2025 (Current Year) Faculty Courses School of Environment and Society Department of Social and Human Sciences Graduate major in Social and Human Sciences
Instructional-Design Theories and Models
- Academic unit or major
- Graduate major in Social and Human Sciences
- Instructor(s)
- Kentaro Nagahara
- Class Format
- Exercise (Face-to-face)
- Media-enhanced courses
- -
- Day of week/Period
(Classrooms) - 5-6 Mon
- Class
- -
- Course Code
- SHS.D445
- Number of credits
- 010
- Course offered
- 2025
- Offered quarter
- 1Q
- Syllabus updated
- Apr 4, 2025
- Language
- Japanese
Syllabus
Course overview and goals
The aim of this course is to acquire and be able to use the basic knowledge necessary for designing educational technology-based lessons, teaching materials and educational systems, as well as to understand the research trends related to this.
Course description and aims
1) Students will be able to list evaluation perspectives for educational technology research, and acquire and apply the perspectives and methods for conceiving novel educational technology research themes through literature research.
2) Based on the educational goals set from the perspective of educational technology, you can explain the procedures, perspectives, ways of thinking, and internal knowledge necessary for better research, along with the reasons why they are necessary, using specific examples.
3) Explain the learner models, frameworks for designing teaching materials, and methods for evaluating and verifying the effectiveness of education that are useful for designing lessons and teaching materials, and apply them in practical settings.
Keywords
Educational technology, instructional design, educational evaluation, academic achievement evaluation, test theory, learning science, classification of educational goals, models, ways of viewing and thinking, standards and criteria, GBS theory
Competencies
- Specialist skills
- Intercultural skills
- Communication skills
- Critical thinking skills
- Practical and/or problem-solving skills
Class flow
This course is designed as a seminar credit, so basically, lectures and exercises will be repeated. Since slides and whiteboards are used in class, students are required to bring their own writing utensils and notebooks. It would be better if each student has his/her own PC.
Course schedule/Objectives
| Course schedule | Objectives | |
|---|---|---|
| Class 1 | Background and Features of Educational Technology | [Homework] Creating proposal for an e-learning material [e-learning1] approaches in instructional technology: behaviorism, cognitivism, and constructivism |
| Class 2 | Research Methods in Educational Technology | [e-learning2] Important concepts of learning science and instructional design methods [Homework] explanation of originality and hypothesis of expected effects、Literature review of each theme |
| Class 3 | Pattern and practice of each research method (1) | [e-learning3] How to describe a game board [Homework] Making scenario and slides |
| Class 4 | Pattern and practice of each research method (2) | [e-learning4] Objective analysis and dimensional analysis [Homework] Setting communication strategies corresponding to each instructional objective and estimated errors |
| Class 5 | Relationship between Educational Goals and Educational Evaluation | [e-learning5] Collection, analysis, and utilization of logs [Homework] improving slides, Developing a game board file of IAG system, Questions about game board description |
| Class 6 | How evaluation should be applied to teaching | [e-learning6] Formative Evaluation of the instructional material [Homework] improving each game borad, creating slides for presentation |
| Class 7 | Various methods of educational evaluation | [Homework] Improvement of the instructional material and writing final report |
Study advice (preparation and review)
In order to enhance learning outcomes, please complete the assignments given in class before the next class.
Textbook(s)
Materials will be provided as needed.
Reference books, course materials, etc.
・Toshiki Matsuda, Atsuko Hoshino, and Kazuhiko Hatano (2013) Lesson Improvement with Learners: Instructional Design, Method of Instruction, and Educational Assessment. Gakubunsya (In Japanese)
・Gagné, R.M., Wager, W.W., Golas, K.C., and Keller, J.M.(2005）Principles of Instructional Design (5th ed.), Wadsworth: Belmont, CA
・Walter Dick, James O. Carey, Lou Carey (2013) The Systematic Design of Instruction (7th ed.) Pearson Education
Kanji Akabori (2021) “Invitation to Educational Technology, Revised Edition, Methodology of Problem Solving in Education” Jam House (In Japanese)
Koji Tanaka (2021) “Yawaraka Academism, ＜Understand＞ Series, Well understood Educational Evaluation [3rd Edition]” Minerva Shobo (In Japanese)
Yasutaka Shimizu, Minoru Nakayama, Chiharu Mukogo (editors) (2012) “Educational Technology Selected Volume 3. Methods of Research in Educational Technology” Minerva Shobo (In Japanese)
Evaluation methods and criteria
It is expected that 70% of the students will be involved in the class and 30% in the review test to be given in class.
Related courses
- LAT.A203 ： Educational Technology
- LAT.A407 ： Exercise of Designing Gaming Instructional Materials
- SHS.D464 ： Exercise of Practical Research on Educationl Technology S
- SHS.D465 ： Exercise of Practical Research on Educationl Technology F
Prerequisites
There are no particular requirements, but it would be good if you had some academic interest or interest in educational technology, or in school education at the secondary or higher education level.
Contact information (e-mail and phone) Notice : Please replace from ”[at]” to ”@”(half-width character).
edutech-grad[at]te.ila.isct.ac.jp
Office hours
Please send an e-mail for appointment.
Other
・End-term examination focuses on evaluation of memorization and understanding of keywords, important concepts and cases, and methods of instructional design