DETT 607 Instructional Design and Course Development in Distance Education and E-learning

Assignment 2: Learning Design

Designing your approach to learning and teaching, and the rationale for your design
(25% of final grade)

See Course Schedule for Due Date

ASSIGNMENT
Goal

Develop a conceptual model (design) for your online distance learning course.

Skills development
Development of skills in the design of learning and teaching experiences;
Cultivation of skills in operationalizing knowledge of learning theories into models of teaching and
learning.
This activity is designed to engage you into articulating your knowledge and understanding of a learning theory
or several learning theories that you will use as the foundation for your operational model of learningthe
learning design for your online distance-learning course. Be sure to articulate clearly the theoretical foundation
of your learning design and a rationale for its selection. Your design must pay attention to the following
elements of any good teaching and learning transaction:
a) Statement of assessable learning objectives
b) Subject matter content representation;
c) Activation of learning and engagement of students with that subject matter content;
d) Socialization and interaction between and among students;
e) Assessment of learning objectives; and
f)

Provision of feedback to students

See Course Assignment Guidelines in the Assignments Details and Q&A Content area for additional
information about expectations for writing quality and assignment presentation. You will find a suggested
outline for this assignment in the Assignment 2 topic area. Also, refer to the additional guidelines and rubric
that are part of this assignment description (see next pages).
Format and length

Use your imagination and creativity develop and present your learning design, which may include, text,
diagrams, concept maps, graphics and illustrations.
Do not exceed 2,000 words (this excludes the references).
Submit your assignment as a Word document.
Name your file using the following format: LastnameFirstinitial_A2a
Example : SmithL_A2a

Where to submit
Submit your assignment in the Assignments area.

GRADING RUBRIC
GRADE SCALE
A (90%-100)
22.5 - 25 points
B (80-89%)
20 - < 22.5 points
C (70-79%)
17.5 - <20 points
F (< 70%)
Below 17.5 points
Design Concept Paper
Addressed but does
not
completely fulfill
requirements
Note: no points will be awarded in a category if the category is not addressed at one of the levels
described below.
Statement of
3.6 - 4 points
3.2 - 3.5 points
0 3.1 points
assessable
Learning objectives are:
Learning objectives are:
Learning objectives
learning
- clearly stated
- clearly stated
are included but lack
objectives
- measurable
- measurable
one or more of the
- directly relevant for the
- directly relevant for the
stated requirements
learning problem identified learning problem identified
in the context analysis
in the context analysis
- achievable in the time frame - achievable in the time frame
specified for the instruction
specified for the instruction
AND
Learning outcomes are
clearly linked to solving the
performance problem (or
learning need) identified in
the context analysis
2.7 - 3 points
2.4 - 2.6 points
0 2.3 points
Subject matter content
Most subject matter
Subject matter Subject matter content
representation is:
representation is:
content representation
content
appropriate
for
an
online
appropriate
for
an
online
requirements are met,
representation
course environment
course environment
but one or more key
- appropriate in level of
- appropriate in level of
elements are not
difficulty for targeted learners difficulty for targeted learners addressed
- adequate to support
- adequate to support
learners in achieving the
learners in achieving the
stated learning objectives
stated learning objectives
- accessible for the type(s) of - accessible for the type(s) of
learners identified in the
learners identified in the
context analysis
context analysis
AND
Shows creativity in the
manner in which content is
presented so that learners
with different preferences
and needs are
accommodated
3.6 - 4 points
3.2 - 3.5 points
0 3.1 points
Learning
design
provides
for:
Learning
design
provides
for:
A
clear
attempt is
Activation of
capturing
and
maintaining
capturing
and
maintaining
made
to
address
learning and
student interest in the
student interest in the
activation of learning,
engagement
subject matter content
subject matter content
but the design does
of students
Exceeds requirements

