EDTEC 540 Online
- Students must register via the College of Extended Studies at SDSU.
Visit http://www.ces.sdsu.edu
- You will not receive confirmation from the instructor prior to the first
day of classes. See the academic calendar at www.sdsu.edu
if you are unsure of the class start date.
- All questions about enrollment and confirmation of registration must
be directed to the College of Extended Studies.
- On the first day of classes, registered students will receive an email
with course information and instructions to access the Distance EDTEC
540 website. Students wishing to get a ’Äújump’Äù on course material should
read the Mager texts.
- Please order course texts (limited to the two books referenced below)
ASAP to ensure arrival (http://www.aztecshops.com/
or online retailers):
Mager. R. & Pipe, P. (1985). Analyzing Performance Problems. Belmont, CA: Fearon/Pitman.
Mager, R. (1984). Preparing Instructional Objectives. Belmont, CA: Fearon/Pitman.
Rossett, A. & Schafer, L. (2007). Job Aids & Performance Support: Moving from Knowledge in the Classroom to Knowledge Everywhere . San Francisco, CA: Pfeiffer
NOTE: Any version/edition of the Mager books is fine for this course, but the latest edition is recommended.
- If you have further questions, please visit the EDTEC 540 FAQ page. Most all questions about the course have been anticipated and answered here.
Course Introduction
ET 540, Educational Technology, is an introductory course for both the
certificate and masters degree program
September 13, 2007
ET 540 examines terminology, methods, problems, and issues involved in the
development and use of instructional products and technology-based educational
programs in school and non-school environments.
Readings and activities focus on basic concepts driving the systematic design
and development of instruction, as well as the underlying principles of
technology-based instruction and mastery learning. Course exercises and
case studies emphasize general techniques for analyzing performance needs,
establishing educational goals and objectives, and for specifying instructional
strategies. Other topics relate to the design and evaluation of instructional
and informational products, the selection of instructional media, the analysis
of learners, and motivation.
Course Goals and Competencies
Participants will be able to:
- define educational, instructional, and performance technology; define education, training, information and knowledge management; describe emergent technologies and their implications for school and organizational reform;
- describe the implications of cognitive and behavioral psychology, adult
learning theory, systems, and communications technologies for education
and training;
- describe a systematic approach to the design of instruction presented
in the ADDIE model;
- compare systematic approaches to the design of instruction to other
ways of approaching the tasks of education and training;
- state reasons for using a systematic approach to the design of instruction;
describe how a systematic approach might change the way you provide instruction;
- describe analyses and ways of approaching given needs and challenges;
- use performance analysis and goal analysis to approach given needs and
challenges;
- define differences between performance analysis, needs assessment, goal,
task, audience and subject matter analysis and ways you might use them
to launch projects;
- from given missions and challenges, conduct lean analysis and design
stages of ISD;
- identify the characteristics of a "well-formed" instructional
objective; rewrite objectives that are ill-formed; generate well-formed
objectives from given goals;
- compare and contrast criterion-referenced and norm-referenced testing;
- determine whether a given test item matches a given instructional objective;
- describe Gagne's Nine Events of Instruction and their implications for
design of instruction;
- differentiate between instruction and information (job aids); describe
conditions that make job aids an effective way to improve performance;
comment on information and instructional combinations with potential for
improving performance;
- design and develop a job aid that focuses on the needs of an audience,
write a brief report detailing the audience, need, format, and rationale;
- list the features of the ARCS model of motivational design and describe
how you would use this model to enhance strategy;
- identify the personal and professional attributes that contribute to
success in the field; assess yourself in light of these characteristics
and establish goals for future development that take emergent career opportunities
into account;
- design communication on an EDTEC related topic and communicate it to
the class;
- use professional resources to establish professional habits; and
- describe how EDTEC 540 has influenced you.