Edtec 644 Calendar

Go to:
January 14 | 21 | 28
February 4 | 11 | 18 | 25
March 3 | 10 | 17 | 24 | 31
April 7 | 14 | 21 | 28

May 5 | 12

January 14:

Introduction to EDTEC 644 (download presentation)
EDTEC 644 pre-assessment
Discussion about EDTEC 644 and work with CLIENTS. Review the Client Letter.
Draw cases and discuss what constitutes an effective case briefing

Prior to January 21:

READ EDTEC 644 syllabus with care and Rossett's short article about instructional design (January, 2004)
REVIEW Mager books and Rossett & Gautier-Downes' Handbook of Job Aids.
REVIEW EDTEC 540/544 notes and readings
VISIT http://coedata.sdsu.edu/ and sign up in the EDTEC student database. You need do that only once each semester. Update when appropriate.
ACQUIRE texts and reading materials from Aztec Shops or wherever

PONDER your aspirations... think about the skills and experiences you seek... ponder your values... what type of context, problem, opportunity or strategy will serve you best? Prepare to figure out which clients have the most to offer you and vice versa.

January 21:

Client Presentations and Applications!

Prior to January 28:

CALL your client to arrange the first meeting for very soon after our January 28 class.
READ Rossett's FTF book.
Be certiain that you are on my list at the 644 Blackboard site. Go there and make sure you are registered and "showing" in the system with the email address you prefer. Here's a resource for squaring away problems with SDSU e-services.

January 28:

Making a success of the very first meetng... The first meeting... (Download presentation)
INTRO to the FTF online tool.

Prior to February 4:

VISIT the Blackboard site. Enter EDTEC 644 and then the Course Information section. READ the files associated with prepping for the first meeting and Terry's minutes. They will help you think about launch, minutes, and analysis. Do this before your first meeting!
MEET with client/ FOLLOW UP with minutes
PREPARE a 3-minute briefing on your client, first meeting, and challenges you anticipate
READ Section 1, Readings Packet.

February 4:

Project launch: Performance analysis and needs assessment (download presentation)
Provide very short briefing (3 mins) about your project and progress

Prior to February 11:

MEET with client/ FOLLOW UP with minutes
READ your assigned case in Ertmer & Quinn and begin to think about your approach to briefing on it.
PREPARE a draft of the contract
READ Readings Packet, section 2 up to Foxon
REVIEW Rossett's FTF
READ Ertmer & Quinn, Cases 2 & 10
CHECK OUT Plato in preparation for Dr. Rob Foshay's visit

February 11 :

Dr. Rob Foshay talks about Plato. What difference does instructional design make in its software and services?
Students brief on Ertmer & Quinn, Cases 2
CONTINUE with project briefings

Prior to February 18:

MEET with client/ FOLLOW UP with minutes
PREPARE analysis plan, instruments for client
FINALIZE contract
READ Rosenberg, chapters 1-6
READ Ertmer & Quinn, Case 36 and review case 10

February 18:

Psychological bases for instructional design: Implications of behaviorism, cognitivism, and constructivism for instructional products and services. From theories to program. (Download presentation)
Implications for your efforts on behalf of your clients? Implications for elearning? Do theories matter?
Student brief on CASE 36 and CASE 10

Prior to February 25:

READ Rosenberg, chapters 7 and 8
COMPLETE Readings packet, Section II
REVIEW Rosenberg, chapters 1-6
ENJOY a wonderful web resource about online design -- visit the guidelines
ENJOY a site that reviews ID models
VISIT Allison Rossett to talk about your project
READ Ertmer & Quinn, Cases 5 & 15

February 25:

Generations of instructional design (Download presentation)
VISIT WELES (Web-Enhanced Learning Environment Strategies)
Students brief on CASES 5 & 15

Prior to March 3:

MEET with client/ FOLLOW UP with minutes
MAKE PROGRESS on project for client
READ Ertmer & Quinn, Cases 6 & 9
READ about writing for the web

March 3:

A designerly way of thinking and knowing (download presentation)
Models and methods for consultation (Download presentation)

Student briefs on CASES 6 & 9

Prior to March 10:

READ Rosenberg, chapter 9
VISIT Allison Rossett to talk about your project
MAKE PROGRESS on project for client
VISIT ASTD's Learning Circuits and consider resources for elearning development
VISIT Intro to Sailing and Learner Motivation
READ Ertmer & Quinn, Case 32
PLAN to meet with Allison Rossett on March 8 or 9, in the afternoon-- bring signs of progress and materials for conversation and review

March 10:

No meeting in the classroom on March 10th.

On March 10th, Rebecca Vaughan Frazee will hold office hours to help out students on their projects for clients. Rebecca is a great resource! She'll be in Allison's office NEd 283 from 5-7 PM that evening. Why not take advantage?

Prior to March 17:

READ Reading packet HBR article by Thomas & Ely

READ about questions-- useful for classroom and tech based learning. (free registration required)
VISIT http://www.ntia.doc.gov/ntiahome/digitaldivide/
Enjoy a great example
VISIT online modules all about how-to-comply with 508, online accessibility legislation.
MEET with client/ FOLLOW UP with minutes
WORK ON product and product report

March 17 :

Spring Break

Prior to March 24:

READ Rosenberg, chapter 13
REVIEW for the exam
MEET with client/ FOLLOW UP with minutes
WORK ON product and product report
VISIT Allison Rossett to talk about your project
READ Ertmer and Quinn CASE 29 & 32
READ Michael Allen on motivating instructional design and a nice piece on motivating elearners

March 24 :

Designing instruction to influence motivation & attitude, IBM-- a soft skills case

Student briefing on CASE 29 & 32

Prior to March 31:

BEGIN to PREP for the exam
WORK on your projects for your clients

March 31:

Cesar Chavez holiday

Please work independently on your client projects.

By the way, I will hold office hours on Tuesday and Thursday, 2-4, this week. There's no reason for us not to stay in touch.

Prior to April 7:

MEET with client/ FOLLOW UP with minutes
READ Rossett & Schafer's What to do about edropouts, published in the June issue of Training and Development.
READ Ertmer & Quinn, cases 18 & 21
PREPARE for the exam

April 7:

Instructional design for complex challenges: (Download presentation)
Diversity training: what an instructional designer can do
Students brief on Ertmer & Quinn, cases 18 & 21

Prior to April 14:

PREPARE for the exam
BEGIN to complete the product and report
READ cases 29 & 31

April 14 :

The Joy of Blends: Strategies for figuring out what goes with what. (download presentation)
Students brief on cases 29 & 31

Prior to April 21:

PREPARE for the open book exam
BEGIN to complete the product and report

April 21:

Independent work. Here's an opportunity for you to make real progress on your projects, review your readings, and get ready for the home stretch.

Eager for support? Contact Rebecca Frazee at rebeccafrazee@cox.net for an appointment on April 21.

Prior to April 28:

Intrigued with Rapid ID? Read http://www.thiagi.com/article-rid.html
PREPARE for the open book exam
WORK to complete the product and report

April 28:

Emergent careers for instructional designers (download presentation)
Visit from Oracle's Jeff Schuster

Prior to May 5:

PREPARE for the open book exam

May 5:

Open book exam!

Prior to May 12:

Complete product and product report
Make certain that client fills out ID consultant and evaluation form and faxes it to Allison Rossett at 619/594-6376; it must be here by May 12 at the latest. No feedback from the client - No grade

May 12:

DUE: Product and product report
You will be expected to talk extemporaneously and pithily about your efforts as an consulting ID to a client. What worked? What didn’t? Lessons learned?