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Syllabus
LDT 550 Learning Design Studio (Level 1)
LDT 550 examines a range of skills, processes, and theories for designing and developing interactive educational materials.
Overview | Objectives | Materials | Library Resources | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accommodating Disabilities | Additional Policies
Overview
This course is based on the idea of a design studio as place for collaborative, creative, and hands-on engagement with specific topics or problems of interest. Design studios often serve as a co-located place for people with similar interests to pursue individual or joint projects and engage in an iterative process of prototyping, rapid evaluation, refinement and so on in pursuit of a final product or solution. This approach is applied in many creative and design professions including architecture, UX design, and various product design areas. Learning design is similarly focused on creative solutions to real problems and design studio offers a way to experiment with various technologies, tools, and ideas as you design a solution to an educational problem or need. The best and most innovative designers possess at least three important traits: They have a solid understanding of educational systems and the types of problems faced by teachers and learners; they employ a design orientation to solving educational problems; and they understand the potential of diverse educational technologies and how those technologies support new types of design.
The Learning Design Studio course helps educators create thoughtful learning experiences using popular design tools such as Adobe Photoshop, Illustrator, Captivate, Figma, Canva, EdPuzzle, Articulate Rise & Storyline. With weekly discussions, readings, and design projects – by the end of the course you will have a meaningful portfolio to showcase your design skills and the thought process behind your projects.
Course Objectives
Upon the completion of Design Studio (Level 1), you should be able to:
- Create a web-based portfolio that communicates your professional skills.
- Identify an educational problem and design a technology-based prototype solution to the problem.
- Synthesize readings by participating in online discussions.
- Identify new or emerging technologies that impact education.
- Construct solutions to design cases.
- Complete three technology modules that will help you to create your design prototypes.
Each of the three technology modules is listed below, followed by a description of what that module will enable you to do:
- Graphic Design module
- Adobe Photoshop & Firefly: learn how to design a simple composition while creating a banner image for your Linkedin profile or portfolio using Adobe Photoshop, including Adobe's new generative AI plugin Firefly
- Adobe Illustrator: learn how to design simple vector graphics while creating a logo for an educational organization or your own portfolio
- Canva: learn how to visually organize information using templates while creating a one-page worksheet to help learners practice a skill.
- Instructional Design module
- EdPuzzle: learn how to design interactive videos while recording an original video with quizzes.
- Adobe Captivate: learn how to package interactive educational content while creating a short course or module.
- Articulate 360 Rise or Storyline: learn how to package interactive educational content while creating a short course or module. Students with Instructional Design experience are encouraged to try Storyline, which has more advanced design possibilities than Rise.
- User Experience Design module
- Figma: learn the most popular tool for UX design including information architecture, wireframing, and prototyping skills while conceptualizing a mobile app. We will be exploring Figma in groups as it allows online collaboration.
The technology modules will help you create the culminating project of this course, a portfolio website. Specifically, you will learn the following skills while putting together your portfolio:
- Website Setup: learn how to setup a free website using PSU sites, Wordpress, or Blogger. Alternatively, learn how to get a custom domain name and build a website from scratch using paid website builders such as Squarespace or Semplice.
- Branding: learn how to create a style guide for your portfolio by choosing the right layout, fonts, and colors.
- Content Organization: learn how to visually organize your projects by adding sections or pages to your website to showcase different types of projects.
Required Course Materials
- As Penn State students you may sign up for an Adobe Creative Cloud account for free. Note that Adobe Captivate is not included in PSU's subscription, you will be using a free trial in this course.
- Sign up for free trials for Articulate 360 during the final week of the Instructional Design module
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
| 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. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for 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.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
This course will require completion of weekly educational activities. The due date for each of the Design Activities, Readings, and discussions is the end of the week when each of them takes place.
Late Submission Policy
All coursework is due on the date specified on the Course Schedule, except in emergency situations. If your work is turned in past the deadline without prior approval, your assignment will receive 1 point off for lateness for every day it is past due, and may result in a zero grade if it is more than 1 week late. In cases where you have an assignment related to a group activity, lateness will result in a grade of zero for that assignment unless you have received prior approval from the instructor. Please communicate to the instructor early and often if you are having problems, and notify the instructor by Canvas course mail a minimum of 24 hours in advance of any deadlines for permission to submit at a later time.
