Course Number and Title:
IDT G20 Learning Experience Design
Campus Location
- Dover
- Georgetown
- Stanton
- Wilmington
Prerequisites
Prerequisite: IDT G10 and IDT G15
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course guides educators in applying learning experience design strategies to create engaging, human-centered learning environments that meet Regular and Substantive Interaction (RSI) requirements and support student success. Participants will design interactive learning experiences while leveraging technology to enhance student engagement and motivation. Emphasis is placed on fostering meaningful instructor presence and designing interactive learning experiences.
Additional Materials
none
Core Course Performance Objectives (CCPOs)
Design human-centered learning environments that align with the foundations of Regular and Substantive Interaction (RSI). (CCC 1, 2, 3, 5; PGC 1, 3, 5)
Develop an instructional unit integrating interactive learning design strategies to personalize learning. (CCC 2, 6; PGC 1, 2, 3, 4, 5)
Reflect on the learning design process to continuously improve instructional effectiveness. (CCC 3, 4; PGC 1, 3, 6)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
Design human-centered learning environments that align with the foundations of Regular and Substantive Interaction (RSI).
Discuss the significance of RSI in terms of creating human-centered learning environments.
Create engaging instructional materials that incorporate multimedia, artificial intelligence (AI), and/or interactive technologies.
Evaluate the effectiveness of technology tools in supporting learning outcomes and RSI.
Design learning activities that foster collaboration and community building in distance education environments.
Develop a feedback strategy leveraging generative AI to provide constructive feedback that scaffolds learning, enhances student engagement, and provides personalized support.
Develop an instructional unit integrating interactive learning design strategies to personalize learning.
Plan active learning strategies for all modalities that include peer-to-peer collaboration.
Plan accessible and inclusive learning experiences to enhance student engagement and success across multiple learning modalities.
Create interactive knowledge checks to formatively assess students.
Reflect on the learning design process to continuously improve instructional effectiveness.
Discuss the role of peer collaboration in the continuous improvement of learning environments.
Develop a strategy to apply best practices in learning experience design and technology to future courses.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of Final Grade |
Summative Assessments |
|
Designing for Connection: Improving Learning with RSI | 15% |
Course Unit Redesign for Success (Equally weighted) Student Resources in LMS Walkthrough Evaluation Plan | 30% |
Reflective Practice & Learning Experience Design Growth Plan | 15% |
Formative Assessments |
|
- The course will contain various formative assessments including but not limited to:
- Discussions
- Assignments
| 40% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
- Develop and apply a dynamic approach to teaching that is grounded in pedagogical principles and an appreciation for the needs of diverse learners.
- Design and develop learner-centered courses based on sound instructional design principles.
- Apply learner-centered instructional strategies to enhance student engagement, learning, and success.
- Design and implement a variety of formative and summative assessments to evaluate learning, communicate feedback, and guide instruction.
- Leverage appropriate technologies to advance teaching and learning.
- Engage in continuous development to maximize instructional effectiveness.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.