MEd program students must complete MDDE 601 and MDDE 602 prior to all other courses.
Early access to the course begins a few days before the official start date. At that time, students will have limited course access.
Availability: Normally, Fall Term Only
Overview
MDDE 619: Trends and Issues in Instructional Design examines recent developments relating to the professional practice of instructional design (ID). Beginning with a historical overview of the field, its practices and its models, we will examine published ID competencies and reflect on how they match current ID job descriptions. Multiple perspectives are considered by including consultations with practicing instructional designers. A consideration of the role of the instructional designer as change agent in educational contexts leads us to also explore the connection of ID to allied professions in instructional technology and educational development. This course is grounded in the principles of Universal Design for Learning (UDL), and we will examine the application of UDL to design in the distance education context. The course concludes with a discussion about the future of instructional design.
Outline
MDDE 619 is divided into four units:
Unit 1: Foundations
Unit 2: The Professional Practice of Instructional Design
Unit 3: Instructional Design Models and Approaches
Unit 4: The Future of Instructional Design
Learning outcomes
MDDE 619 has six major learning outcomes. After completing this course, students should be able to:
Synthesize a variety of instructional design theories and frameworks.
Identify common criticisms and controversies related to the use of established and alternative instructional design models.
Evaluate appropriate instructional frameworks for particular instructional design contexts.
Apply Universal Design for Learning principles to the evaluation of supportive learning environments in distance education applications.
Design a personal instructional design philosophy statement that establishes professional and ethical approaches in a distance education context.
Critically analyze future trends in instructional design.
Evaluation
To receive credit for MDDE 619, students must complete and submit all of the assignments. Students must achieve a minimum grade of C− (60 percent) for the course.
Students will be evaluated on their understanding of the concepts presented in the course and their ability to apply those concepts. The final grade in the course will be based on the marks achieved for the following activities.
Activity
Weight
Assignment 1: Comparison of ID Competencies
20%
Assignment 2: Application of Universal Design for Learning and Accessibility Principles
20%
Assignment 3: Learning Journal and Design Philosophy Statement
40%
Assignment 4: Course Participation
20%
Total
100%
Note: Assignment details are included in the course materials.
Materials
All course materials are available online. (Online)
Athabasca University reserves the right to amend course outlines occasionally and without notice. Courses offered by other delivery methods may vary from their individualized study counterparts.