Course Outline

School: School of Community and Health Studies

Department: Educational Studies in Digital Technology

Program: AEDT Prorgram

Course Title: Instructional Design Strategies

Course Code: AEDT 1010

Total Course Hours: 45

Prerequisites/Co-requisites: None
Eligible for Prior Learning
Assessment and Recognition: Yes

Originated by: Bernadette Cuyugan, Joycelyn Kelly,

Revised by: Caroline Nichols, Aneta Stolba

Date: July 29, 2019

Effective Semester: Spring 2019

Approved by:
________________________________________
Chairperson/Dean

Students are expected to know the contents of the course outline and to discuss
with the professor any areas where clarification is required.

Students should keep all course outlines for each course taken at UOIT College.
These may be used to apply for transfer of credit to other educational institutions.
A fee may be charged for additional or replacement copies.
Effectively Utilizing learning Theories to Enhance Higher Education Teaching Environments
Course Code: AEDT 101

Learner profile:

Adult Education program course, first-year students in education studies.

This course will be appropriate for new and existing educators and any individuals wanting to
know how to enhance their teaching practices and apply effective teaching strategies based on
learning theories as well as choose the most appropriate instructional methods with a solid
foundation in learning theories.

Course Description
The purpose of this course is to teach educators about learning theories and provide an
opportunity for them to develop learning material based on that knowledge as well as improve
their understanding and provide a context to educational studies. In this course, students will
overview various learning theories and their interrelationship. Students will compare various
learning theories and provide examples of how they can be used to enhance learning instruction
and teaching strategies. Behaviourist, cognitivist, connectivist, and constructivist approaches to
learning will be discussed. Students will integrate these learning theories into actionable lesson
plans and have ample opportunities for active engagement and group work through PBL
assignments, live tutorials, synchronous and asynchronous group work and discussions,
Facebook closed group discussions and a course website. Effective Adult learning, Self-Directed
and Experiential Learning, Andragogy, and Malcolm’s principles and assumptions will be
considered when developing lesson plans.

Course Learning Outcomes

The student will reliably demonstrate the ability to:
1. Identify major learning theories associated with problem-based learning
2. Compare and contrast various learning theories
3. Give examples of learning theories in practice
4. Integrate learning theories into actionable learning plans
5. Critique various learning theories.

Learning platform and other technologies used in this course:

The content and learning material for this course will be organized and shared using the online
website building platform Weebly. This application allows us to design and build an open source
online learning environment which can be easily accessed by the learner remotely.

The social interactions and discussions for this course will be conducted on a closed Facebook
Group, discussion postings and assessments managed by the facilitator.

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Text and Other Instructional/Learning Materials

No required textbook – online videos and links to readings are provided on weebly

Evaluation and Grading System

Evaluation Description Weight

/100
Assignments

Posts and weekly marks

Discussion and Facebook Postings weekly 15%
Online Weekly tutorial activities (various) Reflections and pole surveys 20%

Group Assignment Practice Lesson plan Due week 8 (Assignment#1) 15%

Individual Lesson Plan/Portfolio (Assignment#2) due week 10 first draft and 25%
final week12

Group Final Presentation and Individual Paper (Assignment#3) due week 12 25%

Total 100%

COLLEGE GRADING SYSTEM

A+ - Outstanding Achievement 90-100%
A - Excellent Achievement 80-89%
B+ - Very Good Achievement 75-79%
B - Good Achievement 70-74%
C+ - Satisfactory Achievement 65-69%
C - Acceptable Achievement 60-64%
D+ - Pass 55-59%
D - Pass 50-54%
F - Failure 0-49%

In consultation with the Chair or Dean, a faculty member or instructor may administer additional
or alternative evaluations to fully assess the capability of a student.

