EME 4673 - Foundations of Instructional Design

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Spring 2024 (630)

Requisites

Admission to Educational Studies and Community Leadership (Bachelor of Science) (EDST-BS) or
Admission to Training and Development (Advanced Technical Certificate with Financial Aid Eligibility) (TRNDEV-ATC)

Course Description

This course introduces students to Instructional Systems Development (ISD) and how the process, when followed, results in training and development programs that focus on real workplace issues and produce solutions that are replicable, sustainable, and effective. Students will review various models, and use the ADDIE Model (Analyze, Design, Develop, Implement, Evaluate) to develop solutions at the individual, course, program, and organizational level.

Learning Outcomes and Objectives

  1. The student will describe the Instructional Systems Development (ISD) process by:
    1. defining ISD as a systems approach to analyzing, designing, developing, implementing, and evaluating any instructional experience.
    2. discussing the core components in ISD.
    3. reviewing examples of training and development curriculum to identify observable, measurable, and replicable elements that are common in programs that follow ISD design.
  2. The student will align training and development solutions (e.g., courses, programs) to organizational goals by:
    1. distinguishing between strategic and operational organizational goals.
    2. writing course or program goals that are outcome based and support organizational goals.
    3. developing course objectives that are observable, measurable, and align to program goals.
    4. creating formative and summative assessments that align to objectives.
  3. The student will use the Analyze/Design/Develop/Implement/Evaluate (ADDIE) Model to develop training and development solutions by:
    1. describing each component of the ADDIE model.
    2. exploring different methods and tools that are used in the ADDIE model/process to glean important information needed to design effective programs and courses.
    3. discussing the importance of writing learning goals that describe the Audience, Behavior, Condition, and Degree (A-B-C-D) to the overall design of training and development solutions.
    4. developing an evaluation plan using Kirkpatrick’s Four Levels of Training Evaluation.
    5. identifying barriers to determining Return on Investment (ROI) and business impact of training and development programs.
  4. The student will compare and contrast instructional design for face-to-face training, hybrid training, and virtual training by:
    1. discussing and differentiating between the unique characteristics of each.
    2. exploring various methods for student engagement through design in each modality.
    3. identifying potential challenges that may arise when delivering content intended for face-to-face training without any modification for virtual training.

Criteria Performance Standard

Upon successful completion of the course, the student will, with a minimum of 75% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors

History of Changes

C&I Approval: , BOT Approval: , Effective Term: Spring 2024 (630)

Related Programs

  1. Educational Studies and Community Leadership (EDST-BS) (665) (Draft)
  2. Educational Studies and Community Leadership (EDST-BS) (660) (Active)
  3. Training and Development (TRNDEV-ATC) (630) (Active)