Syllabus-edit720(PDF, 275 KB)
|Course number and title||720: Psychology of Instructional Technology|
|Description||Application of major theories and principles of human learning and development to the design of educational technology products and systems.|
|Intended Audience||Candidates admitted to the Ed.S. in Instructional Technology program, or individuals who want to explore cognitive science related to the design and development of multimedia.|
|Program||Ed.S. in Instructional Technology|
|College||Spadoni College of Education|
Professor / Instructor Contact Information
Full name & title: Dr. Cheng-Yuan (Corey) Lee, Associate Professor
Office location & building: Prince 205A
Office phone: 843-349-2780
Office hours: 10:00 — 1:00 (Mondays and Tuesdays) or by appointments
Email address: [email protected]
About the Professors
Dr. Corey Lee (D1 and D2)
Dr. Lee earned an M.S. degree in Instructional Technology from the University of Tennessee, Knoxville in 1999, and a Ph.D. in Curriculum and Instruction with an emphasis on Instructional System Design from the University of Central Florida. Since 2010, Dr. Lee teaches at Coastal Carolina University. Throughout his career of teaching, he developed strong interests in the areas of distance education, mobile learning, interactive multimedia, and graphic/website design. In his classes, he introduces a wide range of software applications and open-source packages to students, allowing them to master computer-based tools used in the design and creation of electronic media, such as electronic images, sounds, videos, text, and motion.
Professional Website: http://coreylee.me
Professor / Instructor Contact Information
Full name & title: Dr. David Tao, Ed.D.
Office location: Online
Office hours: Online, by appointments
Email address: [email protected]
About the Professor / Instructor
I was born and grew up in a city named Suzhou (about two hours’ drive from the metropolitan city of Shanghai) on the east coast of China. My journey in instructional technology began in 1995 when I started college in central China, majoring in computer-assisted instruction. In 2000 I went to graduate school at the University of Central Florida (Orlando, Florida) where I finished a master’s degree (2001) and a doctoral degree (2014), both in instructional technology.
Professionally, I work full time for a private university in Orlando, Florida as the Director for Instructional Technology. I have two main responsibilities there: 1) to train faculty to use various technologies to improve teaching and learning; 2) to design, develop, and support my institution’s online curriculum. Since 2009, I have been teaching online courses on different subjects in the instructional technology field and I enjoy online teaching ever since!
Personally, my wife and I raise three energetic boys, ages 9, 14, and 16, and we live in the Central Florida area (about 45 minutes’ drive from the Walt Disney World). In my spare time, since we can’t afford Disney (^_^), I enjoy gardening, puttering around the house, road-trips, jogging, and hanging out with my family.
Course Pre-requisites, Co-requisites, and/or Other Restrictions
Materials – Text, Readings, Supplementary Readings
Two textbooks are required in this course. The first one is Psychology of Learning for Instruction (3rd ed.). The book focuses on the applications and implications of the learning theories. Using excellent examples ranging from primary school instruction to corporate training, this text combines the latest thinking and research to give students the opportunity to explore the individual theories.
- Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.). Boston, MA: Allyn and Bacon. (Required)
Another required textbook is The Cambridge Handbook of Multimedia Learning (2nd ed.). This book offers a comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning. Multimedia environments, including online presentations, e-courses, interactive lessons, simulation games, slideshows, and even textbooks, play a crucial role in education. It examines research-based principles to determine the most effective methods of multimedia instruction and considers research findings in the context of cognitive theory to explain how these methods work.
- Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd). New York: Cambridge. (Required)
Please get a hold of these two tittles as soon as possible because it will be needed for the first week of the class. Both are also available at CCU campus bookstore (843-349-2360).
Other than these two textbooks, journal articles and some other research papers will be provided by the instructor in the format of PDF.
Goals and Outcomes
The following course goals articulate the general objectives and purpose of this course. Students will:
- Understand cognitive science applied to teaching, learning, and the design of instructional media.
- Apply cognitive science framework for multimedia production.
