IDD447 Advanced E-Learning Techniques

SYLLABUS

 

Introduction

Students learn best when they are put into a real-world environment where they need to apply all that they have learned to solve an authentic problem.  This class will attempt to do just that.

 

Students in this class will be presented an actual instructional problem that needs to be solved.  They will need to use all the instructional design principles and technical skills that they have learned in previous IDD classes to help solve this problem.  Students may also bring in different knowledge and skills that they have learned from other classes and their life experience to this process. 

 

Students are expected to be professionals who are willing to do what is needed to ˇ§get the job done.ˇ¨  This may imply going beyond the normal scope of a college class to meet with stakeholders, study the case, experiment with different designs, develop the actual instructional system, implement and evaluate it.  When students find that they do not have the technical skills for a certain task, they may seek external help or acquire the skills by themselves with online and additional resources from the instructor.

 

Instructional Contents

Students will learn advanced technical skills that will facilitate the development of the final product.  However, majority of the class time will be devoted to solving the instructional problem by following the ADDIE model that they have learned from their previous instructional design class. 

 

At the end of this course, students will have created an e-learning system or a part of this system agreed upon by all parties based on the result of the analysis.  The system should follow the specifications identified in the design process.  It should be evaluated throughout the development to ensure its quality and effectiveness.  A written report describing the project and the evaluation results will be delivered along with the instructional system itself.

 

Learning activities

Learning activities in the class will include discussion, field observation, interviews, problem-solving, surveying, analyzing, multimedia programming, A/V recording and editing, implementing, evaluating, and so on.   In other words, students will participate in activities that help them successfully go through the Analysis-Design-Development-Implementation-Evaluation process.

 

Students will take the role of instructional design team members while the class instructor will take the role of a facilitator or consultant to the project.  Team leader(s) will be selected among the students. 

 

Current Project

In this semester, this class will work on an instructional system for training the Food and Beverage employees of the Polynesian Cultural Center. 

 

PCC has approximately 150 to 200 full-time and student employees working at the Food and Beverage area.  There is a high turnover rate and new employees are given minimal to no training before they start work.  Such lack of training causes fluctuation in employee performance and customer satisfaction, thus, a lost in returning customers.  (Further details about this project will be provided in class.)

 

Human Factor Analysis Group

For this PCC project, our class will also work with Dr. Ron Miller of Psychology and Dr. Clayton Hubner of the School of Business and a group of their senior students who have been doing human factor analysis in industrial engineering.  This will be a unique interdisciplinary opportunity for the IDD students work with students and faculty.  The HFA students will focus on the process analysis and establishing the baseline data which will aid IDD students in their own analysis and subsequent development.

 

Alternative Curriculum

The class project will provide students a golden opportunity to obtain ˇ§real-worldˇ¨ experience in a mentored environment.  This experience will add tremendous value to their career and life skill training that we wish all students can have.

 

However, if there is any student who desires to opt out from this experience but still need to complete this class to fulfill the IDD minor requirements, he/she may discuss with the instructor for an alternative custom-made curriculum.

 

Such a curriculum will be more similar to tradition self-study class in which you will have reading assignments and instructional videos and you will need to give written and oral reports on these materials. 

 

Because students using the alternative curriculum will not have the same level of problem-solving experience, the highest grade for them will be a ˇ§Cˇ¨.  Interested students should contact the instructor within the first two weeks of class.

 

Texts

Clark, R. (1999) Developing technical training (2nd Edition). Washington, D.C.: ISPI

 

Gagne, R., Wager, W., Golas., & Keller J. (2005) Principles of Instructional Design (5th Edition).  Belmont, CA: Wadsworth/Thomson Learning

Absence & Tardiness:

We are in the business of training leaders!  Being professional is a basic requirement of a leader.  As you need to produce real projects for clients in this class, we expect you to perform professionally.

Students must have my permission prior to a class period for any absence.  Permissions will only be granted according to university policy.  Absence without prior approval will cost a 15% deduction on the final grade.  Come to class on time or early!  Students who are late to class for more than 3 minutes (according to the clock in the lab) will receive a 5% deduction on the final grade for each late period.  Same rule applies to students who leave the classroom during class time for unexplained reason. Each additional 5 minutes late will incur an additional 5% deduction.

(Same rules apply to meeting with clients and other project collaborators.)

Tools:
Flash, Flashform, Video Ethnography, Final Cut, Swish, and A/V equipment

Materials:

1.        Each student is required to have an USB drive for storing files. 

2.        Submit your completed project in a CD or DVD-ROM.

3.        Notebook: You must have a good note book to take down notes from class instructions, client discussions, and other learning activities.

Course Information

When: Tuesday/Thursday 3:30pm-4:50pm
Where: JFS100 Lab (Located beside the Library)

Instructor: Dr. Peter Chan
Office Address: JFS Library 108
Phone: 293-3853
E-mail: chanp@byuh.edu

Disclaimer:
While every effort has been made to make this syllabus complete, the Instructor reserves the right to make changes should they be necessary as the course progresses.

Sexual Harassment/Disabilities Statements for Course Syllabus

Preventing Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds, including Federal loans and grants. Title IX also covers student-to-student sexual harassment. If you encounter lawful sexual harassment or gender-based discrimination, please contact the Human Resource Service-780-8875 (24 hours).

Students with Disabilities
Brigham Young University-Hawaiˇ¦i is committed to providing a working and learning atmosphere, which reasonably accommodates qualified persons with disabilities. If you have any disability that may impair your ability to complete this course successfully, please contact the students with special need counselor Leilani Auna at 293-3999 or 293-3518. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through establish grievance policy and procedures. You should contact the Human Resource Services-293-8875.