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R626: Instructional Strategies and Tactics

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Current and Recent Course Offering(s):

Spring 2012 Online (Dr. Honebein), Spring 2011 Online (Dr. Honebein), Spring 2010 Online (Dr. Honebein)

Course Description

The purpose of this seminar is to provide a vehicle for you to expand your personal theory of instruction—that is, to deepen your understanding of when and how to creatively generate and apply instructional strategies and tactics that you believe will best facilitate learning.

Goals of Course

Through this course you will develop the ability to:

  • Enhance the creativity of your learning experiences
  • Design damn good instruction efficiently
  • Defend your learning experiences against nit-picking know-it-alls
  • Establish a stronger negotiation position to get your ideas used
  • Reduce the chance your learning experience will fail
  • Achieve extraordinarily high smile sheet ratings
  • Enable students to learn the most in the shortest amount of time
  • Develop learning experiences that have a positive impact on other people’s lives

Major Learning Activities/Tasks:

1. Personal Library Project
Post your personal library of five articles that best represent your key ID influences and describe how you are currently “wired” from an instructional design perspective. That is, what makes you tick?

2. Most Useful Instructional Strategies
Complete a ranking of the most useful instructional strategies with regards to certain learning conditions, with participation in a follow-up discussion of the results.

3. Position Paper
Each student will write two, two page (single spaced) position paper related to a model/topic from our readings. In other words, your goal is to convince the rest of us to use or not use the model in our instructional design work. If two students are assigned to a topic, then one student will write a “pro” paper, and the other student will write a “con” paper.

4. Framegame
Choose one of Thiagi’s Framegames and conduct it with a group of people. Document/critique/reflect upon your experiences using text and digital photos, and post to the forum.

5. Wikiversity Lesson Development
Students will work in teams to develop Wikiversity-compatible lessons that teach a topic TBD by the instructor. A strong emphasis is placed upon the creation of example lessons that incorporate micro-level instructional strategies. My expectation is that we will make use of a variety of media to represent these strategies in action, from text to video.

6. Reflection Paper
Finally, you will be expected to write a reflection paper that outlines your personal instructional theory. That is, how do you think you are “wired” to design instruction? What “stamp” does the instruction you design have that enables others to recognize it was you who designed it. The reflection paper should also critique the Personal Library Review written by your partner and your team’s Wikiversity lesson. Finally, in your reflection paper you should assign yourself a grade for the course, with a detailed rationale of why you deserve that grade.