- Develop a design perspective of multimedia for learning.
- Develop an understanding of research regarding multimedia learning and cognitive science.
- Develop an understanding of the challenges of implementing multimedia learning for instruction.
- Develop an understanding of a motivational model of instructional design.
- Deepen knowledge of research on a key learning technology issue.
- Understand the evaluation criteria for evaluating software applications/websites/mobile apps.
The following course outcomes indicate competencies and measurable skills that students develop as a result of completing this course. These learning outcomes are derived directly from the Coastal Carolina University Conceptual Framework (CF) Candidate Proficiencies and the National Educational Technology Standards for Coaches (NETS-C) published by ISTE.
|Student Learning Outcomes||Standards Alignment||Assessment|
|After completing this course, students will be able to:|
|Model continuous professional growth in instructional technology knowledge, skills and dispositions
|Apply modern learning theory and research findings to best practices in instructional design for online and blended learning
|Model effective strategies for classroom management and collaborative learning using a variety of digital tools and resources
|Select and evaluate digital tools and resources that improve teaching and learning
|Design and implement technology professional development experiences that model best practices for adult learners
|Evaluate the results of technology professional development to improve instructional performance||CF 2.2
The overarching theme of the Conceptual Framework for all educator preparation programs is The Educator as Reflective Practitioner. The initial and advanced teacher education programs and the advanced program in educational leadership focus on the development of knowledge, skills, and professional dispositions to ensure that all candidates are well prepared and meet all institutional, state, and professional standards at the completion of their program. The Conceptual Framework describes the shared vision of teaching, learning, and the preparation of teachers and school leaders. It outlines our philosophy and commitment to the education profession; guides programmatic decisions; and ensures coherence among curricula, field experiences, clinical practice, and the unit’s assessment system. The Conceptual Framework reflects our commitment to integrate technology, demonstrate professional behavior and dispositions, engage in reflective practice, work with diverse populations, and apply content and pedagogical knowledge to the teaching and learning process.
Ed.S. in Instructional Technology
The Ed.S. in Instructional Technology is designed to provide certified teachers with advanced professional studies of the design, development, implementation and evaluation of current and emerging instructional technologies and their potential to improve teaching practice, professional productivity, and student performance. Program candidates complete a common core of education coursework, plus an intensive specialization curriculum derived from the National Educational Technology Standards for Coaches (NETS-C) published by ISTE and endorsed by NCATE. Candidates who complete this program track will be able to do the following:
- Utilize, maintain and manage a variety of digital tools and digital content resources for technology-rich learning environments (NETS C3.b)
- Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments (NETS C3.e)
- Model continuous professional growth in instructional technology knowledge, skills and dispositions (NETS C6.a-c)
- Apply modern learning theory and research findings to best practices in instructional design for online and blended learning (NETS C3.c)
- Develop instructional multimedia resources that demonstrate best design practices for online and blended learning (NETS C3.c)
- Model effective strategies for classroom management and collaborative learning using a variety of digital tools and resources (NETS C3.a)
- Apply learning analytics technologies to design differentiated instructional strategies that personalize learning (NETS C2.g-h)
- Design technology-rich problem-based learning experiences that engage critical and higher order thinking skills (NETS C2.c-d)
- Model and facilitate safe, healthy, legal and ethical uses of technology in instructional settings (NETS C5.b)
- Promote strategies that achieve equitable access to digital tools and resources (NETS C5.a)
- Design learning experiences that respect diversity, cultural understanding, and promote global awareness (NETS C5.c)
- Contribute to the design of a shared vision for the comprehensive use of technology to transform an instructional setting (NETS C1.a)
- Participate in the development and implementation of a strategic technology improvement plan (NETS C1.b)
- Design and advocate judicious policies, procedures and funding practices relevant to instructional technology innovation (NETS C1.c)
- Design organizational strategies to manage the change process while initiating technology innovation (NETS C1.d)
- Select and evaluate digital tools and resources that improve teaching and learning (NETS C3.f)
- Conduct needs assessments to inform the design of technology-related professional development experiences (NETS C4.a)
- Design and implement technology professional development experiences that model best practices for adult learners (NETS C4.b)
- Evaluate the results of technology professional development to improve instructional performance (NETS C4.c)
TECHNICAL REQUIREMENTS / ASSISTANCE
The following information has been provided to assist you in preparation for the technological aspect of the course.
