insdsg 690 syllabus - fall 2015

INSDSG 690 – Capstone SeminarSyllabus

Fall 2015

University of Massachusetts BostonCollege of Advancing and Professional Studies

Instructional Design Graduate Program

Capstone Advisor InformationSection 1Jeffrey Keefer, [email protected] (will update to UMB once it is available)Skype (W): jeffreykeeferGoogle Hangout (W): [email protected] Hours: virtual office hours by request

Section 2Apostolos Koutropoulos, MBA, MSIT, MEd, [email protected] (W): 617-287-5990Skype (W): akoutropoulosOffice Hours: virtual office hours by request

Note: Throughout the semester, I will communicate with you via your UMB email account. Please review the following website for a job aid that will assist you in forwarding your UMB email account to your personal account if you prefer: http://howto.wikispaces.umb.edu/Forward+Student+UMB+Email+to+Personal+Account

Classes begin Monday September 14, 2015 and ends Friday December 11, 2015

Course Information

Course Title: Capstone Seminar

Prerequisites: Completion of 8 or more courses in the Instructional Design program.

Skills: During the time that learners spend in the Capstone Seminar, learners independently demonstrate the culmination of knowledge and skills developed as part of their studies in the Instructional Design program. This can be accomplished through a design and implementation of a learning intervention, or the completion of an original empirical research piece in the field of Instructional Design.

Updated: September 1, 2015 This Course Syllabus is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

http://creativecommons.org/licenses/by-nc-sa/3.0/


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Course Description: This course provides guidance and a structured environment in which students

develop advanced instructional design skills in the context of their capstone project. Based on the nature and complexity of the students’ projects, the course deals with such topics as component display analysis, needs assessment data, analysis and reporting techniques, cognitive flexibility theory, competencies modeling, and self-directed/learner-centered strategies. Students who have completed eight or more requirements for the Instructional Design M.Ed. should enroll in this course.

Additional Note:

This course is more like an independent study that a traditional instructor-led and paced course. Students work independently to complete an instructional design project from soup to nuts. While we do have a space on Blackboard as a way of meeting your advisor and communicating with other students there is no required participation. The faculty member for this course takes the role of advisor and peer reviewer of your project. Students take the role of an independent instructional design consultant. Students may, with approval of their advisor, work on projects at their workplace, but they must be able to explore best practices, and reach a level of detail that isn’t usually available in workplace efforts. Workplace projects needs to not require any special permissions to share content with the instructor, fellow learners, and the Instructional Design Department. Working on proprietary company projects may not be an option.

Suggested Text(s): All students are encouraged to obtain a copy of the APA Style Guide:

American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, D. C.ISBN 13: 978-1-4338-0562-2 ISBN 10: 1-4338-0562-6

Students should rely on and cite course texts from previous courses and other sources in the development of the Instructional Design or research project.

TechnicalRequirements: Students will be developing designs for their own learning intervention projects during

the semester however there is no requirement to use specific applications for development. This choice is up to the student and is often driven by what is available at the worksite or owned personally.

Communication in this course will be accomplished, in part, through technologies such as Skype, Google Hangouts, and Blackboard Collaborate. You will also need a headset




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with microphone to fully participate and can also use a webcam if you have one. If you experience difficulty with the audio over the web then there is an opportunity to also call in via phone (phone charges may apply depending on your location). There is also the capability to upload PowerPoint presentations, use a group whiteboard and utilize text chat. All group Blackboard Collaborate sessions are recorded and archived for future reference

Assignments: The Capstone Seminar is focused on the independent completion of a single assignment: an Instructional Design Project or an original research paper. The Capstone should be a reflection of student learning attained through participation in the required and elected instructional design courses. Expected components of an Instructional Design project are described in the Instructional Design Project guidelines below. If you are interested in doing an original research paper do get in contact with me so we can discuss parameters.

Methods: Apostolos Koutropoulos (“AK”) and Jeffrey Keefer will both serve as advisors for the Capstone Seminar for Fall 2015. Each student will be assigned to one as a primary advisor. The primary advisor’s role includes:

Orienting the students to the Capstone Approving the Capstone Project Proposal Receiving major deliverables Providing feedback and support to the students throughout the semester Evaluating and grading the Final Capstone Project

The other will serve as a second reader on the project. The second reader’s role is to provide additional peer review and feedback if there are major issues with the capstone project that is submitted.

