Attendance and participation:

This is a seminar and attendance, promptness and participation are expected and appreciated. Students are expected to participate in every possible way. Students are also expected to read assignments prior to class and to come prepared to share ideas, experiences and opinions. Since students will be paired with only ONE client and we want to expand each person's exposure beyond that, students will be expected to come to class and share detailed discussion, anecdotes and applications of the literature about their efforts on behalf of their clients in the community. This wider sharing necessitates recognition of a major professional responsibility-- respect for confidentiality within the seminar and within the client-developer relationship

Client-developer relationship:

Each student, alone or in a small team, will be expected to meet client needs and to:

1. serve in the role of external consultant to address a challenge presented by the client, establish a contract, and build a productive professional relationship with that client and organization;
2. conduct some study that involves analysis of cause, subject matter, job and task, audience and context;
3. report on the results of your study, with special emphasis on how your performance analysis and needs assessment have resulted in selected goals, objectives and strategies for the project;
4. determine practices, specifications and strategies based on the front end and what you know about great instructional design and technology and constraints presented by context;
5. use the literature and lectures to enlighten decisions regarding practices, specifications and strategies;
6. develop lessons, storyboards, materials, scripts, e-learning lessons, job aids or whatever, including recommendations for other supportive interventions;
7. write a brief and cogent evaluation plan for your project;
8. report on how your planning, research and theory has enlightened your efforts on behalf of your client;
9. detail lessons learned;
10. provide your client with a copy of the ID Consultant Evaluation form and make certain that your client fills it out and forwards it to Dr. Rossett (fax: 619.594-6376) prior to the last class of the semester. [Don't forget! You are considered Incomplete in this class if this evaluation is not submitted by the last class session.]

Instructional/Informational Product:

Attach a copy of what you have created for your client. Some students build instructor-led training. Others develop web sites. Some do studies and submit reports. No matter what you do, please be sure that research inspires your effort, such as these web guidelines. The client should bear the cost of duplication and materials for the project and for copies associated with the effort. Your contract should reflect this expectation.

Product Report:

Each student (or dyad) assigned to a client will prepare a no longer than 10 page report that provides evidence of 1-9 just above. If you elect, use the FTF tool, but you'll have to go beyond it to add an executive summary and sections on goals, objectives, theoretical rationale, evaluation plan, etc. The 10 page limit refers to the body of the paper; appendices may create a somewhat longer report. Appendices should include a copy of the contract, minutes, instruments, a log of the hours spent on different aspects of the project, minutes from meetings, and an Individual Response to Group Process form, if you collaborated with another. See the Product Report Rubric (Word or PDF). This product report is written for me, that is, for a technical reader, not for your client. You will provide your client with whatever written documentation you and the client deem necessary. Typically, that document for the client would be stripped down and focused on their interests and concerns, including little of the ID materials that I am seeking. When writing your report for me, please remember that I am unimpressed by jargon. Shed that habit; it won't serve you well subsequently.

Case Briefings:

Here you will work alone (or occasionally, with one other) to read, study, reflect, and brief on a case from the Ertmer & Quinn case book.. I will assign the cases and due dates. Your job is to get smart about the case and then to lead the class in a fruitful and engaging discussion about it.

How should you go about this? Well, the cases are different, and so approaches might differ. One student might ask us to play the roles that are highlighted in the case, such as a particularly difficult client or a philosophy at odds with the instructional designer's. Another student might prefer to focus on the value of a particular theory of design or innovation for tackling the project, pressing us to consider that way of thinking in light of the case and 644 client projects. Another student might introduce us to cognitive flexibility theory, leading us to view the case from the various vantage points reflected within it. Yet another student might construct a short web quest that illuminates the issues and helps us find our way into and through them.

What constitutes success on this assignment? Your effort must: (1) be true to the case; (2) weave the literature into the conversation; (3) involve the class in thinking about the case and learning from it; (4) demonstrate professional command of the task and the classroom; (5) bring classmates to some conclusions about best instructional design practices; and (6) stay within a firm 15 minute time limit, no kidding.

Open Book Exam:

You will be expected to take and pass an in-class open book exam that covers material emphasized in EDTEC 644. The exam will review readings and focus on solving a case using sound instructional design. Recommendations must be based on a stated rationale that draws its strength from the readings, lectures and class discussion. The exam will test your ability to synthesize ideas and to solve given problems in a speedy fashion. The real exam will be very much like this practice exam.

Papers:

In the EDTEC Department, we use the style guide of the American Psychological Association (APA) as a reference for all written documents. The APA Style Guide details how to write a reference section of a paper, how to properly use citations in the body of the text, how to caption tables and figures, and many other fascinating things. You can buy the current version at almost any bookstore for about $20. Check out:
http://www.psychwww.com/resource/apacrib.htm

Copyright:

Except where noted, all documents, text, and images contained within this website are the property of Allison rossett and are licensed by her to San Diego State University for limited use as follows: Students enrolled in SDSU Department of Educational Technology courses may copy, print, and distribute electronic documents from the EDTEC 644 Bb Website for use in activities related to coursework in the SDSU Department of Educational Technology. These materials are not authorized for use beyond this course. Allison Rossett assumes no liability for such use and does not guarantee copyright clearance.

Any replication, distribution, or modification of this content, other than described above is expressly prohibited under applicable copyright law, unless prior authorization has been obtained. Any programmatic use, including use in organized training or educational programs, is also prohibited without prior authorization.

To obtain permission to use materials associated with EDTEC 644, please send an email message briefly describing your organizational affiliation, the nature of use, and the number of potential users to: arossett@mail.sdsu.edu

Waiver:

The university has asked faculty whose students participate in off-campus activities to include in our syllabi a statement about risk, liability and prior approval:

"This course requires students to participate in off-campus activities that might involve some risk to the student, such as exposure to accidents or personal injury. By reading this syllabus, you are agreeing that you are aware of these risks and agree to hold harmless the San Diego State University, the State of California, the trustees of the California State University and Colleges and its officers, employees and agents against all claims, demands, judgments, suits, expenses and costs on account of participation in these off-campus activities. Students using their own vehicles to transport themselves or other students should have current automobile insurance. Finally, on rare occasions, organizations we work with might ask students to maintain professional liability insurance at their own expense. SDSU does not require this of our students as a condition for enrollment, but it is something you may wish to consider. One (of many) source of such student liability insurance is at 800.621.3008."