- CCU Student Computing Services: http://www.coastal.edu/scs/
- Moodle Access Information: http://www.coastal.edu/scs/index.html?type=moodinfo
- A computer (either PC or Mac) with high speed Internet connection
- Microsoft Office (2013 for PC; 2016 for Mac)
- Subscription to Adobe Photoshop CC 2015
Minimum Technical Skills Needed:
- Using the learning management system (Moodle)
- Using E-mail with attachments
- Creating and submitting files in commonly used word processing program formats
- Copying and pasting
- Downloading and installing software
- Using spreadsheet programs
ACCESS & NAVIGATION
Access and Log in Information
This course was developed and will be facilitated utilizing the Coastal Carolina University’s Learning Management System, Moodle. To get started with the course, please go to: https://moodle.coastal.edu.
You will need your CCU ID and password to log in to the course. If you do not know your CCU ID or have forgotten your password, please go to: https://www.coastal.edu/search/password/
As a student, you will have access to:
- Moodle Access Information. It is recommended that you become familiar with the tools and tutorials provided in Moodle to better equip you to navigate the course. Make sure to view all PDF files listed at http://www.coastal.edu/scs/index.html?type=moodinfo.
- After logging in to Moodle, you will have access to the “Student Resources” and “Student Help Request” link on top of the page, which provides student resources and Help Desk Information.
How the Course is Organized
This course is organized in the weekly format. Each week, new topics will be introduced along with required readings and assignments.
What Should Students Do First?
Once you have accessed the course and the syllabus, you should read through the syllabus carefully, understanding the requirements of the course and the assessment items. Also, please participate the first discussion forum—Self-Introduction ASAP. Your weekly participation to this forum indicates your attendance to this course. If you do not complete this forum within 7 days after the class begins, you will be reported absence and automatically dropped from this course. Make sure you complete this task as early as possible.
How Students Should Proceed Each Week for Class Activities
As stated above, this course is organized in the weekly format. On the first day of the week, an E-mail announcement will be posted on Moodle and sent to your E-mail account, addressing the topics of the week and the required tasks and their due dates. These announcements are to get you ready to tackle class activities each week.
Coastal Carolina University provides student technical support in the use of Moodle and supported resources. The student help desk may be reached at:
Email: [email protected]
In Person: Kearns Hall, Room 113
Regular hours are maintained to provide support to students. Please refer to the website (http://www.coastal.edu/scs/index.html?type=hoursandlocations) for updated hours.
- The student will access and follow all course instructions found in the weekly/unit content area of the Moodle
- The student will review weekly topics and complete the reading assignments under each corresponding weekly section.
- The student will complete the assigned learning blog/assignment/project by the deadlines.
- The student will complete and submit assignments electronically inside Moodle.
- The student will complete an on-going semester project in accordance with the instructions given in this syllabus and the online course.
The main channels for course communication are through Moodle and E-mail. I will use Announcement function in Moodle to distribute any course news. Please check Moodle frequently (3 or 4 times a week). Gradebook tab of Moodle is another channel for me to provide feedback regarding your submissions. Finally, E-mail an efficient way to reach me. I am on my E-mail all the time.
Interaction with Instructor: The primary tool to reach me is through E-mail. Please send your personal concerns or questions to [email protected]. Emails will be answered within 24 hours and if you do not receive a response within this time frame please resend your message. I will will notify you if response times need to be changed or adjusted.
Submission turns around time frame: Typically, all submissions will be graded within 7 days of the due date and returned in Moodle. In rare cases, your submissions will be graded after that. If it ever happens, please contact me. I might have overlooked your submissions.
