Course Number and Title:
IDT G99 Special Topic in Instruction, Design & Technology
Campus Location
- Dover
- Georgetown
- Stanton
- Wilmington
Prerequisites
Prerequisite: None
Course Credits and Hours
2 credit(s)
2 lecture hours/week
0 lab hours/week
Course Description
Special Topics in Instruction, Design & Technology is designed so that participants can personalize their learning goals and create dynamic and student-centered learning experiences. Participants will explore specialized topics at the intersection of instructional design, pedagogy, and technology, gaining insights and skills to elevate their teaching practices. Through a combination of theoretical discussions, hands-on activities, and practical applications, participants will enhance their ability to design and implement effective, technology-enhanced instructional strategies that cater to the diverse needs of learners.
Additional Materials
None
Core Course Performance Objectives (CCPOs)
- Develop a personalized course learning plan. (PGC 6 C 1,2,3, 5)
- Implement a student-centered project. (PGC 1, 2, 5 CCC 1, 2, 4, 5)
- Develop a plan to evaluate the student-centered project. (PGC 4, 6 CCC 1, 2, 4, 5)
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:
- Develop a personalized course learning plan.
- Examine advanced special topics related to instruction, curriculum and course design, and educational technology.
- Develop specific, measurable, attainable, relevant, and time-bound (SMART) learning goals for the completion of this course.
- Explore and identify resources that contribute and support course learning goals.
- Document artifacts of achievement of learning goals.
- Implement a student-centered project.
- Select a topic related to instruction, curriculum and course design, and/or educational technology to design a student-centered project.
- Use instructional design principles, Universal Design for Learning (UDL), and other learner-centered strategies to design a student-centered project.
- Examine educational technology tools to enhance the student-centered project.
- Implement a project that displays student-centered thinking grounded in the principles of instructional design, UDL, and other learning-centered strategies that improves the quality of student learning and matches course learning goals.
- Develop a plan to evaluate the student-centered project.
- Develop a plan to gather feedback and data to evaluate the effectiveness of the student-centered project.
- Design a mechanism to evaluate the effectiveness of the student-centered project.
- Reflect on project plan and implementation.
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 |
| 5% |
- Personalized Course Learning Plan
| 10% |
| 10% |
| 40% |
- Formative Assessments (Discussions & Reflection
| 35% |
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.