abramson@scis.nova.edu

http://www.scis.nova.edu/~abramson

These courses deal with the design, development, implementation, and evaluation of technology-based, content-intensive, courseware. The product may be constructed with an authoring system or a state-of-the-art, visual-programming language. It may be accessed from a floppy disk, a zip disk or a CD-ROM and may be read through a browser or a run-time program. The goal is for the student to become proficient in the analysis, design, development, implementation and evaluation of exemplary computer courseware in a state-of-the-art, hypermedia/multimedia environment. The core and project courses are offered only at the doctoral level.

Software development is not a solitary endeavor; therefore, students are encouraged to work in teams, or in pairs, to complete the requirements for the course. At least one member of each team should have some previous experience with an authoring environment.

Because of the breadth and intensity of the instructional design and development processes, it is highly recommended that students enroll in 770 and 870 concurrently. The courseware should accommodate a range of learning styles. It must be submitted with development charts, a narrative explaining the roles taken at different times by team members, a review of the literature, and fully-functional, intuitively used software. The inclusion of a management system is totally optional. However, the management component comes after the development and must not detract from software use. Additional teaching aids may be included.

The two differences between the courses occur at the implementation and evaluation stages of the learning experience. For students taking DCTE 770 only, parts of the courseware product may be designated "under construction" and no beta test is required. DCTE 870, the project course, is the production of an entire courseware package and a beta test must be conducted with a representative target population. Students will submit only one set of assignments.

The student forum, accessed though the web, will serve as the anytime, anyplace classroom. Students are expected to participate actively in the forum by setting aside a designated time each week for reading and responding to forum lectures and questions and by initiating items of relevance and interest. Students are responsible for all on-going information posted to the forum.

#1: Analysis/design 40 points (10 + 30)

#2: Implementation (product) 30 points

#3: Evaluation/reflections 30 points (15 + 15)

Course begins on July 12, 1998 and ends on December 11, 1998.

#1 is due no later than August 28, 1998.

#2 is due no later than October 16, 1998.

#3 is due no later than December 4, 1998.

Course begins on September 11, 1998 and ends on Februrary 10, 1998

#1 is due no later than October 30, 1998.

#2 is due no later than December 18, 1998.

#3 is due no later than February 5, 1998.

Kemp, J.E., Morrison, G. R., & Ross, S. M. (1998). Designing Effective Instruction. 2^nd edition. NJ: Merrill, Prentice Hall. ISBN: 0-13-262080-4

This is a foundation text on instructional technology updated to reflect the best of today’s thought on the discipline. The authors are recognized experts in the field. Ignore the statement that the process may be started at any point in the oval that serves as metaphor for the text.

Gagne, R., Briggs, L., & Wager, W. (1992). Principles of instructional design. 4^th edition. TX: Harcourt, Brace, Jovanovich. ISBN: 0-03-034757

This classic text deals with design of instruction, the background of knowledge from which its procedures are derived, and the various ways in which these procedures are carried out.

Alessi, S. & Trollip, S. (1991). Computer-based instruction: Methods and development. 2^nd edition. NJ: Prentice Hall. ISBN: 0-13-168592-9

This is the classic software development text. It should be part of every DCTE student’s library. It is designed to help educational professionals construct instructional materials that facilitate student learning and satisfaction.

Bullard, R., Brewer, M., Gaubas, N., Gibson, A. Hyland, K. & Sample, E. (1994). The occasional trainer’s handbook. NJ: Educational Technology Publications ISBN: 0-87778-270-9.

The title relates to training for occasions (not occasionally). The book is intended for trainers who what to systematically improve training development and implementation activities within an organization. It contains many charts and templates.

Fenrich, P. (1997). Practical guidelines for creating instructional multimedia applications.

FL: The Dryden Press. ISBN: 0-03-009264-7. Order: 1-800-782-4479.

This textbook focuses on the practical work of creation instructional multimedia applications and computer-managed presentations. It is the most elementary of the books listed.

Hofstetter, F.(1997). Multimedia literacy, 2^nd edition. NY: McGraw-Hill. ISBN: 0-07-913107-7.

This book tells it all. The first four sections deal with definitions, principles, applications, hardware, future trends, and social issues. The next eight are tutorials for creation of multimedia and WWW applications.

Kommers, P., Grabinger, S. & Dunlap, J., editors. (1996). Hypermedia learning environments: Instructional design and integration. NJ: Laurence Erlbaum Associates. ISBN: 0-8058-1829-4.

The goals of this book include a discussion of the concepts of hypermedia, multimedia, and hypertext, and placement of technology within a broader context of education and training through a discussion of rich environments for active learning. Recommended as a source of background information.

Vaughan, T. (1996). Multimedia: Making it work. 3^rd edition. NY: McGraw-Hill. ISBN: 0-07-882225-4.

This book was required reading for DCTE 735 Authoring Systems, a course that is no longer offered due to the changes in technology. Part V: Assembling and delivering a project, is recommended for this course.

Vilamil-Casanova, J. & Molina, L., (1996). An interactive guide to multimedia. IN: Que Education and Training. ISBN: 1-57576-066-5

This book covers the realm of multimedia production, not necessarily for education or training.

It is similar in outlook to Fenrich.

Vosniadow, S. DeCorte, E., Glaser, R. & Mandl, H., editors. (1996). International perspectives on the design of technology-supported learning environments. NJ: Laurence Erlbaum Associates. ISBN: 0-8058-1853-7.