ASSESSMENT & GRADING
Unless otherwise noted, all assessments must be submitted to Moodle. Neither email nor hardcopy submissions will be accepted. Supplemental instructions and rubrics will be available online.
Module discussions are designed to engage a student’s interaction with others in the course and provide constant, helpful feedback and assistance when dealing with various issues in online teaching and learning. Discussion postings should be courteous, thoughtful, and carefully written. To facilitate the discussion and prevent procrastination, two deadlines are scheduled for each discussion. Pay attention to each date.
Annotated Bibliographies for Module Reading
In each module (except for the first and the last modules), several journal articles or book chapters are identified to assist your learning of important theories and principles pertaining to cognitive psychology and multimedia learning. For Modules 2 – 14 (13 modules), you need to summarize the most important ideas and questions for ALL journal articles and book chapters covered in that module. In addition, you are expected to identify and read ONE additional theory/research paper of your interest related to the theories discussed in the module. For EACH journal article or book chapter, the summary should be between 200 – 300 words in length. This is not a reaction paper or an excerpt, but rather your synthesis of the main ideas and related questions. Also, use these summaries to create a notebook that is the basis for your online discussion and project. Pleases note a total of 13 weekly syntheses are assigned, but 10 out of 13 highest syntheses will be counted toward your final grade.
Multimedia Product Critiques (3 Critique Papers)
Throughout this course, you will identify three multimedia products and compose a critique paper for each of them. This assignment is designed to sharpen your critical thinking in evaluating multimedia products.
|Discussions||30 pts (2 pts each)|
|Annotated Bibliographies for Module Reading||40 (4 pts each)
Only 10 out of 13 highest submissions will be counted toward your final grade
|Multimedia Product Critique Papers||30 pts (10 pts each)
Grading will consist of assessment opportunities that will occur each week to determine student progress toward meeting the learning outcomes. Grades will be calculated by converting point accumulations for each assessment using the tables below. Candidates in the Ed.S. in Instructional Technology program must earn a grade of C or higher in order to apply the credit hours.
A grade of incomplete may be granted to students who have suffered serious personal illness or critical emergency circumstances during the academic term, resulting in failure to complete all assignments by the end of the quarter. Documentation from a physician is required and must be attached to the petition for a temporary grade of incomplete. Please see the college catalog for additional information.
ACADEMIC CALENDAR/COURSE DESIGN
The following course outline is tentative and subject to change.
|1. Introduction to The Science of Learning and Multimedia Learning||Discussion|
|2. Foundation and Assumptions of Cognitive Science||Discussion
|3. Human Cognitive Architecture (I)||Discussion
Critique Paper #1
|4. Human Cognitive Architecture (II)||Discussion
Critique Paper #1
|5. Meaningful Learning, Schema Theory, Situated Cognition||Discussion
Critique Paper #1
|6. Cognitive Load Theory||Discussion
|7. Cognitive Theory of Multimedia Learning, Integrated Model of Picture & Text Comprehension||Discussion
Critique Paper #2
|8. Individual Learner Characteristics and Expertise Reversal||Discussion
Critique Paper #2
|9. Reducing Extraneous Processing in Multimedia Learning||Discussion
Critique Paper #2
|10. Interactivity in Multimedia learning||Discussion
|11.Motivation, Self-Regulation, and Emotion||Discussion
Critique Paper #3
|12.Learning from Visual Representations||Discussion
Critique Paper #3
|13.Learning from The Web||Discussion
Critique Paper #3
|14.Evaluation of Educational Software/Tools/Website||Discussion
|15.Wrap-Up and Conclusion||Discussion|
For each course evaluation they complete, students will receive a confirmation email stating the course, instructor, date completed and time completed.
All works submitted for credit must be original works created by the scholar uniquely for the class. It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor. Work submitted at the graduate level is expected to demonstrate higher-order thinking skills and be of significantly higher quality than work produced at the undergraduate level.