When writing a test or examination, students must put their official photo-ID cards in full view for
review by the invigilator. Students who do not have official photo-ID will be permitted to write the
examination with a substitute photo-ID, but they will be required to produce photo-ID at the

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Effectively Utilizing learning Theories to Enhance Higher Education Teaching Environments
Course Code: AEDT 101

program or department office within 24 hours or the next business day following the
examination, or else the examination results will be void.
Students agree that by taking this course, all submitted assignments may be subject to
submission to Turnitin® for the purpose of verifying proper documentation of sources and
borrowed material. The instructor will provide you with further details on the use of Turnitin®
within this course. Note that student work submitted to Turnitin® may become part of the
Turnitin® database. Students who do not wish to have their work submitted to Turnitin® must,
by the end of the second week of class, communicate this in writing to the instructor and make
mutually agreeable alternate arrangements.

Student Accommodation:
All students have the right to study in an environment that is free from discrimination and/or
harassment. It is College Policy to provide accommodation based on grounds defined in the
Ontario Human Rights Code. Accommodation may include changes or modifications to
standard practices.

This document is available in alternative formats upon request. Please contact the originating
department or school of study.

Students with disabilities who require academic accommodations must register with the Centre
for Student with Disabilities. Please see the Centre for Students with Disabilities for details.

Students requiring accommodation based on human rights grounds should talk with their
professors as early as possible. Details are available on the College website
(www.aedtprogram.ca ).

If students are unable to write an examination due to a medical problem or unforeseen family
problems, they should immediately contact their professor or program Chair for advice. In
exceptional and well documented circumstances (e.g. unexpected family problems, serious
illness, or death of a close family member), students should be able to write a make-up
examination to replace an examination missed.

Use of Dictionaries
Paper Dictionaries will be permitted for ESL students, from their mother tongue to English/
English to mother tongue for tests or in class assignments at the discretion of the professor. No
English language dictionaries will be permitted during tests, unless approved by the professor.
No electronic dictionaries, translators, music players or cell phones will be allowed during tests
or in class assignments.

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Effectively Utilizing learning Theories to Enhance Higher Education Teaching Environments
Course Code: AEDT 101

Course, Program or School Policies

Tests and Assignments Policy:
Tests and assignments are due on the dates specified by the professor. Absence due to illness
or extenuating circumstances is not an automatic excuse for missing a deadline. Absence must
be reported before the class in which the test is to be written or the assignment is due
and arrangements for handing in assignments must be made with the professor. A zero
grade will be assigned for missed tests and assignments. Arrangements for makeup tests are
as follows: Students are responsible to report absence to the professor prior to class in which
test is given. Students will write all makeup tests at the end of term. Students will reconfirm that
they are planning to write the test with the professor prior to the end of term. This notice will be
available via email and during classes.
Students are expected to arrive at the examination on time. No student will be admitted 30
minutes after the exam begins. No student may leave within the first 30 minutes after the exam
has commenced.

Student Rights and Responsibilities

Students should familiarize themselves with all College Policies that cover students’ rights and
responsibilities. For more information on the following and other policies, please visit
www.aedtprogram/aboutus/respect or consult the Academic Matters Section in the full-time and
Continuing Education catalogues.

Respect at AEDT
At AEDT Program, we are committed to providing a safe and respectful learning, teaching and
working environment for all students, faculty and staff that promotes equity. Policies have been
put in place to ensure that UOIT is a place that demonstrates respect and consistency with the
Ontario Human Rights Code. All incidents of harassment, discrimination, bullying and
violence will be addressed and responded to. As a college, we take the position that all forms
of harassment, including personal harassment and bullying, must be stopped. Please refer to
www.aedtprogram.ca/aboutus/respect and www.stopbullyingnow.ca .

Academic Honesty
Academic honesty is integral to the learning process and a necessary ingredient of academic
integrity. Students have a responsibility to be aware of and comply with standards of academic
conduct. Academic dishonesty includes cheating, plagiarism, and impersonation. All of these
occur when the work of others is presented by a student as their own and/or without citing
sources of information. Breaches of academic honesty will be investigated and if warranted
appropriate remedies and penalties will be applied, which may include a failing grade on the
assignment/course, suspension or expulsion from the college.

Grades Appeal
Students and faculty have rights and responsibilities in the Grades Appeal process. Students
who need to appeal a grade should consult the Grades Appeal policy and procedures.