Meets
requirements

with that
subject matter
content

Socialization
and
interaction
between and
among
students

Assessment
of learning
outcomes

Provision of
feedback to
students

- helping students to link

prior knowledge and
experience to new subject
matter content
- making new subject matter
content relevant for targeted
learners
AND
Shows creativity in the
means of motivating learners,
including engaging students
with different personal goals
and interests
2.7 - 3 points
Learning design provides for:
- initial interaction for
learners (get acquainted
activity/ies)
- building of a learning
community
- meaningful discussion of
subject matter content
- learner-learner interaction
- learner-instructor
interaction
AND
Shows creativity in the
means by which socialization
takes place so that
interaction increases and
improves throughout the
learning timeframe
2.7 - 3 points
Assessments provide for:
- measuring the stated
learning outcomes
- determining the level of
achievement of the stated
learning outcomes
Assessments are:
- appropriate for an online
learning environment
AND
A grading rubric is provided
to guide instructors for
consistent grading (for all
students and/or by all
instructors)

- helping students to link

prior knowledge and
experience to new subject
matter content
- making new subject matter
content relevant for targeted
learners

not provide sufficient

means of engaging
and maintaining
learners interest in the
subject matter content
through the learning
timeframe

2.4 - 2.6 points

Learning design provides for:
- initial interaction for
learners (get acquainted
activity/ies)
- building of a learning
community
- meaningful discussion of
subject matter content
- learner-learner interaction
- learner-instructor
interaction

0 2.3 points
Learning design
provides for initial and
ongoing interaction,
but it is not sufficient
to build a learning
community and/or
promote meaningful
discussion of subject
matter content

2.4 - 2.6 points

Assessments provide for:
- measuring the stated
learning outcomes
- determining the level of
achievement of the stated
learning outcomes
Assessments are:
- appropriate for an online
learning environment

0 2.3 points
Assessments provide
for measuring the
stated learning
outcomes, but the
assessments may not
provide a full or fair
indication of the
learners capabilities
AND/OR
The assessments may
not be appropriate for
an online learning
environment

1.8 - 2 point
Learning design provides for:
- feedback to learners on
learning progress during the
course
- feedback on assessments

1.6 - 1.7 points

Learning design provides for:
- feedback to learners on
learning progress during the
course
- feedback on assessments

0 1.5 points
Provides for most, but
not all, of the feedback
needs for learners
OR
Includes all feedback

Justification
for design
decisions

Writing and
presentation

to identify strengths and

weaknesses in learner
performance
- opportunities for learners to
ask questions and receive
answers
AND
A grading rubric is provided
to explain to students
performance requirements
and how points are awarded
3.6 - 4 points
Presents reliable evidence to
support the design decisions,
such as:
- learning theory
- principles of instructional
design
- published research (peerreviewed journals)
Presents a convincing
argument for how the
evidence supports the
decisions
AND
Uses multiple sources of
evidence (e.g., theory,
principles of ID, and/or
research)
1.8 - 2 points
Presents material in a logical
manner, including an
appropriate title, an
introduction, main body, and
conclusion
Writing has few, if any,
spelling, grammatical, or
punctuation problems
All sources are referenced
and presented in correct APA
format
Word limit is not exceeded
(within 5%)
AND
Shows creativity in
presentation by selecting
effective techniques for
efficiently communicating the
required information (e.g.,
may include appropriately
formatted text, graphics,
diagrams, tables, and/or
illustrations)

to identify strengths and

weaknesses in learner
performance
- opportunities for learners to
ask questions and receive
answers

types but not in a

manner that
contributes to learning
progress (e.g., not
timely, not relevant,
etc.)

3.2 - 3.5 points

Presents reliable evidence to
support the design decisions,
such as:
- learning theory
- principles of instructional
design
- published research (peerreviewed journals)
Presents a convincing
argument for how the
evidence supports the
decisions

0 3.1 points
Some, but not all,
design decisions are
supported with
evidence
AND/OR
Presents evidence, but
it is not sufficient to
support the design
decisions
AND/OR
It is not sufficiently
clear how the evidence
is supposed to support
the design decisions

1.6 1.7 points

Presents material in a logical
manner, including an
appropriate title, an
introduction, main body, and
conclusion
Writing has few, if any,
spelling, grammatical, or
punctuation problems
All sources are referenced
and presented in correct APA
format
Word limit is not exceeded
(within 5%)

0 - 1.5 points
Includes required
components, but
writing is lacking in
logical flow
AND/OR
Contains several
spelling, grammatical,
punctuation problems
AND/OR
Sources are not
properly referenced