Attendance and participation:

This is a seminar and attendance, promptness and participation are expected and appreciated. You're expected to read assignments prior to class and to come prepared to share your opinions of and reactions to them.

Since students will be paired with only ONE client and we want to expand each person's exposure beyond that, you'll also be asked to ttell us about your field-work experience--without whining about the effort, divulging organizational secrets, or speaking disparagingly about the people with whom you're working. Simply put, this wider sharing necessitates recognition of a major professional responsibility-- respect for confidentiality within the seminar and within the client-developer relationship.

Client-developer relationship:

Each student, alone or with a partner, will be expected to meet client needs and to:

1. Serve in the role of external consultant to address a challenge presented by the client, establish a contract, and build a productive professional relationship with the organization your cleint represents;
2. Conduct field-work that provides data for planning, development, or evaluation;
3. Report on the results of your field-work, with special emphasis on how your effort met specific client needs;
4. Determine practices, specifications and strategies based on the front end and what you now about great instructional design and constraints presented by context;
5. Use the literature and class materials to enlighten decisions regarding practices, specifications and strategies;
6. Develop lessons, storyboards, materials, scripts, e-learning lessons, job aids, and/or data gathering tools (basically--whatever the situation calls for);
7. Make data-based recommendations for other supportive interventions;
8. Write a brief and cogent evaluation plan for your project;
9. Report on how planning, research and theory have enlightened your efforts on behalf of your client (detail your "lessons learned); and
10. Provide your client with the ID Consultant Evaluation form -- and make certain that your client fills it out prior to the last class of the semester. [Don't forget! You are considered Incomplete in the class if this evaluation is not submitted by the last class session.] Your client may submit it online or make a copy and email it to me at frank@frankn.net.

Instructional/informational product:

Attach a copy of what you have created for your client. The client should bear the cost of duplication and materials for the project and for copies associated with the effort. Your contract should reflect this expectation.

Final report:

Each student (or dyad) assigned to a client will prepare a report (on average: 10 pages) that provides evidence of 1-9 just above. The 10 page "average" refers to the body of the paper; appendices may create a somewhat longer deliverable. Appendices should include a copy of the contract, minutes from meetings*, instruments, and a log of the hours spent on different aspects of the project. You'll also complete a reflection (tailored to your own experience--individual or team).

The final report has multiple audiences: your client and me. It's a technical report--with a professional (but not overly academic) tone. I'm not impressed by excessive EDTEC jargon, and it will be a turn-off to your client -- so make the language clear and accessible. "Jargonese" won't serve you well in the world after SDSU.

Case Briefings:

Here you will look in more depth at an assigned case. Each of you will brief the class on your efforts (in no more than 30 minutes) and involve your collaborative best thoughts and acts. You must submit a list of references in APA format, as well as any associated materials.
There is no one way to do the briefing. Be creative. Let the case help you plan what you do.

• What are the elements of an effective briefing?
• You gist the case [What is it? What happened? Who is involved?]
• You highlight important v. unimportant elements within the case and focus attention there.
• You advance a discussion of the case, and help us see what's there for us to learn, what's certain, and what's unresolved.
• You go beyond the case by pointing us to related literature, ideas, and approaches.
• You link the case to course competences, especially those that involve instructonal design, client management, consultation, and delivering on promises.
• You keep us involved and attentive--you give us value for the 30 minutes we spend with you.
• You manage your time. Hit your 30 minutes.

Open book exam:

You will be expected to take and pass an in-class open book exam that covers material emphasized in ED 795A. The exam will review readings and focus on solving a case using sound instructional design principles. Recommendations must be based on a stated rationale that draws its strength from the readings, lectures and class discussion. The exam will test your ability to synthesize ideas and to solve given problems in a speedy fashion.

Papers:

In the EDTEC Department, we use the style guide of the American Psychological Association (APA) as a reference for all written documents. Among other things, the APA Style Guide details how to write a reference section of a paper, how to properly use citations in the body of the text, and how to caption tables and figures. You can buy the current version at almost any bookstore for about $20. [Check out: http://www.psychwww.com/resource/apacrib.htm]

Grades:

Assignment	Weight
Seminar Contribution and Class Participation (including forums and seminars)	15%
Case Briefing	15%
Exam	30%
Client/Final Project	40%

Copyright:

Except where noted, all documents, text, and images contained within this website are the property of Allison Rossett and are licensed by her to San Diego State University for limited use as follows: Students enrolled in SDSU Department of Educational Technology courses may copy, print, and distribute electronic documents from the website for use in activities related to coursework in the SDSU Department of Educational Technology. These materials are not authorized for use beyond this course. Allison Rossett assumes no liability for such use and does not guarantee copyright clearance.

Any replication, distribution, or modification of this content, other than described above is expressly prohibited under applicable copyright law, unless prior authorization has been obtained. Any programmatic use, including use in organized training or educational programs, is also prohibited without prior authorization.

To obtain permission to use materials associated with this course, please send an email message briefly describing your organizational affiliation, the nature of use, and the number of potential users to: arossett@mail.sdsu.edu

Waiver:

The university has asked faculty whose students participate in off-campus activities to include in our syllabi a statement about risk, liability and prior approval:

"This course requires students to participate in off-campus activities that might involve some risk to the student, such as exposure to accidents or personal injury. By reading this syllabus, you are agreeing that you are aware of these risks and agree to hold harmless the San Diego State University, the State of California, the trustees of the California State University and Colleges and its officers, employees and agents against all claims, demands, judgments, suits, expenses and costs on account of participation in these off-campus activities. Students using their own vehicles to transport themselves or other students should have current automobile insurance. Finally, on rare occasions, organizations we work with might ask students to maintain professional liability insurance at their own expense. SDSU does not require this of our students as a condition for enrollment, but it is something you may wish to consider. One (of many) source of such student liability insurance is at 800.621.3008."

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