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Designing Instruction
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Analyze
Design/Develop
Implement
Evaluate

 

 

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Design Brief   |   Syllabus   |   Copyright   |   Tools

The ADDIE model (Analyze, Design, Develop, Implement, Evaluate) is the generic process traditionally used by instructional designers and training developers. The five phases represent a dynamic, flexible guideline for building effective training and performance support tools. Though ADDIE is not the only valid model, it is a commonly used approach that can be effective in almost every situation. Most of the current instructional design models are spin-offs or variations of the ADDIE model.

  • Design
    • The design phase provides the opportunity to create "instructional blueprints". During the design phase, the instructional designer
      • chooses an instructional approach
      • develops learning objectives
      • specifies how the material is to be learned
      • specifies learning activities and assessment
      • chooses methods and media
    • The result of the Design Phase is an outline of the teaching and learning objectives and of the various instructional tactics to be used
      • Sample Task: Write objectives, develop test items, plan instruction, identify resources
      • Sample output: Syllabus, measurable objectives, instructional strategy, prototype specification, design brief.
  • Develop
    • This phase elaborates and builds on the teaching and learning objectives that were identified in the design phase. It focuses on generating the documents and materials (including multimedia components) to be used during the delivery of the instruction. It also provides an opportunity for the prototyping of the instructional materials. During this phase, the instructional designer
      • reviews the selected instructional strategy
      • considers how to adapt existing material
      • identifies most appropriate media
      • designs new materials
      • creates (or supervise the creation of) instructional material
      • prototypes instruction
    • In the Development Phase, the materials are authored, reviewed, produced, and validated.
      • Sample tasks: Establish a project schedule, work with media producers (graphic artists, programmers,...) develop flowchart, create content pages
      • Sample output: Storyboard, audio script, tests, exercises
Design Brief

wikipedia logo Creating a design brief is one of the most critical steps to developing successful instruction. Design briefs are used to help ensure that courses are properly planned, flow from topic to topic, and address all elements of the topics they are created to cover.

The Design Brief contains the criterion-based objectives, a content outline, a hierarchy of learning or a flowchart of the possible paths through non-hierarchical instruction, selected instructional and learning strategies, media selection results, a list and description of non-instructional materials that support the instruction, and a proposed interface design. A solid design document is the foundation upon which all-subsequent development efforts are built.

Design Brief used by RPI Course Developers

Template
Word Document

Examples
Introduction to Management
Frank Wright - PDF

Introduction to Management
Susan Russell - PDF

International Business
Frank Wright - PDF

Sites and Articles
Presentation Storyboarding - Retrieve Your Inspiration
Geetesh Bajaj
A presentation without a storyboard is like a cart without a horse. You have no idea which direction whomsoever is going to pull the cart. And when you realize your mistake, it may be too late. And it is at this note that our storyboarding story unfolds...
http://www.indezine.com/ideas/storybrd.html

The Storyboard: Turning Information Into Experience
Kathy Crenshaw
Storyboards are as important to the success of an online training project as an architectural plan is to the success of the construction of a high-rise building.
http://www.clomedia.com/content/templates/clo_webonly.asp?articleid=435&zoneid=78

Creating a Storyboard for Video Production
Ricky Y. Okazaki
Take a look at the information presented in these web pages to see how you can improve the quality of your videos by: (1) finding out what editing features are available with a linear video editor, (2) learning about the usefulness of creating a storyboard, (3) exploring the details of a storyboard, and (4) examining an example of a storyboard.
http://www2.hawaii.edu/~ricky/etec/

Templates from Other Sources
A Trainer's Toolbox of Templates, Outlines, and Briefings
http://www.nwlink.com/~donclark/hrd/templates/templates.html

Australian Animal Webquest
http://cte.jhu.edu/techacademy/fellows/MENTZER/webquest/storyboard.htm

Blank Storyboard
http://www.open.ac.uk/crete/movingwords/pdf/storyboard.pdf

Creating the Storyboard
http://www.uncc.edu/webcourse/sb/storyboard.htm

General Storyboard
http://www.csupomona.edu/~wcweber/325/storybd.htm

Multimedia Storyboard
http://www.mcli.dist.maricopa.edu/authoring/studio/guidebook/sb.html

Planning Document Guidelines Using PowerPoint
http://www.glc.k12.ga.us/passwd/trc/ttools/attach/teachr/PowerPoint-Storyboard.doc

Project Worksheet
http://www.mlmultimedia.com/Multimedia%20Worksheet.htm

Storyboard for use with Power Point
http://www.glc.k12.ga.us/passwd/trc/ttools/attach/stu/ppstrybd.doc

Storyboarding Master Worksheet
http://www.uncc.edu/webcourse/sb/worksheet.htm#4

U.S. Department of Energy Template
http://cio.energy.gov/traintem.pdf

Video Storyboard
http://www.gi.esu10.k12.ne.us/Technology/T.I.E./Walkowiak/L3%20preparingmedia/storyboardform.html

