Print syllabus(A) University Instruction Design – lecture
General data
| Course ID: | 0000-SZD-DSW-A-WK-EN |
| Erasmus code / ISCED: | (unknown) / (unknown) |
| Course title: | (A) University Instruction Design – lecture |
| Name in Polish: | (A) University Instruction Design – lecture |
| Organizational unit: | University of Warsaw |
| Course groups: | |
| ECTS credit allocation (and other scores): |
(not available)
|
| Language: | English |
| Type of course: | obligatory courses |
| Mode: | Remote learning |
| Short description: |
10 45-minute classes - formal lecture and tutorials |
| Full description: |
The courseismeant to enablefutureacademicteachers to createeffectiveinstruction. It introducesdoctoralstudentsinto the fundamentals of Instruction Design (ID), namely the concepts and procedures for analyzing, designing, developing, and evaluatinginstruction. It introducesdoctoralstudents with the knowledge of overallteaching and learning processes. |
| Bibliography: |
Bigge, M.L., Shermis, S.S. (1999). Learning Theories for Teachers(6th ed.). Addison Wesley Longman, Inc. Dick,W., Carey, L. & Carey, J.O. (2013). The Systematic Design of Instruction (7th ed.). Pearson Education Limited. Ertmer, P.A., Newby, T.J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From anInstructional Design Perspective. Performance ImprovementQuarterly, 26 (2), 43-71. Gagne, R.M., Wager, W.W., Goals, K.C., & Keller, J.M. (2004). Principles of Instructional Design (5th ed.). Belmont, CA: Wadsworth/ Thomson Learning. Kaufman, R., Herman, J., &Watters, K. (2002). Educationalplanning: Strategic, tactical, and operational. Lanham, MD: Roman and LittlefieldEducation. Richey, R.C., Kline, J.D., & Tracey, M.W. (2010). The Instructional Design Knowledge Base: Theory, research, and practice. New York, NY: Taylor and Francis. Rothwell, W.J., &Kazanas, H.C. (2008). Mastering the Instructional Design Process: A Systematicapproach(4th ed.). San Francisco, CA: Pfeiffer. Tyler, R.W. (2013). Basic Principles of Curriculum and Instruction. Chicago and London: University of Chicago Press. |
| Learning outcomes: |
At the end of the coursestudentswill be able to: • Describe the structure of Instructional Design; • Demonstrate ability to formulate instructional objectives; • Present the taxonomy of educational objectives; • Explain the notion of operationalization of educational objectives; • Understand the principles od effective communication and its impact upon instructional outcomes; • Understand philosophical foundations of contemporary education • Understand contemporary teaching methodology as well as educational trends and fads; • Understand the paradigm shift in education. • Discuss substantively the challenges of digital era for university instruction. |
| Assessment methods and assessment criteria: |
Requirements for successful course completion. First and foremost, active participation in classes. Students are allowed to skip just one (90-minute-long) teaching unit. Principles for successful course completion. Lectureparticipationiscompulsoryhencesuccessfulcoursecompletionisbased on student participation. It is impossible to pass the course with less than 490-minute-long teaching units. If a student skips more than 2 45-minute-long classes then they need to repeat the entire course. Students who do not pass the theoretical (lecture) course are nor permitted to participate in Instruction Design workshops. Course evaluation. Online participation in classes. Final test. |
Copyright by University of Warsaw.
