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Syllabus
LDT 415A: Systematic Instructional Development
Systematic Instructional Development (3): Preparation in the use of a nine-step model for systematically analyzing instructional problems and developing validated, practical solutions.
Overview | Objectives | Materials | Library Resources | Technical Requirements and Help | Course Requirements and Grading | Course Schedule | Academic Integrity | Student Success and Support Resources | Additional Policies
Overview
This course simply and clearly introduces you to the fundamentals of systematic instructional development—the concepts and procedures you need to know in order to effectively analyze, design, develop, and formatively evaluate instruction. This is not information to be memorized; rather, it represents learning by doing as you create your own sound, effective instruction.
The course is intended for anyone who wishes to prepare for instructional systems design work in corporate, nonprofit, military, community, K–12, and higher education settings. The course activities and examples are geared toward the instructional design process that is relevant in those settings.
Instructional systems design (ISD or ID) is a systematic approach to designing learning environments. As a systematic process, ID can be viewed as a problem-solving approach for identifying and addressing a performance gap. Instructional design is guided by a variety of learning and instructional theories and is governed by such techniques as needs assessment, learner analysis, and content analysis. Project milestones are continually revised through formative and summative techniques. The instructional design model includes five generic steps: analysis, design, development, implementation, and evaluation (ADDIE). LDT 415A introduces the instructional design process and then focuses on each step by asking you to apply it to creating instructional materials or to modifying, altering, or redesigning existing materials as needed (for example, to suit a particular context or audience).
This course applies adult learning theory. The learning materials may include
- readings,
- discussions (synchronous and asynchronous),
- cases,
- problem-based learning,
- collaborative learning,
- demonstrations,
- hands-on guided practice, and
- (especially) hands-on independent work.
You have the option of working individually or with a partner for the course's design project. Also, you will have the informal opportunity to provide and receive peer feedback by reviewing and critiquing each other’s’ project milestones. The instructor will provide individual written guidance on each project milestone.
A good class requires both an effective teacher and prepared students. Read the assigned texts and keep up with the activities and discussions. As collaborations, the online discussions are the most valuable and thus are time sensitive. You are encouraged to talk to the instructor at any time about anything. The instructor will try to return all assignments within a week of submission.
Course Objectives
Upon completion of LDT 415A, you should be able to do the following things:
- Describe the instructional design process and its applications.
- Describe the professional associations affiliated with instructional design and the journals read by instructional designers; evaluate journals for personal use.
- Identify and specify performance needs (needs assessment).
- Analyze learner characteristics.
- Analyze learning contexts.
- Analyze performance (knowledge, skills, and attitudes).
- Define, write, and classify instructional goals and outcomes.
- Write learning objectives for varied instructional goals.
- Create assessments aligned with goals and objectives.
- Select instructional materials that are aligned with objectives.
- Design and then develop learning materials that are aligned with learners, context, and tasks.
- Select media that are appropriate for a given instructional situation.
- Create a formative evaluation plan for learning materials.
- Synthesize instructional design steps into a systematic model.
- Apply a systematic process for creating new instructional materials.
- Critically analyze the systematic process and compare it to other possible processes (e.g., constructivism, user design).
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements and Help
One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Technology and Software page.
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
| Help | If you need technical assistance at any point during the course, please contact the Service Desk. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information about completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
Course Requirements and Grading
Use of AI in LDT415
In this course, you may use ideas, images, or word phrases created by generative technology, such as ChatGPT or Gemini, so long as you identify the source by tool, version and the prompt you used. The expectation is that AI tools may be your partner but do not replace you, your expertise, your creativity or your intellect. You are responsible for the appropriateness and accuracy of the work, even if the content is supported by generative AI technology.
| Type of assessment | Description | Points |
|---|---|---|
| PM 1 | Pick a topic | 10 |
| PM 2 | Needs assessment | 20 |
| PM 3 | Goal analysis | 10 |
| PM 4 | Subordinate skills analysis | 40 |
| PM 5 | Context analysis and learner characteristics | 40 |
| PMs 6 & 7 | Performance objectives and test items | 80 |
| PM 8 | Instructional strategy | 40 |
| PM 9 | Instructional materials | 100 |
| PMs 10 & 11 | Formative evaluation and revision | 60 |
| % of points | Letter grade |
|---|---|
|
93.0–100.0
|
A |
|
90.0–92.9
|
A- |
|
86.0–89.9
|
B+ |
| 83.0–85.9 | B |
|
80.0–82.9
|
B- |
| 77.0–79.9 | C+ |
| 70.0–76.9 | C |
| 60.0–69.9 | D |
| 0.0–59.9 | F |
Please refer to the University Registrar's information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.
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Readings: |
none |
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Activities: |
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity or GCAC-805 Academic Integrity as appropriate). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal
integrity; respect other students' dignity, rights, and property; and help
create and maintain an environment in which all can succeed through the
fruits of their own efforts. An environment of academic integrity is
requisite to respect for oneself and others, as well as a civil community.
In cases where academic integrity is questioned, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.
All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.
Information about Penn State's academic integrity policy is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page.
Student Success and Support Resources
The Chaiken Center for Student Success at Penn State World Campus guides you to the right resources and support you need–when you need them–along your academic journey. You can connect with peers and support teams to find direction, information, and networking opportunities. On the website, you'll find information and resources on many aspects of being a World Campus student:
- Finances—tuition, scholarships, and financial aid
- Inclusion and Wellness—diversity and inclusion, mental health services, disability accommodations, care and advocacy
- Enrollment and Registration—course planning, adding and dropping courses, and much more
- Course Work and Success—academic advising, tutoring, and other services
- Involvement and Opportunities—career resources, student organizations, internships, service, study abroad, and more
Following are some key resources.
Student Disability Services
Penn State welcomes students with disabilities, whether permanent or temporary, visible or hidden, into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Graduate students: Please see the Student Disability Resources website for graduate student resources.
Students with disabilities participating in internship, practicum, student teaching, or other experiential learning opportunities as part of their degree requirements may also be eligible for reasonable accommodations to ensure equal access and opportunity. These accommodations are determined through an interactive process involving the student, their University supervisor, and the site supervisor. Student Disability Resources can assist students with identifying potential barriers, facilitating accommodation requests, and coordinating with University supervisors to promote inclusive learning experiences.
Counseling and Psychological Services
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Military Student Information
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Additional Policies
Privacy Notice
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.Student Responsibilities and Conduct
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Values.
Report Bias
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change; you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.