Each Primary Advisor will hold an individual meetings to discuss expectations and to answer any possible questions. This meeting will be scheduled by the student by the first week of the semester. Please contact your primary advisor to set up this meeting.

The advisors will be available throughout the semester to discuss project progress and provide feedback. There are no regularly scheduled meetings or class sessions. Thus for guidance, please contact your primary advisor.

Course Policies:

Late Work




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As part of your Capstone Project, you are required to develop either a design document for a learning intervention, or to write a publishable quality original research paper. Since project planning and the ability to meet deadlines are important professional skills, you should be able to demonstrate those skills by adhering to your development schedule. Reasons necessitating a change in this schedule are to be submitted to and cleared by your advisor. One 13-week semester is not necessarily a lot of time to develop a design document and implement your learning project. There will be a partial-grade penalty for late-work for each day it is late (without prior appropriate justification).

Capstone CompletionIf a student plans to walk at the formal graduation ceremony at the end of the spring semester, the Capstone MUST be completed prior to the end of the spring semester. The Capstone is NOT offered during the summer semester. Therefore, if a student is granted an incomplete for the spring semester, the student will submit their Capstone in the fall semester to be reviewed and graded at that time, or within a year of their initial registration (see incomplete policy below).

University Incomplete PolicyA grade of Incomplete (INC) is not automatically awarded when a student fails to complete a course. A grade of Incomplete is given at the discretion of the instructor. It is awarded when satisfactory work has been accomplished in the majority of the course work, but the student is unable to complete course requirements as a result of circumstances beyond their control. The student must negotiate with and receive the approval of the course instructor in order to receive a grade of incomplete. A copy of a written agreement between the faculty member and the student specifying the work to be completed and the terms and deadline for completion must be kept on file in the program office.

Grading: Your grade for this course will be a whole or partial letter grade based on your final submitted project. Projects will be evaluated using the Capstone Project Rubric. Note: the lowest passing grade for a graduate student is a “C”. Grades lower than a “C” that are submitted by faculty will automatically be recorded as an “F”. Please see the Graduate Bulletin for more detailed information on the University’s grading policy.

Accommodations: Section 504 and the American with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented




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disabilities. If applicable, you may obtain adaptation recommendations from the UMass Boston Ross Center (508-287-7430. You need to present and discuss these recommendations with me within a reasonable period, prior to the end of the Drop/Add period.

You are advised to retain a copy of this syllabus in your personal files for use when applying for future degrees, certification, licensure, or transfer of credit.

Students are required to adhere to the Code of Student Conduct, including requirements for the Academic Honesty Policy, delineated in the University of Massachusetts Boston Graduate Studies Bulletin and relevant program student handbook(s). http :// media . umassp . edu / massedu / policy /3-08%20 UMB %20 Code %20 of %20 Conduct . pdf

Instructional Design Project GuidelinesDescription: The Instructional Design project comprises the design and development of a

training/learning event for a specific audience and context. The project must clearly demonstrate mastery of instructional design theories, principles, concepts, and applications.

Project Objectives: By completing the Instructional Design Project option, you should demonstrate

your ability to: 1. Identify an organizational problem for which training or performance

support may be a solution. 2. Create and implement a Front End Analysis. 3. Analyze and interpret the gathered data. 4. Define performance objectives.5. Use and cite current theory and best practices to make informed design

decisions. 6. Design the strategy, the materials and assessment for intervention. 7. Develop plans for formative and summative evaluation. 8. Create and follow a project plan for an instruction design/development

project. 9. Develop the interventions detailed in the project plan. 10. Implement, at least as a pilot, the intervention developed. 11. Evaluate the implementation and present recommendations for further

improvements based on the evaluation. 12. Develop and implement learner assessments. 13. Use learner assessments to evaluate efficacy of interventions. 14. Report and reflect upon activities, effect and lessons learned. 15. Write at a professional level using APA citation style.