This volume presents examples of technology-supported learning environments in a variety of international contexts. Emphasis is on discussions of psychological and educational principles used to design these environments. This is a scholarly text.

Reigeluth, C. (1996). A new paradigm of ISD? Educational Technology, 36(3), 13-20.

Merrill, M. D. & ID2 Research Group. (1996). Instructional transaction theory: Instructional design based on knowledge objects. Educational Technology, 36(3), 30-37.

Zemke, R. & Armstrong, J. (1997). How long does it take? Training, 34(5), 69-79.

(1998). Indicators of good software learning tools. Technology and Teacher Education Annual. AACE: Association for the Advancement of Computing in Education, 452-454.

(1996). Keys to the future. HyperNexus: Journal of Hypermedia and Multimedia Studies, 6(1/2), 5.

(1995).Learning with LinkWay. OH: SouthWestern Educational Publishing. 212, 214.

(1995). Authoring systems and constructivist learning. HyperNexus: Journal of Hypermedia and Multimedia Studies, 5(3/4), 10.

(1995). Hypermedia-based teacher education. HyperNexus: Journal of Hypermedia and Multimedia Studies, 5(1/2), 15-16.

(1993). Helping teachers create high-order, highly-motivating, hypermedia-based learning experiences. Part II: IBM LinkWay. SIGTC Connections, 10 (2), 5-18.

(1993). Digital images in hypermedia productions. Journal of Interactive Instruction Development, 5(3), 3-8.

(1992). Helping teachers create high-order, highly-motivating, hypermedia-based learning experiences. Part I: HyperCard. SIGTC Connections, 9(1), 3-8.

(1992). Learning objectives and lesson plans. Unpublished paper.

(1989). Developing effective CBI: essential issues for alpha-test consideration. Journal of Interactive Instruction Development, 2(2), 23-30.

Bloom, B., editor. (1984). Taxonomy of educational objectives. Book 1. Cognitive Domain. NY: Longman.

Desberg, P. (1994). Hyper interactive CAI. MA: Allyn and Bacon.

Dick, W. & Carey, L. (1985). The systematic design of instruction. IL: Scott, Foresman.

Hannafin, M. & Peck, K. (1988). The design, development, and evaluation of educational software. NY: Macmillan Publishing.

Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1996). Instructional media and technologies for learning. 5th edition. NY: Macmillan Publishing.

Kemp, J.E. (1985). The instructional design process. NY: Harper & Row.

Merrill, D. & Twitchell, D., editors. (1995). Instructional design theory. NJ: Educational Technology Publications.

Reigeluth. C. M., editor. (1987). Instructional theories in action. NJ: Erlbaum.

Rieber, L. (1994). Computers, graphics, and learning. IA: Brown & Benchmark.

The entire assignment is to be submitted via Electronic Student/ Electronic Teacher (ESET). There are two parts to this assignment. Send .doc or .txt files. Alternately, use U.S. mail.

Each member of the team should submit an independent review. After the group decides on the subject and target audience for development, each person should find a state-of-the-art product that will, in some way, provide guidance for your work. Submit a one-or two page, single-spaced, 12 point analysis that includes:

Send copies to members of your team. You may post your review on your web site but do not require the professor to go there to see it.

This is a team endeavor with a single submission. It is possible to include people on your team who are not part of this course. Submit a double-spaced, 12-point folio that includes:

Cover page

Title of courseware, date submitted

Names and user-ids of team members

DCTE 770/870 or DCTE 770

One page of instructional problem(s) to be addressed in the product

One page describing learner characteristics

One page task analysis (jobs and person responsible)

One page of instructional objectives to be met

One page description of teaching / instructional strategies

One page content outline

One page flowchart of major components in courseware

Two representative storyboards

One page hardware and software used for development and minimal user requirements

Categorized bibliography of

subject matter resources

image resources

software development resources.

This is a team endeavor with a single submission. Work may be submitted on a zip disk, a CD- ROM, or a maximum of two floppies. HTML files should be sent as local files on disk. If possible, work may be sent via ESET.

Cover page

Title of courseware and date submitted

Names and user-ids of team members

DCTE 770/870 or DCTE 770

One page summary description of product with instructions if needed

One page summary listing of modifications/revisions to assignment one

A totally working prototype content-rich program must be produced and submitted. The size of the developed product is arbitrary but it must reflect a complete unit of study even if parts are "under development/null content". Judgement should direct size. The product must be tested on a user machine to ensure that all files are included, ready-to-use (out of the box), and virus free.

There are two parts to this assignment. Evaluations should be team efforts; reflections must be individual submissions. The culminating assignment provides opportunity for professional growth from one’s own experiences.

Create and use different evaluation instruments for alpha and beta testing. If the team revises the product after alpha testing and uses the revision for beta testing, send the revised product to the professor.

Cover page

Title of courseware and date submitted

Names and user-ids of team members

DCTE 770/870 or DCTE 770

Clean samples of alpha and/or beta test evaluation forms (two page maximum each)

Separate double-spaced, 12 point summaries of evaluations, two-to-four pages each.

This is a personal communication from the student to the professor. In a maximum of three pages, reflect upon the entire process including

Try to look at the product from the perspective of a purchaser.

The most difficult aspect of creating good instructional software is bridging the gap between instructional design and implementation. If your product meets the educational needs you identified and enables the mastery of the objectives you listed, it is a winner!