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 Wednesdays.For Spring, 2012 each meeting is tentatively scheduled for Wednesday from 4:30-6 PM Pacific beginning January 18. 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.
- On the first day of classes, registered students will receive an email with course information and instructions to access the EDTEC 540 online course. 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.
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;
- 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.