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Major Deliverables: If you are pursuing the learning Intervention Project route there are three (3)

major deliverables are required during the semester (for research paper talk to me for specifics):

1. Project Proposal (20% of grade) Due date: Friday 9/18/2015 by noon EST Final approval by 9/21/2015

Using the Instructional Design Capstone Proposal Form found on page 15 of this syllabus, develop a 1-2 page proposal for your project and upload it in the appropriate Blackboard assignment dropbox. The proposal includes a project plan that defines your development schedule. It should include 5 & 6 from the Project Guideline below.NOTE: This proposal must be approved by your capstone advisor. The advisor must approve the: • Scope of the project, • Methods for front end analysis, • Anticipated types of interventions, • Evaluation tools and • Schedule for completion of the project.

2. Design Document (40% of grade) Due date: no later than Sunday 10/18/2015 at noon EST

Based on the front end analysis detailed in deliverable one, the student must propose a solution and present a design document. The Design Document is a common deliverable for instructional designers in professional situations. In this seminar, the Design Document will provide an opportunity for formal feedback from the instructor. The Design Document should include all sections in the Project Outline Section.

This document must be approved by the capstone advisor. After approval, the student develops the solutions, implements them and conducts evaluation of the implementation.

3. Final Capstone Project (40% of grade) Due date: Friday 12/4/2015 by noon EST Final rewrite (if revisions are necessary) due: Thursday 12/10/2015




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Due date is the due date. If the advisor deems revisions are necessary, you will need to do a final rewrite. Due at the end of the course, the final project should following the Capstone Project Guidelines below.

Proposed Schedule:

Though you only need to “turn in” the three main deliverables listed above, the following proposed schedule may help you stay on track. You are encouraged to be in contact with your primary advisor along the way and to share drafts of your work. It includes suggested entries for your reflection paper*.

NOTE:* At each milestone, you should write an entry into your reflection paper. Five (5) entries total.

Week Task

19/14-9/20

Schedule and complete conversation with primary advisor early in the week. Monday, Tuesday, or Wednesday are preferable because it gives you time to work on your proposal due this week. Proposal Due at the end of this week.

29/21-9/27

Revisions on proposal if needed; Final Approval of Proposal. Start working on your Design Doc.

3 & 49/28-10/11

Work on your design doc. Submit for review as needed. When a section is deemed “complete” by you, you should solicit comments from your instructor. You should be able to complete 2 sections of the design document each week. Between Weeks 2 and 5 you should be able to complete items 5 to 13 (see below).

510/12-10/18

Design Document Due.

6-1110/19-11/29

Begin building your final deliverable and keep working on your final implementation during these weeks. Check in with your instructor.

1211/30-12/6

Final Implementation Due.Start working on your reflection piece

1312/7-12/11

Final revisions due (if necessary).Reflection piece is due this week




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Project Guidelines:

This section describes the expected components of an Instructional Design Project. If you envision a project that does not include all of these components, please explain this in detail in your Project Proposal.

Your project, with the exception of the reflection piece, should be written in the third-person. Do not say things like “I chose to work on this project because I…” Think of your instructional design project as a piece you could show potential employers, not a conversation between you and your instructor.

Project OutlineFront Matter:

1. Title PageThe Title Page format must be followed as is appears in an Appendix to this syllabus.

2. Acknowledgement or dedication – Optional

3. AbstractAfter completion, present a one page overview of the entire project, including goals and objectives, methodology, and conclusions.

4. Table of ContentsInclude all major topics and page numbers. Include Appendices, as needed, to support your project.

Project Phase Documents:

Phase I: Analysis

5. Background Information – provide the context of your project including the organization you will be working with, key stakeholders, the mission and vision of the organization, etc.




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6. Analysis Plan – describe the plan you followed to conduct your needs assessment including specific methodologies, surveys, questionnaires, and other documents you used in the process.

7. Analysis Report – describe the findings from implementing your Analysis Plan. In this section, use the data you collected to identify a gap between the desired level of performance and the current level of performance and write up a problem statement that will explain the need for your project. In your report, you should include the target audience and characteristics, resources available in your specific context, a proposed delivery method for your solution to the problem, and instructional goals.

Phase II: Design

8. Learning/Performance Objectives – identify what the program participants will be expected to perform as a result of completing the program. These should be in alignment with the instructional goals you identified during the Analysis phase.

9. Instructional Strategy – outline the plan for helping learners to meet the objectives. Describe the overall instructional and assessment approach and justify it by referring to theory. Sequence your objectives into units of instruction (lessons, modules, etc.) Create a table of contents for each unit of instruction identifying each component to be included.

Phase III: Develop

10. Introduction – describe what materials were created for your project and how they were created.

11. Instructional Materials – For the design document phase, this section should provide an overview of the materials you are designing and are planning on developing for your curriculum content, activities, and assessments. Just include the introduction for the materials and a few descriptive screenshots for them. Also describe ways that this material connects with teaching and facilitation techniques, assessment strategies, learner motivation strategies, and overall learning outcomes for your course. for your course. For your final implementation (not the design document) if appropriate, develop instructor notes, including all pertinent information concerning instructional techniques, materials, timing and technologies. Develop any supporting materials, such as case studies, role-plays, group exercises and activities as applicable. If any elements of the instruction require the skills of other professionals to develop and are not included, describe them in the design document.

Phase IV-V: Implementation and Evaluation




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12. Evaluation Plan – describe how you will evaluate the success of the project. Describe the type of evaluation that will take place, who the participants will be, and how data will be collected. Use Kirkpatrick, or other research-based model(s). Include both formative and summative evaluation strategies and materials.

13. Improvement Plan – if you are able to conduct a formative assessment of some of your materials, present the data and planned improvements.

Back Matter:

14. BibliographyIdentify all reference materials used in researching and creating your project. Include web citations. Use APA style guidelines for citations and bibliographic formatting. See: http :// owl . english . purdue . edu / owl / section /2/10/ (Please note: APA style is required for citations and bibliography, NOT for document formatting.)

15. AppendicesInclude any supplemental materials as deemed necessary to support the project. Instructional materials may be submitted as separate files.

16. VitaInclude a 1 – 2 page vita, listing name, contact information, educational background, work experience, publications, honors/awards, and associations.

Reflection Paper

17. Reflection - Write a 5-7 page, double-spaced, reflection on the instructional design process and your educational journey in instructional design as whole. Spanning your entire course of studies think about, and reflect on, question such as the following: what did you learn? What worked well? What didn’t work as you expected and how could it be improved upon? What were some major inspirations to you as a learner and as a designer? What theories, practices, and approaches made sense to you and why? What is still fuzzy and how might you further explore this? What are some of the ways of taking what you learned and experienced as a learner in the MEd program and applying that to your own professional contexts? (Note: This is the only section of your project that should be written in the first-person.)




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Evaluation Rubric:

Criteria Competency1 Weak (75 pts possible) Proficient (80-90 points) Exceptional (91-100 pts possible)

Problem identification and goals(5%)

1.5 The training proposal is not an appropriate solution to the problem identified, or the goal is either unclear or not stated in measurable terms.

The project addresses a problem for which training is an appropriate solution. The goal is clearly stated, addresses the performance context, and is measurable.

In addition to previous level: The goal is substantive in scope and the project will clearly make a meaningful contribution to its intended audience.

Analysis(15%)

1.4, 2.1, 2.3, 2.4, 2.5, 2.7

The needs assessment approach is insufficient to determine meaningful implications. Implications for instruction are not drawn from analysis. Instructional analysis does not address performance context or lacks sufficient detail.

The needs assessment approach is appropriate and sufficient for the project. Relevant characteristics of learners and contexts are described along with implications for instruction.

In addition to previous level: Needs assessment instruments and resulting data and/or content and instructional analysis procedures are documented and presented as support materials.

1 Please see end of document for MEd Program Level Competencies




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Criteria Competency Weak Proficient Exceptional

Objectives and Instructional Strategy(15%)

1.2, 3.1, 3.2, 3.5 Objectives include only behavioral statements and/or are not written in observable terms. Components of instruction are missing. Elements of strategy are not congruent or do not map to objectives.

Objectives are written in observable terms and include condition, behavior and criteria (as necessary). Instructional strategy defines methods of content delivery, learner practice and assessment. All components are congruent and will enable learners to meet the objectives.

In addition to previous level: Instructional strategy clearly relates to results of the analysis phase. Activities are varied and engaging. The theory informing design choices is explained and logically connected to the design.

Instructional materials(20%)

3.3, 3.4 Elements of a complete package of materials are missing or materials are incomplete. Visual design of materials does not meet professional standards.

