School of Education

Instructional Design

The EDTC program requires that each degree candidate must design a learning object intended for use by students whose school or workplace context requires improved results on the performance being taught. Most EDTC candidates choose to design a learning object that is part of their curriculum project. This design must be presented in the form of an annotated concept map and/or storyboard providing sufficient detail that a developer could create the learning object from the specifications provided.

Candidates who seek the ISTE Technology Facilitation (TF) endorsement typically create a lesson or module dealing with social, legal, ethical, and human issues related to the use of technology in education. When added to the candidate’s ePortfolio, this lesson provides an artifact conforming to ISTE-TF standard TF-VI.A.

When evaluating the instructional design, EDTC faculty use the ISTE rubric for candidates who are teachers working toward the ISTE-TF endorsement. For all other candidates, faculty use the AECT rubric. The tables below present the Instructional Design rubrics.

AECT Rubric for the Instructional Design (concept map/storyboard)
Required elements: Concept map and/or storyboard specification of instructional sequencing and messaging details. Computer interaction based on user performance data. Citation of relevant best practices documented in the scholarly literature.
Candidate’s Name:			Date:
INDICATORS	Developing	Meets		Exceeds
AECT 1.1.2, 1.2 The Instructional Design specifies how the content is to be learned and provides detailed plans for the physical form of the messaging.	The design may describe what is to be learned, but the specification (e.g., storyboard or flow diagram) is too vague for a developer to implement.	The design includes detailed specifications for the developer to follow in creating the lesson’s logic and screen displays.		The design includes detailed specifications for creating the lesson’s logic and screen displays and for adjusting the level of difficulty according to how well the student performs during the lesson.
(circle rating)	0	1		2
AECT 2.3The design specifies how a computer or microprocessor will interact with learners and keep track of what the user has learned.	The flow diagram may specify interactions based on real-time data-based decision making, but it is not clear how the computer will collect the data or where it will be stored.	The design specifies the data table that will contain the performance data and specifies the logic whereby the lesson will use the data to interact with the user.		The lesson stores performance information in a relational database with a schema following best practices of relational database design. The design specifies the logic whereby the lesson will use the data to interact with the user.
(circle rating)	0	1		2
AECT 1.3 The design specification explains how instructional events and activities within a lesson will be selected and sequenced.	The data collected, if any, has little or no impact on content presentation, interaction, or navigation.	The design uses unit completion data to decide which instructional units will be available to the user.		The design collects real-time user performance data and uses data-driven techniques to decide which instructional units will be available to the user and to customize the presentation of content, interactions, and navigation.
(circle rating)	0	1		2
AECT 3.1, 3.2Instructional Design strategies are based on learning principles and are informed by best practices documented in the scholarly literature.	The design may be based on learning principles but there are no citations to best practices documented in the scholarly literature, or the practices cited are misused.	The candidate makes Instructional Design recommendations based on learning principles and cites relevant research-based best practices.		The candidate makes Instructional Design recommendations based on reflective study of best practices cited in the scholarly literature and poses additional research questions in the form of testable hypotheses for further investigation.
(circle rating)	0	1		2

ISTE Rubric for the Instructional Design (concept map/storyboard)
Required elements: Integrates assessment into the design. Enhances professional and instructional use of technology by teachers. Sensitizes teachers to social, ethical, legal, and human issues related to school technology use.
Candidate’s Name:			Date:
INDICATORS	Developing	Meets		Exceeds
ISTE-TF-IV Apply technology to facilitate a variety of effective assessment and evaluation strategies.	The data collected, if any, has little or no impact on content presentation, interaction, or navigation.	Collects unit completion data and uses it to decide which instructional units will be available to the user.		Collects real-time user performance data and uses data-driven techniques to customize the presentation of content, interactions, and navigation.
(circle rating)	0	1		2
ISTE-TF-V Apply technology to enhance and improve personal productivity and professional practice.	Recommended methods are undocumented or cited best practices are misunderstood and improperly applied.	Includes a research-based best-practice strategy for teachers to develop multimedia skills and apply them effectively in teaching and communicating.		Includes a research-based best-practice strategy for teachers to develop multimedia skills and apply them effectively in teaching and communicating. Encourages teachers to reflect on their multimedia practice and make strategic decisions in support of student learning.
(circle rating)	0	1		2
ISTE-TF-VI Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and assist teachers in applying that understanding in their practice.	May provide some instruction in making media accessible and following copyright guidelines, but the accessibility and copyright recommendations are out of date, incomplete, or disorganized.	Includes instruction in how teachers can make media accessible and follow copyright and Fair Use guidelines in using media in the classroom and online.		Provides instruction in how teachers can make media accessible. Includes a strategy whereby teachers help students learn to follow copyright and Fair Use guidelines in student-authored multimedia and hypermedia.
(circle rating)	0	1		2