Examples
Instructional Design of Teaching Online Workshop
http://ideas.blogs.com/lo/2004/02/instructional_d.html

Sample Lesson: Course 1, Unit 2, Patterns of Change
Example of four-phase cycle of classroom activities in a math class.
http://www.wmich.edu/cpmp/lesson2.html#launch

Student Internet Evaluation
http://www.educ.ucok.edu/subwebs/aps/ppatterson/InstructionalDesignI/studentwebevallessonplan.doc

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Syllabus

Syllabus (plural syllabi or syllabuses) is a document with an outline and summary of topics to be covered in a course. It is often either set out by an exam board, or prepared by the professor who teaches the course, and is usually given to each student during the first class session. A syllabus usually contains specific information about the course, such as information on how, where and when to contact the lecturer and teaching assistants; an outline of what will be covered in the course; a schedule of test dates and the due dates for assignments; the grading policy for the course; specific classroom rules; etc. Within many courses concluding in an exam, syllabuses are used to ensure consistency between schools and that all teachers know what must be taught and what is not required. Exams can only test based on information included in the syllabus.

Useful sites
Writing a Sylllabus
Howard B. Altman and William E. Cashin
Most of this paper lists suggestions from the literature about what information might be included in your course syllabus. It is extremely unlikely that you will include every listed. We suggest two criteria in deciding what information to include. First, include all information that students need to have at the beginning of the course; second, include all information that students need to have in writing.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/writesyl.htm

Creating a Syllabus
Barbara Gross Davis
From the hard copy book Tools for Teaching
Great guidelines.
http://teaching.berkeley.edu/bgd/syllabus.html

Learning-Centered Syllabi
Iowa State University
Lee Haugen
Creating and using a learner-centered syllabus is integral to the process of creating learning communities. The concept is simple but its implications are far-reaching: students and their ability to learn are at the center of what we do. This means that we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach. The object is to facilitate student learning rather than to act as "gatekeepers" of knowledge, doling it out in small doses.
http://www.celt.iastate.edu/teaching/syllabi.html

Handbook for Teachers
By Lauren Pivnick, Jennifer Franklin, and Michael Theall
Handbook for Teachers is based on a compilation of excerpts from a variety of excellent sources around the country. A collegial work, the handbook is intended to be an introduction to available literature on teaching as well as a resource in its own right for the teaching community.
http://www.mcgill.ca/files/tls/handbook.pdf

Constructing a Syllabus
Michael J.V. Woolcock
This Syllabus Handbook has been written with the somewhat ambitious goal that all instructors - from astronomers to zoologists, from senior faculty to graduate students preparing a course for the first time - gain an appreciation of how important a course structure is in shaping educational outcomes, and begin to take concrete steps towards maximizing student learning by designing an effective syllabus. If this process in turn serves to reaffirm a simple lesson from the liberal arts, so much the better! The handbook is divided into four parts. Part I establishes the rationale for reflective thinking about the course outline and its place in facilitating student learning. Part II addresses the key practical steps in building an effective syllabus. These are followed in Part III by sample course outlines from the four disciplinary areas - social sciences, life sciences, physical sciences, and the humanities - and information on Brown University's requirements for submitting new course proposals. Finally, Part IV provides a list of bibliographic sources and suggestions for further reading.
http://www.brown.edu/Administration/Sheridan_Center/publications/syllabus.html

Syllabus Design
Northeastern University
Proposes a process for (re)designing a syllabus that incorporates Web components. Some of the steps will occur simultaneously: this list contains a general sequence of considerations. Once you have the syllabus written, you'll also have a list of online elements that need to be developed.
http://www.edtech.neu.edu/learn_new_skills/learn_technical/workshopmaterials/teaching_technology/learning_materials/syllabus_design/

Syllabus Example - Face-to-Face
Honolulu Community College
A several-page, complete, and detailed course syllabus. Although it is a syllabus for a particular occupational course, the format can be adapted to probably most any other course as well. At the right of the syllabus is a section-by-section explanation, including comments based on use of this format over a period of years. The syllabus should be distributed and reviewed with students on the first day.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/syllab-4.htm

Syllabus Example - Online
Honolulu Community College
A several-page, complete, and detailed course syllabus. Although it is a syllabus for a particular occupational course, the format can be adapted to probably many other Internet courses as well. At the right of the syllabus is a section-by-section explanation, including comments based on use of this format over a couple of years. The syllabus should be presented the first day.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/syllab-5.htm

Syllabus Tutorial
University of Minnesota
One of the true strengths of this tutorial is the number and high quality of the examples they showcase. Professors from throughout the University of Minnesota and across disciplines have contributed their syllabi in an effort to help you learn from their experience.
http://www1.umn.edu/ohr/teachlearn/tutorials/syllabus/

Tips for Creating a Syllabus
A course syllabus can be considered a contract with students. The time and care an instructor spends on syllabus preparation will reap benefits. The following tips can assist you in designing an effective syllabus.
http://ctl.iupui.edu/common/uploads/library/CTL/CTL36881.pdf

 

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Copyright

wikipedia logo Copyright is a set of exclusive rights granted by governments to regulate the use of a particular expression of an idea or information. At its most general, it is literally "the right to copy" an original creation. In most cases, these rights are of limited duration. The symbol for copyright is , and in some jurisdictions may alternately be written (c).

Copyright law covers only the particular form or manner in which ideas or information have been manifested, the "form of material expression". It is not designed or intended to cover the actual idea, concepts, facts, styles, or techniques which may be embodied in or represented by the copyright work. Copyright law provides scope for satirical or interpretive works which themselves may be copyrighted.

Useful sites:
10 Big Myths about copyright explained
Brad Templeton
An attempt to answer common myths about copyright seen on the net and cover issues related to copyright and USENET/Internet publication.
http://www.templetons.com/brad/copymyths.html

Copyright and Fair Use
List of links on copyright and fair use policies from Stanford University.
http://fairuse.stanford.edu/Copyright_and_Fair_Use_Overview/index.html

Copyright Basics
Basic information about copyright what, who, and how.
http://www.copyright.gov/circs/circ1.html

Copyright on the Internet
Thomas G. Field, Jr.
This discussion addresses U.S. copyright issues of concern to those who post to or own email lists or host web pages. It also deals with situations where someone might want to forward or archive another's email posting or to copy material from another's web page.
http://www.fplc.edu/tfield/copynet.htm#lim

Copyright: United States Copyright Office
The official government website.
http://www.copyright.gov/

Copyright Website
The Internet's #1 Copyright Registration and Information Resource. Launched on May Day '95, the Copyright Website strives to lubricate the machinations of information delivery.
http://www.benedict.com/

Crash Course in Copyright
By Georgia K. Harper
This site provides a crash course in copyright and fair use.
http://www.utsystem.edu/ogc/intellectualproperty/cprtindx.htm

The TEACH Act
Copyright law provides educators with a separate set of rights in addition to fair use, to display (show) and perform (show or play) others' works in the classroom. These rights are in Section 110(1) of the Copyright Act and apply to any work, regardless of the medium.
http://www.utsystem.edu/OGC/IntellectualProperty/teachact.htm

What is Copyright Protection?
This page covers the basic definitions regarding copyrights. It has been written using the Berne Union for the Protection of Literary and Artistic Property ( Berne Convention) as the main bibliographical source, and does not refer to the laws of any country in particular. Therefore, comparing this document to the particular laws of your country may arise in discrepancies. However, copyright laws vary from country to country but as a rule do not contravene or provide less copyright protection than the Berne Convention, provided the country in question is a member thereof.
http://www.whatiscopyright.org/

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Tools

wikipedia logo A tool is a device that provides an advantage in accomplishing a task. It can be an object, a process, a methodology, an ability, as well as a piece of software. A tool can also be purely cognitive, such as a written language.

Accessibility Tools
This page, part of the Instructional Tools section of the Course Developers Website, will be valuable to designers who want to make sure their Web pages are ADA compliant, and to users looking for accessibility resources. Read more ...

Emerging Technologies
This page, part of the Instructional Tools section of the Course Developers Website, reviews established educational technologies such as podcasting, blogs, wikis, and e-portfolios, and introduces emerging technologies such as electronic whiteboards, wireless and mobile technologies, gaming, and instant messaging. Read more ...

Graphic Tools
This page, part of the Instructional Tools section of the Course Developers Website, provides guidance on which tool to chose to create, edit, and organize graphics: MS Paint, ACDSee, and PhotoShop. Read more ...

HTML Editors
This page, part of the Instructional Tools section of the Course Developers Website, not only lists HTML tutorials for the beginning and advanced designers it also recommends several HTML editors: TopStyle, Mozilla, Trellian, Web Notepad, PSPad editor, DreamWeaver, and FrontPage. Read more ...

Media Creation Tools
This page, part of the Instructional Tools section of the Course Developers Website, offers a wide variety of resources and tutorials on how to create instructional media with the most commonly used tools: PowerPoint, Flash, Captivate and Camtasia, and PDF. Read more ...

Synchronous Tools
This page, part of the Instructional Tools section of the Course Developers Website, proposes various ways to communicate in real-time be it through the use of Web conferencing tools such as Elluminate, Breeze, iLink, Microsoft Office Live Meeting, or Centra; voice over IP packages, such as Skype, GoogleTalk, Paltalk, or MSN Messenger; or by videoconferencing. Read more ...

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Last updated - 06/24/08

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