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Module Code - Title:


Year Last Offered:


Hours Per Week:













Grading Type:

Prerequisite Modules:

Rationale and Purpose of the Module:

To provide students with a thorough grounding in the three main approaches to instructional design. To give an overview of the learning theories that are most relevant to e-learning course development. To provide instruction on the analysis and design phases of instructional design. To provide instruction on how the events of instruction can vary for different-sized groups. To provide an overview of the systematic design of instruction model.


Brief history of instructional design; main approaches to instructional design (behaviourism, cognitivism, and constructivism); individual learning theorists (including Skinner, Bloom, Gagné, Jonassen, Gardner, Kolb, and Merrill); needs assessment; front-end analysis; course design (including project scheduling, definition of team roles, media specifications, content structure, and configuration control); delivery systems for instruction (differences between individualised instruction, small-group instruction, and large-group instruction); and the systematic design of instruction.

Learning Outcomes:

Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis)

On successful completion of this module, students should be able to: Describe the three main approaches to instructional design, and explain the differences between the three approaches. Describe various learning theories. Explain how to prepare a course design specification document. Define typical team roles in a course design and development project. Describe the typical steps in the media specification process for a new course. Describe web localisation and accessibility considerations that might affect course design and development. Describe the typical steps in the (course material) configuration control process. Explain how instructional events vary, depending on the size of the instructional group. Choose the most appropriate instructional design approach(es), when developing instructional content. Adhere to well-established accessibility, localisation, and usability considerations.

Affective (Attitudes and Values)

On successful completion of this module, students should be able to: Participate in an online collaborative environment.

Psychomotor (Physical Skills)


How the Module will be Taught and what will be the Learning Experiences of the Students:

This module is taught in on-campus and online/blended modes. In the on-campus version, students attend lectures, labs and tutorials. Lectures introduce and discuss key concepts and readings, and tutorials focus on activities and tasks that promote learning. In the online version, students use lecture podcasts, lab sheets, learning objects, and interact via the Sulis VLE to collaborate online and submit work. The module incorporates graduate attributes by building knowledge, facilitating collaboration, and giving students confidence to develop instructional materials.

Research Findings Incorporated in to the Syllabus (If Relevant):

Prime Texts:

Gagné, R. M., Wager, W. W., Golas, K. C., and Keller, J. M. (2004) Principles of Instructional Design , Wadsworth
Lee, W. W. and Owens, D. L. (2000) Multimedia-Based Instructional Design , Jossey Bass Wiley
Dick, W., Carey, L. and Carey, J.O. (2005) The Systematic Design of Instruction. 6th edition. , London: Pearson.

Other Relevant Texts:

Programme(s) in which this Module is Offered:

Semester - Year to be First Offered:

Module Leader: