The purpose of this course is to assist individuals in learning how to adapt and apply instructional design techniques to technology-oriented environments in both face-to-face (F2F) and distance/online settings. In doing so, this course provides learners with theoretical foundations in the fields of instructional design (ID) and instructional technology (IT). Using an application-oriented approach, this course provides opportunities for learners to experience the instructional design process by designing instructional modules that use a wide range of educational technologies. Throughout this course, readings, guidelines, and information are drawn from the educational technology literature as well as from contemporary technology-oriented sources such as c|net and internet.com. In addition to examining and applying the theories and practices of the ID/IT domains, this course provides a strong hands-on component dedicated to reviewing and evaluating traditional classroom and distance technologies as well as prominent Web- and Internet-based technologies.

Note: This is a design course and not a development course. You will not be required to develop instructional materials. HRE 384, Instructional Technologies for Education and Business, is the development course.

As a result of lectures, activities, and independent projects, students will be able to:
， Select appropriate instructional technologies for various learning tasks/environments
， Distinguish between the use of instructional technologies to deliver instruction and using instructional technologies to provide meaningful learning
， Apply principles of instructional design to technology-oriented learning environments
， Review and evaluate prominent technologies and media for use in F2F and distance/online environments
， Design a F2F instructional unit that effectively incorporates multiple instructional technologies
， Design a distance/online instructional unit that effectively incorporates multiple instructional technologies
， Design a hybrid F2F and distance/online instructional unit that effectively incorporates multiple instructional technologies
， Justify decisions made during instructional unit design process--for F2F, distance/online, and hybrid environments

1. Course Format
This is NOT a lecture course. This means that I will not be the primary "disseminator" of knowledge. Rather, the course is designed to build on the belief that learning occurs best when one constructs their own understanding through thought, conversation, and inquiry. The class will be viewed as a "community of learners" in which each of us contributes equally to each others' learning.

2. Instructor's Role
I will facilitate learning by managing an environment in which learning can occur. This includes providing a collection of readings that contribute to the course goals, planning activities and exercises that enhance learning, moderating class discussions, and providing clarification and feedback during discussions and on formal assignments.

3. Students' Role
Given that the course is designed around the concept of a "community of learners," it is critical that you come to class prepared to discuss each assigned reading. You are also expected to participate in class discussions. An "A" in the course will not be possible without your participation.

， Lee, W. W. & Owens, D. L. (2000). Multimedia-Based Instructional Design: Computer-Based Training, Web-Based Training, and Distance Learning. New York: Jossey-Bass. ISBN: 0787951595
， Other required and optional readings will be listed on the course Web site.

It is expected that every student is aware of the UIUC Academic Integrity Policy (http://www.uiuc.edu/admin_manual/code/rule_33.html) and agrees to conform to it.

Some of our activities will be individual and others will be completed in a group. Time will be given during class for some of your group work. During this semester you will be expected to complete the following assignments:

Assignments	Due	% of Grade
Group Project 1: Classroom and Distance Technologies	1/29	10%
Individual Project 1: F2F Instructional Unit	2/12	10%
Individual Project 2: Distance/Online Instructional Unit	3/26	10%
Individual Project 3: Hybrid F2F/Distance Instructional Unit	4/30	10%
Final Project		50%
Needs Assessment / Analysis Report, Reflection Paper	3/5	10%
Mini Course Design / Development Document, Reflection Paper	4/9	10%
Evaluation Plan, Reflection Paper	4/23	10%
Complete Package (Final Exam)	5/8	20%
Weekly Class Participation	weekly	10%
TOTAL		100%

Detailed requirements for each of the listed assignments will be discussed in class and made available on the class web site. All assignments are due at the beginning of the class session for which they are assigned. All papers must be word-processed and will be returned to the student if excessive grammatical or spelling errors are found. See Preparation of Written Materials document for further details.

Reflection papers are an important part of the course. They provide an opportunity for you to reflect on the course readings, class discussions and class activities and discuss how those readings impact your thinking about instructional design for technology-enhanced environments as well as your application of instructional design principles to technology-enhanced environments. They also provide an opportunity for you to share course concerns with the instructor. Reflection papers are due at the end of the discussion of each topical area.

Work Quality: Your work quality should reflect and fulfill the expectations associated with a course offered by one of the top 10 colleges of education in the nation. In other words, don't turn in poor quality work.

Late Assignments: Work turned in late is automatically lowered one grade. As a result, the highest grade late work can earn is "B".

Class Participation: Final grades will be adjusted to reflect the amount of individual student participation in class. Students are expected to come to class prepared to discuss the assigned readings and contribute to other class discussions and activities.

Any Questions?
College of Education
Department of Human Resource Education