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Progression and Academic Standing

Students are expected to meet the academic standards of their School or program. The
academic standing of each AEDT student is monitored during as well as at the end of each
semester. Any student not demonstrating satisfactory progress will be informed of his/her
standing in the College and will receive academic advising within their School. Unsatisfactory
academic performance may result in conditional academic standing, probation or suspension.

Faculty Support
Professors are available to see students outside of class time. Students can contact professors
via voice mail, email, or through their program or department office. Information regarding how
to contact teachers will be provided at the beginning of the course and is also available in the
program or department office.

PROFESSORS Phil Sanders

TELEPHONE 416-289-5400 Ext 8011

voicemail 24 hours
EMAIL p.sanders@uoit.net
OFFICE Room 352 HP Centre, see posted office hours in
binder at reception desk

Campus Safety
Students must produce official photo identification at any time during the semester when
requested to do so by any college staff.

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 Effectively Utilizing learning Theories to Enhance Higher Education Teaching Environments Course Code AEDT 101

Topical Outline

READINGS/ INSTRUCTIONAL
MODULE TOPICS WEEKLY LEARNING OUTCOMES Evaluation Name
MATERIALS STRATEGIES
1 Learning Theories Online videos Describe the overall purpose of learning Discussion
as a whole Powerpoint links Theories and how they relate to instructional Powerpoint
design Videos
Handouts
Instructional In this first module, we will explore four
Design Models learning theories; Behaviourism,
Cognitivism, and Constructivism and
Connectivism in relation to instructional
design for educators, learning outcomes,
and their benefits in both instruction and
learning.

2 Behaviourism: Online Videos Define Behaviourism Theory Online Classroom Facebook

History and Powerpoint links Describe the history, purpose and activities Discussions and
Theory contributors to the Behaviourism Theory Videos & Online postings due
Articles, Handouts weekly
Identify how we view learning, what is
learning and how we learn, how we instruct
Learning Theory in regards to Behaviourism:
Description • Contributors of Behaviourism:
• Pavlov (1849-1936)
• Pressey (1920)
• Skinner (1954)
• Thorndike (1898)
• Watson
Behaviourism: Describe how behaviourism can be used
Application within through the various applications through
a learning traditional, fully online and hybrid and
Environment blended
Identify how each application can relate to
the Behaviourist Learning Theory

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 Effectively Utilizing learning Theories to Enhance Higher Education Teaching Environments Course Code: AEDT 101

READINGS/ INSTRUCTIONAL
MODULE TOPICS WEEKLY LEARNING OUTCOMES Evaluation Name
MATERIALS STRATEGIES
3 Cognitivism: Online Videos Online-Classroom
History and Powerpoint links Define Cognitivism Theory activities Facebook and
Theory Discussion posting
Online Articles and Discussions due
Cognitive theories focus on the
Videos weekly
conceptualization of students’ learning
processes and addresses the issues of how
information is received, organized, stored,
and retrieved by the mind.

Describe the history, purpose and

contributors to the Cognitivism Theory
Marriner David Merill (1937 – )
Charles Reigeluth (1946 – )
Robert Mills Gagné (1916 – 2002)
Jerome Bruner (1915-2016)
Roger Schank (1946 – )

Cognitivism: Identify examples of the Cognitivism.

Application within Plan the application of cognitivism in a
a Learning learning environment - breakout tutorials.
Environment Discuss how you can use the theory with
the use of critical thinking skills
4 Constructivism Online Handouts Define Constructivist Learning Theory Online-Classroom Facebook
Learning Theory Weebly links to Discuss the history, and the contributors of activities Discussions and
readings the Constructivist theory Discussion postings due
Lev Semyonovich Vygotsky (1896 – 1943) Online Articles and weekly
Jean Piaget (1896 – 1980) Videos
John Dewey (1859 – 1952) Postings
Jerome Seymour Bruner (1915-2016)
Constructivism - Identify application methods for
Application within constructivism and social constructivism
a Learning within an adult learning environment.
Environment Provide examples of constructivism, share
in discussion posts

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 Effectively Utilizing learning Theories to Enhance Higher Education Teaching Environments Course Code: AEDT 101

