1.3.

Foundation of Instructional Technology

Institute of Education and Professional Development Studies

Program: Educational Technology and Information Management Department
Course Title/code Foundation of Instructional Design & Technology Course Code:ETIM 1056
Course Credit 3 cr.hrs
Course Target Group: Educational Technology and Information Management Department
Information Year:_________I_______ Semester: __II______________
Module Name Fundamentals of education Module Code:ETIM-M1051
Instructor (s) Name:-------- Office:---------------Phone:-- Email:-----Consultation hours: ---------------------
Name
and Contact
Information
Ethiopian credit ECTS LH TH L/P SH CP
hour transfer 5 48 0 32 55 5
system (EtCTS)
Course Objective After attending this course students will:
 Compare and contrast formal instructional design and the teacher- designer approach •
 Select appropriate media and teaching strategies for technology enhanced instruction based
on intended learner outcomes
 Apply a modified design model for designing materials for technology- enhanced
instruction
 Increase knowledge in instructional design theories and models for application to teaching
and learning in specific content areas.
 Design instructional projects incorporating technology in their specific content areas.
 Conduct an analysis of current technology standards as related to use in specific school
settings and develop or critique curriculum for teaching and learning in a department or
district.
 Demonstrate improvement of technology skills by learning or improving the use of
website development software to design a content area website that promotes teaching and
learning using technology and effective instructional design methods.
 Examine and analyze current issues and trends in educational technology and instructional
design through research of online professional journals as related to specific problems and
needs at the student, departmental, and district levels.
Course This course provides an introduction to the field of instructional design and technology and its
Description impact on teaching and learning. Topics included in the course are how teachers use instructional
design in real classroom, instructional design models, learning theories, instructional design
theories, trends and issues, new Directions and current Issues in Instructional Design and
Technology
Learning Out At the end of the course, learners will be able to:
Comes  Describe the evolution of instructional technology from historical perspective.
 Compare and contrast Instructional Technology definitions, concepts, and models.
 Explain instructional design models, and the interaction of learning styles, instructional goals,
instructional styles and strategies.
 Distinguish between learning theories and instructional theories.
 Identify and discuss trends, issues and ethics in the fields of Instructional Design &
Technology (IDT)
Pre-requisites None
Status of the Core
course
Contents Chapter One: Teacher-Designers: How Teachers Use Instructional Design in Real Classroom.
1.1.Levels of Technology Adoption
1.2.Instructional Design : An Applied Model
1.3.Promoting Cognitive Change in e-learning
Chapter Two: :Introduction to Communication and instructional Design Technology
2.1.Concepts of communication
2.2.Means of communication
2.3.Basic elements of communication
2.4.Communication models
2.5.Purpose of communication in the classroom
2.6.Preconditions of communication
2.7.Levels of communication
2.8.Educational communication
2.9. Instructional applications of communication
Chapter Three: Concepts, Purpose & Characteristics of instructional media in instructional
design & Technology
Concepts of instructional media
Purposes of instructional media
Characteristics of instructional media
Principles in the use of instructional media
Problems in the use of instructional media
Classification & types of instructional media
Chapter Four: Global Trends & Issues in Instructional Design & Technologies (IDT)
Developing Learning to Meet Complex Challenges for an Undivided World
Instructional Design & Technology (IDT) in Asia, Europe and etc.
Instructional Design & Technology (IDT) In Africa
Chapter Five: New Directions in Instructional Design & Technology
E-Learning and Instructional Design
Reusability and Reusable Design
Using Rich Media Wisely
Adoption, Diffusion, Implementation, & Institutionalization of Instructional Design and
Technology
Emerging Instructional Technologies: The Near Future
The Future of Instructional Design
Designing for the world at large
Chapter Six: Current Issues in Instructional Design and Technology
Competencies for Instructional Design and Technology Professionals
Professional Ethics: Rules Applied to Practice
Diversity and Accessibility
The Changing Nature of Design
Course Policy General Students should be familiar with the University's policies regarding the grading system,
withdrawals, exemptions, class assignments, missed tests and exams, attending classes,
supplemental privileges, and academic dishonesty.
Testing policy In the event that a student is absent on the day of a test, it is the student‘s
responsibility to contact the instructor prior to the missed test to be eligible for a make-up test. The
opportunity to write missed tests will be granted at the faculty‘s discretion and only under
exceptional circumstances. Students may be asked to document illness with a medical note.
Assignment policy In order to pass this course, it is the student‘s responsibility to ensure that all
assignments are completed and handed in. Students will be expected to keep copies of every
 assignment submitted. Clear grammatical English must be used in allwritten reports. Marks will be
deducted for late assignments. Extensions for assignments will only be considered when
arrangements have been made prior to the due date and only under exceptional circumstances.
Mode of Delivery Semester wise (parallel)
Assessment Quiz (10%); Test (25%) Individual and group assignment with presentation (20%) Attendance and
Techniques participation (5%) final examination 40%
References Reiser, R.A., & Dempsey, J.V. (2011).Trends and issues in instructional design and technology (3rd
Ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Welliver, P. (Ed.) (2001). A Code of Professional Ethics: A guide to professional conduct in the
field of Educational Communications and Technology, Association for Educational Communication
and Technology http://www.aect.org/Intranet/Publications/ethics/ethics03.html
Driscoll, M.P. (2005). Psychology of Learning for Instruction (3rd Ed.). Boston, MA: Allyn&
Bacon
Instructional Technology: The Definition and Domains of the Field (Seels& Richey, 1994)
The Knowledge Base of Instructional Technology: A Critical Examination (Richey, Caffarella, Ely,
Molenda, Seels, & Simonson, 1993)
Thornburg, D. (2002). The new basics: Education and the future of work in the telematic age.
Alexandria, VA: Association for Supervision and Curriculum Development.
Bitter, G. & Pierson, M. (2005). Using technology in the classroom (6th Ed.). Boston: Pearson.
Geisert, P., and Futrell, M. (2000). Teachers, computers, and curriculum. Boston: Allyn and
Bacon.
Grabe, M. &Grabe, C. (2000). Integrating technology for meaningful learning. New York:
Houghton Miffilin.
Heinich, R., Molenda, M., Russell, J., Smaldino, S. (2002). Instructional media and technologies
for Learning (7th Ed.).Columbus: Merrill.
Hirschbuhl, J. & Bishop, D. (Eds.) (2004). Computers in education (11th Ed.) Guilford, CT:
McGraw- Hill/Dushkin