- A list of on-campus HelpDesks and the Help Request Form
- Career Services
- Counseling Services
- Dean of Students Office
- Financial Aid and Scholarships
- Kimbel Library Services for Distance Learning Faculty and Students
- Kimbel Library Website
- Learning Assistance Center
- Office of the Registrar
- Student Activities and Leadership
- Technical Support from Student Computing Services
- The Writing Center
Deadlines and Late Work
- You will always be given explicit instructions on where to send your assignments. Assignments are usually due on a weekly basis—the exact dates will always be found in the activities. If you wish to complete an assignment prior to the due date, you may (however, a group assignment must be completed during the week assigned OR upon approval of every member of the group). NO LATE SUBMISSION WILL BE ACCEPTED. PLEASE BE AWARE OF THIS POLICY AND SUBMIT YOUR WORK ON TIME. This policy will be strictly enforced.
- All due dates are posted and late assignments, quizzes and discussions are counted as zero.
- In the event of an emergency or absence you will need to notify by email before the due date and provide documentation when submitting the late assignment”
Students are required to login on to the online course a minimum of three ties a week. The instructor will use the tracking feature in Moodle to monitor student activity. Students are also required to participate in all class activities such as discussion board, chat or conference sessions, and group projects (if any).
Virtual Classroom Citizenship
The same guidelines that apply to traditional classes should be observed in the online learning environment. Please use proper netiquette when interacting with class members and the professor.
Policy on Server Unavailability or Other Technical Difficulties
Whenever you experience any difficulty with Moodle system, please wait for 10 – 15 minutes and try again. If the problem remains, please report it to Moodle administrator at [email protected] (843-349-2263) and notify the instructor of this. If students ever experience with hard disk failure or virus attack, please contact ITS – Student Computing Services and notify the instructor of this difficulty. The instructor and ITS – Student Computing Services will work with the student to resolve any issues at the earliest possible time.
Some or all of the materials on this course Web site may be protected by copyright. Federal copyright law prohibits the reproduction, distribution, public performance, or public display of copyrighted materials without the express and written permission of the copyright owner, unless fair use or another exemption under copyright law applies.
Please be advised that if you do not complete “Self-Introduction” within 7 days after the class begins, you will be reported absence and automatically dropped from this course. Make sure you complete this task as early as possible.
Syllabus Change Policy
The standards and requirements set forth in this syllabus may be modified at any time by the course instructor. Notice of such changes will be by course announcement via Moodle.
Under all circumstances, students are expected to be honest in their dealings with faculty, administrative staff, and fellow students. In speaking and/or correspondence with members of the college community, students must give an accurate representation of the facts at hand. Students must submit work that fairly and accurately reflects their level of accomplishment. Any work that is not a product of the student’s own effort is considered dishonest. Students may not submit the same work for more than one course. A student may be suspended or expelled for academic dishonesty. Please refer to the Student Handbook for additional information regarding the policy on academic honesty.
Statement of Community Standards from Office of Academic Integrity
“Coastal Carolina University is an academic community that expects the highest standards of honesty, integrity and personal responsibility. As members of this community, we are accountable for our actions and are committed to creating an atmosphere of mutual respect and trust.
On my honor, I pledge:
- That I will take responsibility for my personal behavior; and
- That I will actively oppose every instance of academic dishonesty as defined in the Code of Student Conduct.
From this day forward, my signature on any University document, including tests, papers and other work submitted for a grade, is a confirmation of this honor pledge.”
Student Code of Conduct: http://www.coastal.edu/conduct/index.html
As the instructor of this course, I will report all academic integrity issue through the channels provided by the University.
If you have any learning disabilities or are alternatively-abled in any manner, or if you feel you need special accommodation, please contact the Office of Accessibility and Disabilities Service, located in Kearns Hall 106 or call (843) 349-2503. Disabilities must be on record with the university in order for a student to be eligible for special dispensation. After your need of special accommodation is verified with the Office of Accessibility and Disabilities Service, you need to inform the instructor and provide documentation within the first two weeks of the course.