At the close of ED 795 you will be able to:
- identify emergent trends and theories in instructional design and development (and, more limitedly, in evaluation). -- Knowledge (Principles, Theories and Models*); Skills (Cognitive*)
- analyze the role of education and training in organizations, especially your client's organization. -- Knowledge (Processes*); Skills (Cognitive*)
- describe a) issues likely to arise between/among developers, SMEs, clients and colleagues and b) models for building strong (responsive) consulting relationships. -- Knowledge (Processes*); Skills (Communication*)
- plan and conduct a small-scale study (needs assessment, product design/development) to meet your client's needs. -- Skills (Technical*); Values (Data-based Decision-making*); Values (Eclecticism)
- communicate through oral and written briefings (as well as meeting minutes). -- Skills (Communication*); Skills (Interpersonal*)
- conduct front-end analyses (task, performance, etc.) -- Skills (Cognitive*); Knowledge (Processes*); Values (Data-based Decision-making*)
- develop one or more data gathering instruments for collecting frond-end inforamtion (survey, interview or focus group protocol, observation guide, rubric) and, if appropriate--train others to use it/them; determine a group or statistically appropriate sample from which to garner data; administer or implement the instrument(s); and analyze the information. -- Knowledge (Processes*); Skills (Technical*); Values (Data-based Decision-making*)
- work with productivity tools essential to field-work (word processing, spreadsheets, databases, web editors, online survey generators, etc.). -- Skills (Technical*); Values (Data-based Decision-making*); Knowledge (Systems*)
- speculate on the implications of readings and lectures for instructional designers (performance consultants, evaluators) and the organizations in which they work, and apply this effort to actual ID cases as well as your client's challenges. -- Knowledge (Principles, Theories and Models*); Values (Pragmatism); Values (Commitment to Lifelong Learning)
- create detailed lesson specifications, prototypes and instructional or informational strategies appropriate to your client. -- Skills (Technical*); Knowledge (Processes*); Knowledge (Systems*)
- describe current theories associated with cognitive load, motivation, attitude change, decision-making, transfer and judgment enhancement. -- Knowledge (Principles, Theories and Models*); Skills (Cognitive*); Knowledge (Systems*)
- detail how various perspectives and theories apply to your own project and ID scenarios presented in class. -- Knowledge (Principles, Theories and Models*); Skills (Cognitive*); Values (Pragmatism)
- describe emergent career opportunities and constraints for instructional designers (performance consultants)--focusing particularly on the implications of performance technology and the Internet (Web 2.0). -- Knowledge (Professional and Career); Skills (Intrapersonal); Skills (Principles, Theories and Models*)
- examine the hype and hope associated with e-learning (and Web 2.0). -- Knowledge (Principles, Theories and Models*); Values (Commitment to Lifelong Learning); Values (Eclecticism)
- assess your effectiveness as a communicator and external consultant with customers and colleagues and identify opportunities for personal and professional growth. -- Values (Commitment to Lifelong Learning); Knowledge (Professional and Career); Skills (Interpersonal*)
- use professional resources (e.g., Love Library, the web, and local professional associations) to gather information and establish professional habits and relationships. -- Skills (Technical*); Knowledge (Processes*); Values (Commitment to Lifelong Learning)
- work independently to sharpen professional and communications skills. -- Skills (Technical*); Skills (Interpersonal*); Values (Commitment to Lifelong Learning)
