IP&T 515R (Authoring Tools)—Sp16
IP&T 515R (Authoring Tools)—Sp16
The purpose of this course is to help you learn how to use both industry-standard and cutting-edge authoring tools. At the conclusion of this course, you should be able to:
- Work and communicate with a real client to negotiate the creation and pedagogical direction of authentic e-learning materials.
- Create course modules using Articulate Storyline, including quizzes, screencasts, and branched logic.
I have arranged for us to work with a Dr. Ron Harris of the BYU Geology department for the duration of this course. This will help to ensure that the skill-building activities engaged in during the course will contribute to an authentic learning experience as well as a portfolio-building experience for you as an instructional designer. Additionally, this project should help to improve instruction at the university in the future. Resources needed to complete the design of instruction will be made available through the "Files" section of the course.
The course will be divided into three main sections: Instructional Design, Articulate Storyline 2, and Adobe Captive 9. We will use online tutorials and screencasts to learn specific skills for each tool.
As with many of my classes, the approach to this class will be a flipped classroom. That is, you'll be expected to complete the online tutorials outside of class. Classtime will consist mainly of working on your project and getting help from myself and others in the class to complete modules for Dr. Harris. Because we feel it is important for instructional designers to have both theoretical and practical skills, the IP&T dept. purchased licenses for Adobe Captivate 9 and Articulate Storyline 2 for all the computers in the graduate lab (150MCKB). Additionally, the software has been installed on the 6 computers that will be temporarily located in the study (274MCKB) for the duration of Spring term. This should allow you to work on the project both inside and outside of class.
If you would like to purchase this software for your own machine, Adobe Captivate 9 is available for free for 30 days. After that, you can subscribe to Adobe Edge Animate for $20/mo. using a student plan for Creative Cloud. Unfortunately, Captivate is not part of the Creative Cloud, so it must either be purchased (student version for $300) or can be subscribed to for $29/mo. (HOWEVER, the subscription is really just a payment plan, so you must pay the $29/mo. until you pay off the product).
There are currently no pre-requisites for this course. However, inasmuch as all of those enrolled have completed courses in instructional design, we intend to utilize your knowledge of Instructional Design to consult with Dr. Harris as to the overall approach and pedagogical designs for the materials in the geology course that we'll work on throughout the semester.
Grading in the course will follow a simple point system. The grading scale will be as follows:
|B||83-87.9||C-||70-72.9||F||59 and lower|
This is the legal information applicable to every course I teach at BYU. Although it is the same as any other BYU course, please be familiar with this information and please don't hesitate to contact me if you feel there is a violation of any portion of these policies, whether by a student or myself. Thanks!
BYU Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.
Preventing Sexual Discrimination and Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU's policy against sexual harassment extends not only to employees of the university, but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422-2847.
Students with Disabilities
Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.
Academic Honesty Policy
The first injunction of the BYU Honor Code is the call to be honest. Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. President David O. McKay taught that 'character is the highest aim of education' (The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct.
Writing submitted for credit at BYU must consist of the student's own ideas presented in sentences and paragraphs of his or her own construction. The work of other writers or speakers may be included when appropriate (as in a research paper or book review), but such material must support the student's own work (not substitute for it) and must be clearly identified by appropriate introduction and punctuation and by footnoting or other standard referencing.
Respectful Environment Policy
"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in their comments to and about others... We hear derogatory and sometimes even defamatory comments about those with different political, athletic, or ethnic views or experiences. Such behavior is completely out of place at BYU, and I enlist the aid of all to monitor carefully and, if necessary, correct any such that might occur here, however inadvertent or unintentional."
"I worry particularly about demeaning comments made about the career or major choices of women or men either directly or about members of the BYU community generally. We must remember that personal agency is a fundamental principle and that none of us has the right or option to criticize the lawful choices of another." President Cecil O. Samuelson, Annual University Conference, August 24, 2010
"Occasionally, we ... hear reports that our female faculty feel disrespected, especially by students, for choosing to work at BYU, even though each one has been approved by the BYU Board of Trustees. Brothers and sisters, these things ought not to be. Not here. Not at a university that shares a constitution with the School of the Prophets." Vice President John S. Tanner, Annual University Conference, August 24, 2010
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