• learners are relatively unfamiliar with the content
• content should reflect a topic of personal interest
• the content is appropriate for the self-paced print format
• the context is realistic

• is a print-based format (e.g., workbook or similar)
• leads learner to mastery of only about 5 related concepts or 1 reasonably complex procedure - "reasonably complex" means that it is should involve some decision-making in order for the learner to be successful
• is developed so that a learner can progress through the lesson without instructor input or interaction
• includes a method for the learner to evaluate their progress/understanding

Project 2: Storyboard (50 points)
Using the content that you developed in Project 1, you will develop a storyboard for that lesson to be recreated in a multimedia format.

The storyboard must include the following:

• contain a file naming structure
• contain notes that detail any media elements for each screen, such as graphics, animation, video clips, etc.
• branching directions
• the content
• a method for the learner to evaluate their progress/understanding

The storyboard must be accompanied by:

• a flowchart that shows how the program will work
• a sketch of the interface (main menu, example of a content screen)
• a statement about the specific media to be used for the project and rationale to defend the selection (CD-ROM, web, etc.)

Project 3: Web-based tutorial (Team project) (100 points)
In small teams, you will design a web-based tutorial. Possible topics will be discussed in class.

Teams will be assigned to provide a diverse mix of skills. Teams will develop content and actually develop the content for web delivery. At the end of the project, everyone will have contributed to the creation of a web-based tutorial that will be posted to the Web and be a reflection of your collective instructional design and development skills. In addition to the actual web pages that will be developed, the following deliverables are also due with this project:

• Storyboard
• Flowchart
• Email Reports: (10 points)
  • email a weekly report with the status of the project to the instructor to include what you think is going well and not going well, and a summary of your progress since the last report you made
• Project Report: (15 points)
  The Project Report should include the following sections:
  Analysis
  • statement of objectives for instruction
  • confirmed accuracy of the content (proper citations, etc.)
  
  Design
  • justification for at least 5 major instructional decisions/features
  • describe development decisions made to ensure that materials are easy for students to use
  • describe the expected distribution and maintenance requirements
  
  Evaluation
  • describe methods used to evaluate student learning
  • report findings from a peer review
  • describe revisions to be made to the instruction
  
  Attribution
  • brief description of the role/contributions made by each team member
  
  
• Team Evaluations (10 points)
  • this is an opportunity for you to rank the contributions of both yourself and your team members to the project - you will receive a template for creating the peer review via email and submit to the instructor via email

Points assigned for online discussions will be for quality (thoughtful reflection), not quantity.

Online Discussion 1: Week 1-2 (10 points)
Instructional design and instructional technology

Online Discussion 2: Week 2-3 (10 points)
Theories of Learning

Online Discussion 3: Week 8-9 (10 points)
What is Interactivity?

Media Selection Short Paper: (30 points)
Given a variety of scenarios, determine the best media solution for each and defend your decision(s) in a short (2-3 pages) reaction paper.

The following assignments will not be graded, but must be completed and turned in when due. Failure to complete any of the following will result in a loss of one letter grade for your final course grade. The text exercises are intended to help you hone your instructional design skills and to receive feedback on your progress. The reflection papers are designed to help you reflect upon and express your thoughts.

Text Exercises:
Exercises from the text are listed on the course calendar. Most text exercises do not need to be turned in. (Refer to the course calendar for details on which text exercises DO need to be turned in.)

Reflection Paper 1: Learning Style
Think about your most and least positive learning experiences. Then, think about your learning style and the teaching style of the instructor in both experiences. Describe each. Compare your learning style with the teaching style of each experience.

Reflection Paper 2: Instructional Design and Instructional Technology
Refer back to your notes from the activity you completed during the first class on your definitions of instructional design and instructional technology. How has your definition changed or expanded during this semester? What are your current definitions of instructional design and instructional technology? The last paragraph should describe the explanation you would provide to a potential customer about the merits of instructional design/instructional technology.