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One of the earliest forms of instructional design and curriculum development can be found in the form of hieroglyphs on cave and canyon walls. Hieroglyphs are the metaphor I have used to develop this website. I hope you enjoy using the website as much as I enjoyed developing it. I welcome your questions and comments.

Roberta McKnight Ph.D., M.Ed., RN Download my CV
Office Hours: Tues, Wed, Thurs: 10am - 2pm or by appointment
Phone: (804) 828-6846
E-Mail: rmcknight@vcu.edu
Office: Oliver Hall Room 4072

Course Overview: Download Printable Course Syllabus
This course focuses on the practical application of learning through the development of an instructional development project for an actual client. The learning process is project-based and draws upon readings from the text, additional readings, utilization of online resources, and BlackBoard discussions. You may choose the client for whom you will develop the instructional development project and are encouraged to keep the scope of the project focused and brief due to the time constraints of this course.

This course is organized into the following four units:
• Instructional Design & Curriculum Development Overview
• Creation of Objectives through Analysis of Contextual & Learner Characteristics
• Development of a Learner-Centered Approach to Instructional Strategies
• Assessment of Instruction and Accreditation Issues

Text & Readings:
Diamond, Robert M., (1997). Designing and Assessing Courses and Curricula: A Practical Guide. Jossey-Bass Co. ISBN: 0787910309

Optional Supplemental Readings:
• Dick,W., Carey, L., & Carey, J. The systematic design of instruction. New York : Longman, 2001.
• Finch, C. & Crunkilton, J. 1993. Curriculum development in vocational and technical education: Planning, content, and implementation. Needham Heights, MA: Allyn and Bacon.
• McKeachie, W.J. and Gibbs, G. (1999). Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Houghton Mifflin Co. ISBN: 0395903459
• Oliva, Peter F. Developing the Curriculum. Fourth Edition, Longman, 1997.

Course Objectives:

Instructional Design & Curriculum Development Overview

Define the relationship between instruction and curriculum to understand the role of curriculum development.
Discuss and compare the ADDIE model of instructional design with Diamond’s curriculum development model.
Identify the need for and create an instructional project proposal for a ‘real world’ client
Identify stakeholders to be involved in the development of your instructional project.
Identify accreditation and approval requirements related to your instructional project.

Creation of Objectives through Analysis of Contextual & Learner Characteristics

Consider the importance of understanding the relationship between learner and organizational needs and the development of learning goals and objectives.
Conduct a comprehensive needs assessment related to the context and the learners for your instructional project.
Develop goals and objective (learning outcomes) for your instructional project.
Discuss the purpose of instructional goals and objectives in relation to learners and organizations.

Development of a Learner-Centered Approach to Instructional Strategies

Describe the role of instructional sequencing in relation to learner needs and stated learner objectives.
Anticipate strategies and resources to provide instructional remediation.
Consider the needs of diverse populations in designing an instructional project.
Critique existing instructional strategies and materials available through commercial vendors.
Review web-based, print-based, or other available media that may supplement instructional strategies.
Develop a comprehensive plan of instructional strategies to address the objectives of your instructional project.
Review evaluation strategies that will address the objectives of your instructional project.

Assessment of Instruction and Accreditation Issues

Discuss the rationale for reviewing required institutional and accreditation standards prior to the development of an instructional project.
Review SACS Accreditation Standards and relate them to your instructional project.
Define pre- and post-testing, formative, summative, and authentic assessment.
Describe the purpose of pre-assessment, formative evaluation, and summative evaluation.
Identify or develop pre-assessment, formative, summative, authentic assessment strategies appropriate for your instructional project.
Explain the role of curriculum mapping in understanding the broader context of student learning and curriculum development.

POLICIES
Reasonable Accommodations and Academic Adjustments
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 require Virginia Commonwealth University to provide academic adjustments or accommodations for students with documented disabilities. Students seeking academic adjustments or accommodations must self-identify with the Coordinator of Services for Students with Disabilities on the appropriate campus. After meeting with the Coordinator, students are encouraged to meet with instructors to discuss their needs and, if applicable, any laboratory safety concerns related to their disabilities.

Copyright Statement
All materials presented in this course, including the web site, handouts, exams, and assignments, are protected by federal law with copyright owned by Dr. McKnight. These materials are for your personal use and you may not copy, transmit, profit by, or make any other use of these materials except by express written authorization of the faculty member in question.