The project includes a complete package of instructional materials necessary to implement the program. Student develops and incorporates material. Role of professionals used to develop or produce material is described.

In addition to previous level: Materials are presented in a professional manner with attention to detail. The set of material is compiled as a complete package that is easy to use.

Note: Depending on the scope of the project, you should include a complete set of materials or a sub-section of materials identified during the Design phase.




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Criteria Competency Weak Proficient Exceptional

Evaluation(20%)

3.6 Student includes an evaluation plan but does not justify choices. Plan is insufficient to evaluate effectiveness or impact of training.

Project includes a plan for conducting both formative and summative evaluation, including procedures and instruments to be used. Student justifies the selection of specific methods.

In addition to previous level: If evaluation was implemented, results and implications are included. If it was not implemented, plan includes description of anticipated potential room for improvement for special attention in the evaluation.

Project planning(10%)

4.1, 4.2, 4.3 Student is not able to plan for work necessary to complete the project or does not allow reasonable time for identified steps or simply fails to meet own schedule.

Student is able to create a plan for completing the project that identifies interim steps, project deliverables, and schedules interim deliverables in reasonable timeframes. Student meets the schedule.

In addition to previous level: Includes support materials for project planning (i.e., dependencies, project plan matrix or Gantt chart, etc.)

Writing and document quality (clarity, grammar, APA style)(15%)

1.1 Project includes grammatical and/or spelling errors that detract from meaning. Writing is difficult to follow. APA citation style guidelines are not applied.

Project has small grammatical or spelling errors which detract from meaning. Writing is clear and logical. Citation and references follow APA style guidelines.

Project is free of grammatical and spelling errors. Writing style enhances understanding of the project. APA style guidelines are followed for citations and references. Visual presentation is at a professional level.




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Submitting your work:

You should submit all of your project files to the appropriate assignment drop-box in Blackboard.

The INSDSG program will archive your Capstone. Print copies of student capstone projects will no longer be collected.

You are highly encouraged, though not required, to submit your capstone to the UMass Boston institutional repository which is called ScholarWorks. You will be able to share your work easily with prospective employers and others through including your project here. Also, you will be helping out future capstone students who are always in need of completed capstone example. Finally, you will be a part of highlighting the INSDSG program to the UMass Boston community and beyond.

Here is the website to review past ID Capstones:http://scholarworks.umb.edu/instruction_capstone/


http://scholarworks.umb.edu/instruction_capstone/

http://scholarworks.umb.edu/



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Instructional Design Capstone Proposal Form

Capstone Project Title:

Proposal ContentName: Phone (best contact): Phone (alternate): e-mail: Mailing address:

Anticipated Graduation Date (Please Check): ____Spring 20__ ____Fall 20__

Capstone Project Title:

Proposal Content1. Provide an overview of the project including background information, problem statement,

and ultimate organizational goals.2. Describe the anticipated format and scope of the learning event to be designed and list

possible deliverables for the project. NOTE: The design will be driven by your formative analysis. So, you should not definitely state what the solution will be. However, you should cover limitations that will direct your decisions (for example, if you are faced with a world-wide target population, the possibilities of bringing people in for a week long training is probably not a valid option within the constraints of the organization.

3. Develop a project plan / schedule for completing the project that includes completion of major milestones (the design document and final project). In addition to these required deliverables, define interim steps to achieving the milestones, and interim points/deliverables for feedback.




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Final Project Title Page Format

A final project presented to the faculty of theInstructional Design Masters Degree Program

University of Massachusetts at Boston

TITLE(Include Sub-title if needed)

Submitted by(Name and credentials)

in partial fulfillment for the requirement of the degree MASTER OF EDUCATION

(Date)

_______________________________________Approved by (Capstone Advisor's name)

Faculty

MEd Program Learning Outcomes (reference)




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approved March 14, 2013

1. Theory into PracticeRather than relying on intuition and guesswork, instructional design professionals base their instructional solutions on theoretical bases and practical implications from research in the field. In order to do this, graduates of the Instructional Design program will be able to:

1.1 Complete scholarly research including searching, locating, and analyzing literature in the field;1.2 Interpret practical learning principles and their applications from various landmark learning theories;1.3 Apply interdisciplinary research findings to the solution of performance problems;1.4 Critically assess reliable publications, literature, trends, theories, data, and tools used in the field of instructional design.