READINGS/ INSTRUCTIONAL
MODULE TOPICS WEEKLY LEARNING OUTCOMES Evaluation Name
MATERIALS STRATEGIES
Participate in facebook, breakout
discussions as an example of social
constructivism
5 Andragogy Online handouts and • Define Andragogy and discuss how Online Postings Assignment#1
Constructivism readings you can apply Weekly Activities outline –Reviewed
Student Centered • Apply the Theory of Adult Learning due week 10
Learning and Malcolm Knowles Principles on
Malcolm Knowles how adults learn
• Discuss the steps on how to design
a lesson plan for the adult learner.
• Design a lesson plan on any topic of
interest as a group, and identify the Facebook
learning theories implemented for Discussions and
this lesson postings due
weekly

6 Connectivism: Online handouts and Define Connectivism Online Postings and

History and readings Discuss the History and Theory of discussion, videos
Theory Connectivism with the contributors
George Siemens and Stephen Downes

Connectivism: Discuss examples and the application of a

Application within learning environment of Connectivism in the Facebook
a Learning classroom setting Discussions and
Environment Provide examples and discuss in breakout postings due
sessions weekly

7 Creating a lesson Online Handouts and Identify the steps of creating a lesson plan Online postings and Facebook
plan (overview) readings Discuss the theory of backward design in and discussion Discussions and
Framework - creating a lesson plan and apply to one of tutorial activities postings due
Backward Design the Learning theories weekly

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 Effectively Utilizing learning Theories to Enhance Higher Education Teaching Environments Course Code: AEDT 101

READINGS/ INSTRUCTIONAL
MODULE TOPICS WEEKLY LEARNING OUTCOMES Evaluation Name
MATERIALS STRATEGIES

8 Learning Goals Online Handouts and List the advantages and disadvantages of Discuss upcoming Assignment#1 –
readings assessment methods assignment due Week Practice Creating a
Assessment Identify your teaching and assessment 12 lesson plan due
Goals goals
Develop teaching strategies for your lesson Online Lecture and
Teaching plans discussion Discuss
Strategies and Discuss the Application of all theories in a weekly activities Assignment#2 first
Methods learning environment Group discussion draft due Week 10
• Apply the learning theories when creating postings
Assessments and when considering
teaching methods
9 Experiential Online Handouts and Define Experiential learning and provide Online Lecture and Facebook
Learning readings examples weekly activities Discussions and
Group discussion postings due
Identify the importance of Gamification and postings weekly
Gamification how technology has changed the learning
environment for the adult learner
Discuss how gamification can be applied to
a learning theory

10 Application of Online Handouts and Discuss Various examples of lesson plans Online Lecture and Assignment#2
Original Learning readings and their applications to one of the original discussion Lesson
Theories learning theories weekly activities plan/Portfolio due
Practice creating a lesson plan for a class Group discussion week 10-
Behaviourism, (module) postings
Cognitivism, Incorporate one of the original learning
Constructivism, theories into that weekly module
Connectivism Discuss ideas with peers and solicit
feedback for improvement for lesson plans

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 Effectively Utilizing learning Theories to Enhance Higher Education Teaching Environments Course Code: AEDT 101

READINGS/ INSTRUCTIONAL
MODULE TOPICS WEEKLY LEARNING OUTCOMES Evaluation Name
MATERIALS STRATEGIES

11 Application of Online Handouts and Discuss Human Computer-interaction and Online Lecture and
Modern Theories readings explain how it relates to the Activity Theory discussion Facebook
weekly activities Discussions and
Human Group discussion postings due
Computer- Analyze various examples of lesson plans postings weekly
interaction and identify learning theories used
Activity Theory
Critique various online tools and digital
Online Tools technologies that can be used for
Digital application of learning theories and module

12 Presentations Online Handouts and Presentation Online Lecture and Assignment #3 Final
readings Learners will present their lesson plans as a Presentation and Lesson plan due
group in breakout rooms during tutorial submission of week 12 –
using various digital platforms while assignments
applying various learning theories Final presentation
due week 12

Individual Paper
due week 12

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