Requirements and Grading Summary
| Requirement | Points | % of Grade |
|---|---|---|
| VIDEO INTRODUCTION | 0 | 0 |
| DISCUSSIONS | ||
|
Discussion 1: Learning Design trends | 2 | 2 |
|
Discussion 2: What is good Learning Design? | 2 | 2 |
|
Discussion 3: Who are your learners and what are their goals? | 2 | 2 |
|
Discussion 4: Design for memory and attention | 2 | 2 |
|
Discussion 5: Design for knowledge and skills | 2 | 2 |
|
Discussion 6: Design for environment | 2 | 2 |
|
Discussion 7: Design for motivation | 2 | 2 |
|
Discussion 8: Design for habits | 2 | 2 |
|
Discussion 9: Share tools and portfolios you admire | 2 | 2 |
|
Discussion 10: LD Studio applications | 2 | 2 |
| GRAPHIC DESIGN MODULE (INDIVIDUAL) | ||
|
Photoshop Project: header image for an educational website | 5 | 5 |
|
Illustrator Project: logo for an educational organization | 5 | 5 |
|
Canva Project: one page worksheet to help learners practice a skill | 5 | 5 |
| INSTRUCTIONAL DESIGN MODULE (INDIVIDUAL) | ||
|
EdPuzzle Project: video with quizzes | 5 | 5 |
|
Adobe Captivate Project: short course | 5 | 5 |
|
Articulate Rise or Storyline Project: short course | 5 | 5 |
| UX DESIGN MODULE (GROUP) | ||
|
Figma Project: mobile app prototype link and group video presentation | 20 | 20 |
| FINAL PROJECT (INDIVIDUAL): | ||
|
Portfolio website link and video presentation | 30 | 30 |
| Total | 100 Points | 100% |
|
Percentage
| Letter Grade |
|
93–100
| A |
|
90–92.9
| A− |
|
86–89.9
| B+ |
| 83–85.9 | B |
|
80–82.9
| B− |
| 77–79.9 | C+ |
| 70–76.9 | C |
| 60–69.9 | D |
| 0–59.9 | F |
Please refer to the University Grading Policy for Graduate Courses for additional 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.
- Course length: 16 weeks
Week 1: Orientation and Introductions
|
Reading and Exploring |
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|---|---|
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Activities |
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Technology Module |
|
Week 2: Learning Design Trends + Explore Photoshop
|
Reading and Exploring |
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|---|---|
|
Activities |
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Technology Module |
Graphic Design - first week |
Week 3: Understanding What Counts as Good Learning Design + Explore Illustrator
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Reading and Exploring |
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|---|---|
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Activities |
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Technology Module |
Graphic Design - second week |
Week 4: Understanding Learners and Their Goals + Explore Canva
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Reading and Exploring |
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Activities |
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Technology Module |
Graphic Design - third week |
Week 5: Design for Memory and Attention + Explore EdPuzzle
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Reading and Exploring |
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|---|---|
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Activities |
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Technology Module |
Instructional design - first week |
Week 6: Design for Knowledge & Skills + Explore Adobe Captivate
|
Reading and Exploring |
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|---|---|
|
Activities |
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Technology Module | Instructional design - second week |
Week 7: Design for Environment + Explore Articulate 360 Rise or Storyline
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Reading and Exploring |
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|---|---|
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Activities |
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Technology Module |
Instructional Design - third week |
Week 8: Design for Motivation + Explore Articulate 360 Rise or Storyline
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Reading and Exploring |
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|---|---|
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Activities |
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Technology Module |
Instructional Design - fourth week |
Week 9: Design for Habits + Explore Figma
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Reading and Exploring |
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|---|---|
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Activities |
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Technology Module |
UX Design - first week |
Week 10: Design Thinking + Explore Figma (Group Project Part 1)
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Reading and Exploring |
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Activities |
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Technology Module |
UX Design - second week |
Week 11: Information Architecture + Explore Figma (Group Project Part 2)
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Reading and Exploring |
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Activities |
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| Technology Module | UX Design - third week |
Week 12: Wireframing & Prototyping + Explore Figma
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Reading and Exploring |
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Activities |
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Technology Module | UX Design - final week |
Week 13: Design for Informal Learning + Update Portfolio (Part 1)
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Reading and Exploring |
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|---|---|
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Activities |
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| Technology Module |
Portfolio - first week |
Week 14: Designing Evaluations + Update Portfolio (Part 2)
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Reading and Exploring |
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|---|---|
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Activities |
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|
Technology Module |
Portfolio - second week |
Week 15: Final Portfolio
|
Reading and Exploring |
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|---|---|
|
Activities |
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|
Technology Module | Portfolio - final week |
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 , 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 ). 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, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures 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 .
Accommodating Disabilities
Penn State welcomes students with disabilities 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.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
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.
Veterans and Military Personnel
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.
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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.
- Requests for taking exams or submitting assignments after the due dates require documentation of 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
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