2. AnalysisInstructional design professionals seek solutions, both instructional and systemic, which lead to performance goals. Understanding that, as with all design fields, instructional designers continually seek input and feedback from learners and systems to discover and meet needs and continually improve. In order to do this, graduates of the Instructional Design program will be able to:

2.1 Seek multiple data and information points when conducting analysis;2.2 Apply tools of analysis including task and needs analysis;2.3 Analyze performance gaps;2.4 Identify causes of performance gaps;2.5 Use analysis to recommend instructional and non-instructional solutions;2.6 Report analysis and proposed solutions in a clear, concise manner so that others can understand and evaluate proposed solutions.

3. DesignInstructional design professionals create effective interventions, choosing and using methods that meet the needs of the organization, while balancing ROI and usefulness of the selected methods. Throughout their careers, they continually seek to stay current in emerging methods so that they may be a resource for thoughtful and considered innovation. In order to do this, graduates of the Instructional Design program will be able to:

3.1 Develop performance outcomes that are measurable, have a specific action, and have specific conditions stated;3.2 Use evidence-based instructional strategies to maximize learning;




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3.3 Design appropriate multimodal instructional delivery, including face-to-face, online, blended, and emerging modes;3.4 Develop formative and summative learner assessments;3.5 Draw on a range of instructional design models to craft effective instructional interventions;3.6 Design effective formal and informal learning solutions.

4. DevelopIn the development phase, instructional design professionals select and create learning materials, oftentimes in collaboration with other professionals. In order to do this, graduates of the Instructional Design program will be able to:

4.1 Evaluate the relevancy and effectiveness of the instructional materials to help learners attain learning objectives;4.2 Demonstrate competency using a range of current and emerging technologies to build learning solutions;4.3 Develop learning materials that are accessible to diverse audiences;4.4 Apply visual literacy concepts and principles in the planning, layout, and design of learning materials;4.5 Create rapid prototypes and mock-ups that developers can use to create learning products;4.6 Develop learning materials based on sound cognitive research findings.

5. ImplementInstructional design professionals successfully implement learning solutions using multiple modalities. In order to do this, graduates of the Instructional Design program will be able to:

5.1 Develop implementation plans, taking into consideration social, organizational, and technical implications;5.2 Facilitate instruction using multiple delivery modes including face-to-face and distance learning;5.3 Apply effective practices that encourage learner interaction, engagement, and learning;5.4 Stay current with emerging trends in delivery modes and their related technologies;5.5 Manage the implementation process.

6. EvaluateInstructional designers artfully incorporate formative and summative evaluation for continual improvement of instruction, learning, and program effectiveness. In order to do this, graduates of the Instructional Design program will be able to:




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6.1 Evaluate instructional materials for usability and effectiveness;6.2 Use learner assessment data to improve instructional solutions;6.3 Accurately measure targeted performance outcomes identified by stakeholders;6.4 Produce a comprehensive report of evaluation findings to aid in future program improvement.

7. Reflective PracticeInstructional designers apply basic principles of reflective practice, that is, the capacity to reflect on and learn from professional experience and action, to develop personal insight and continuous professional improvement. In order to do this, graduates of the Instructional Design program will be able to:

7.1 Act in ethically sound ways while executing all duties;7.2 Act mindfully and advocate on behalf of the learner;7.3 Distinguish process from content issues and determine how process can block or enhance group effectiveness;7.4 Communicate clearly, collegially, and credibly in written and verbal discourse;7.5 Engage respectfully, fairly, and cooperatively as part of a team;7.6 Consider connections between instructional design and other disciplines to inform the instructional design process.

8. LeadershipInstructional designers that work at the graduate level provide leadership in their professional positions and in the field. In order to do this, graduates of the Instructional Design program will be able to:

8.1 Justify the need for specific educational and training programs;8.2 Practice collaborative and team work strategies that build rapport and trust, mediate and resolve conflicts, and influence people;8.3 Implement processes to effectively manage people and projects;8.4 Manage change initiatives in an effective and supportive way;8.5 Document all phases of the instructional design process in a professional manner;8.6 Provide leadership throughout different functions and levels of an organization.



insdsg 690 syllabus - fall 2015

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