EDTEC 540 Distance
EDTEC
540 Distance students will participate in five synchronous online meetings in
our virtual classroom during the semester. Students within four time zones of
California are expected to attend these meetings - and typically find them to
be a helpful component of the learning experience. If you are beyond four
time zones, the meeting is optional. An archive will be available.
Optional coaching sessions will also be available on select Thursdays.
For
Summer, 2012 each meeting is tentatively scheduled for Thursday from 5:30-7 PM
Pacific beginning May 24. Specific dates will be made available to enrolled
students.
- Students must register via the
College of Extended Studies at SDSU. Visit http://www.ces.sdsu.edu
- All questions about enrollment and
confirmation of registration must be directed to the College of Extended
Studies.
- Registered students will receive an email with course information and
instructions to access the EDTEC 540 online course prior to the course start (for those registered in advance). See the academic
calendar at www.sdsu.edu if you are
unsure of the class start date.
- Students wishing to get an early
start on course material should read the Mager texts.
- Please order course texts ASAP to
ensure arrival (http://www.aztecshops.com/ or online retailers):
Mager. R. & Pipe, P.
(1997). Analyzing performance problems (3rd
edition). Atlanta, GA: CEP Press.
Mager, R. (1997). Goal
analysis (3rd edition). Atlanta, GA: CEP Press.
Mager, R. (1997). Preparing
instructional objectives (3rd edition). Atlanta, GA: CEP Press.
- If you have further questions,
please visit the EDTEC 540 FAQ page. Many questions about the course have
been anticipated and answered there.
Course Introduction
EDTEC 540, Educational
Technology, is an introductory course for both the certificate and masters
degree program.
April 17, 2012
EDTEC 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 (Professional &
Career);
- describe the implications of
cognitive and behavioral psychology, adult learning theory, systems, and
communications technologies for education and training (Principles,
Theories & Models);
- describe a systematic approach to
the design of instruction presented in the ADDIE model (Principles,
Theories & Models, Processes, Systems);
- compare systematic approaches to
the design of instruction to other ways of approaching the tasks of
education and training (Processes, Systems);
- state reasons for using a
systematic approach to the design of instruction; describe how a
systematic approach might change the way you provide instruction
(Proceses, Systems);
- describe analyses and ways of
approaching given needs and challenges (Principles, Theories & Models,
Processes, Cognitive);
- use performance analysis and goal
analysis to approach given needs and challenges (Principles, Theories
& Models, Processes, Cognitive, Data-based Decision Making);
- define differences between
performance analysis, needs assessment, goal, task, audience and subject
matter analysis and ways you might use them to launch projects (Cognitive,
Processes, Systems);
- from given missions and
challenges, conduct lean analysis and design stages of ISD (Processes,
Systems);
- identify the characteristics of a
"well-formed" instructional objective, rewrite objectives that
are ill-formed, generate well-formed objectives from given goals (Principles,
Theories & Models, Communication);
- compare and contrast
criterion-referenced and norm-referenced testing (Technical, Processes);
- determine whether a given test
item matches a given instructional objective (Technical, Processes);
- describe Gagne's Nine Events of
Instruction and their implications for design of instruction (Principles,
Theories & Models);
- 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 (Principles,
Theories & Models, Data-based Decision Making);
- 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 (Communication, Cognitive);
- list the features of the ARCS
model of motivational design and describe how you would use this model to
enhance strategy (Principles, Theories & Models);
- 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 (Self-awareness,
Professional & Career);
- use professional resources to
establish professional habits (Self-awareness, Professional & Career);
and
- describe how EDTEC 540 has influenced you (Self-awareness, Professional & Career).