. Upper Saddle River, NJ: Prentice-Hall.

Willis, J., & Wright, K. E. (2000). A general set of procedures for constructivist instructional design: The new R2D2 Model. Educational Technology, 40(2), 5-20.

ADDIE Model

Bloom, B. S. (1971). Learning for mastery. In B. S. Bloom, J. T. Hastings, & G. F. Madaus (Eds)., Handbook on formative and summative evaluation of student learning.New York: McGraw-Hill.

Kaufman, R. (1977). Needs assessments: Internal and external. Journal of Instructional Development, 1(1), 5-8.