EDT821 Instructional Task Analysis & Psychological Basis Of Ins

About this course

Difficulty: Intermediate
Study hours: 120 hours
Maths: None
Content: Theoretical, practical, case study
Practical work: Yes

How it is assessed

Assignments
Tutor marked assessments
Final examination

What you'll read

The real module and unit structure of EDT821, taken from the course material NOUN publishes.

Module 1

Module 2 · SYSTEMS APPROACH AND FUNDAMENTAL OF APPLICATION OF SYSTEMS TO INSTRUCTION

Module 3 · PSYCHOLOGICAL THEORIES AND THEIR APPLICATIONS TO INSTRUCTION

Module 4 · LEARNING PRINCIPLES AND INSTRUCTIONAL MEDIA

One paragraph, so you can see how it reads

EDT821 · UNIT 8: LEARNING THEORY AND INSTRUCTION MEDIA 7 LEARNING STYLE 3

Educational Technology is a complicated, integrated process involving people, procedures, ideas, devising, implementing, evaluating, and managing solutions to those problems, involved in all aspects of human learning. It is the application of scientific knowledge about learning and condition of learning, to improve the effectiveness and efficiency of teaching, training and learning (AECT task force, 1977).

Start reading Get the original PDF, if you want it

What you should be able to do

Explain educational terms related to instructional systems design.
Discuss the relationships among phases in instructional systems design and task analysis.
Explain the teacher's roles in instructional task analysis.
Analyse the instructional implications of basic psychological theories.
List instructional resources consistent with basic psychological theories.

What it prepares you for

Careers

Instructional Designer
Educational Technologist
Curriculum Developer
Training Specialist
E-learning Developer

Where it is applied

Education
Corporate Training
Government
Healthcare
Technology

Where it gets hard

The units students slow down on, and what makes each one heavy.

Module 1: Definition of Related Terms used in Instructional Technology, Instructional System Design and Steps in Instructional System Design
Unit 3: Steps in Instructional System Design
Requires understanding of abstract concepts and their practical application in instructional settings.
Module 3: Psychological Theories and Their Applications to Instruction
Unit 3: The Constructivism Theory and its Application to Instruction
Involves understanding and applying different psychological perspectives to instructional design.

A suggested way through it

Suggested

13 weeks, about 51 hours in total. Yours will differ.

Week 1Module 1: Definition of Related Terms used in Instructional Technology, Instructional System Design and Steps in Instructional System Design
- Unit 1: Definition of Related Terms Used in Educational Technology and Purposes of Instructional Technology · 3 hours
  Define educational technology, technology of education, and technology in education.. List the roles and benefits of educational technology.. State the nine events needed for effective instruction..
Week 2Module 1: Definition of Related Terms used in Instructional Technology, Instructional System Design and Steps in Instructional System Design
- Unit 2: Instructional Systems Design · 3 hours
  Define instructional system design and its components.. Identify the basic components of the analysis, design, development, implementation, and evaluation phases.. Differentiate between instructional system development and instructional system design..
Week 3Module 1: Definition of Related Terms used in Instructional Technology, Instructional System Design and Steps in Instructional System Design
- Unit 3: Steps in Instructional System Design · 3 hours
  List the stages of instructional systems design.. State the goal of instructional system design.. Discuss each of the stages of instructional systems design..
Week 4Module 1: Definition of Related Terms used in Instructional Technology, Instructional System Design and Steps in Instructional System Design
- Unit 4: Task Analysis and The Teacher 1 · 3 hours
  Define task analysis and sub-skills.. State the purpose of a task analysis.. Explain the three major components to task analysis..
- Unit 5: Task Analysis and the Teacher 2 · 3 hours
  Differentiate between performance task and learning task.. Identify the actual learning tasks.. Explain strategies to analyse and formulate the learning task..
Week 5Module 2: Systems Approach and Fundamentals of Application of Systems to Instructions
- Unit 1: General Overview of Systems · 3 hours
  Define system and mention its characteristics.. Explain the types of systems.. Examine instructional systems..
Week 6Module 2: Systems Approach and Fundamentals of Application of Systems to Instructions
- Unit 2: Systems Approach · 3 hours
  Explain the concept of systems approach.. Discuss the historical background of system approach.. Explain the steps in systems approach..
Week 7Module 2: Systems Approach and Fundamentals of Application of Systems to Instructions
- Unit 3: Systems Approach in Education and Instruction · 3 hours
  Explain the role of systems approach in education.. Examine the role of systems approach in instruction..
- Unit 4: Values and Limitations of Systems Approach · 3 hours
  Discuss the value of system approach.. Explain the limitations of systems approach..
Week 8Module 3: Psychological Theories and Their Applications to Instruction
- Unit 1: Definition of Psychology and Psychological Theories of Learning · 3 hours
  Explain what is meant by psychology.. Explain educational psychology.. Give reasons why educational psychology is important..
Week 9Module 3: Psychological Theories and Their Applications to Instruction
- Unit 2: The Behaviourist Theory and Applications to Instruction · 3 hours
  Explain the behaviourists theory.. Examine how it applies to instruction.. List some resources that are based on the behaviourist theory..
Week 10Module 3: Psychological Theories and Their Applications to Instruction
- Unit 3: The Constructivism Theory and its Application to Instruction · 3 hours
  Explain the constructivist's theory.. Describe the constructivist classroom.. Give examples of instructional resources that are based on the constructivist theory..
Week 11Module 3: Psychological Theories and Their Applications to Instruction
- Unit 4: The Cognitivist Theory and Application to Instruction · 3 hours
  Explain the cognitivist theory.. Describe instruction that is based on cognitivist theory.. List resources that are consistent with the cognitivist theory..
Week 12Module 4: Learning Principles and Instructional Media
- Unit 1: Basic Concept Of Instructional Media · 3 hours
  Define instructional media.. Identify types of instructional media.. Discuss roles of instructional media in teaching and learning..
- Unit 2: Learning Theory and Instructional Media 1 (Motivation) · 3 hours
  Define motivation.. Discuss types of motivation.. Identify instructional media that can motivate learners..
Week 13Module 4: Learning Principles and Instructional Media
- Unit 3: Learning Theory and Instructional Media 2 (Knowledge of Result) · 3 hours
  Discuss knowledge of results.. Highlight instructional media that provide immediate knowledge of result..
- Unit 4: Learning Theory and Instructional Media 3 (Whole or Part Learning) · 3 hours
  Discuss whole or part learning.. Give examples of instructional media that can facilitate whole or part learning..

Preparing for the exam

What to do

Create concept maps linking Module 1-2 concepts of instructional design.
Practice task analysis exercises from Units 4-5 to improve analytical skills.
Compare and contrast behaviourist, constructivist, and cognitivist theories (Module 3).
Design sample instructional materials applying different learning principles (Module 4).
Review all Tutor Marked Assignments (TMAs) thoroughly.
Focus on understanding the practical applications of each theory and concept.
Allocate study time proportionally based on the weight of each module in the final exam.

Questions students ask about this course

What is EDT821 about?

This course explores instructional task analysis and the psychological basis of instructional media. It covers principles of task analysis, instructional systems design, and the relationship between design phases. Learners will become familiar with learning theories and their impact on classroom instruction and resources. The course also examines systems approaches, learning principles, and the effective use of instructional media to enhance learning experiences.

How many units does EDT821 have?

EDT821, Instructional Task Analysis & Psychological Basis Of Ins, has 26 units across 4 modules, over 100 pages of course material. You can read it one unit at a time.

How many credit units is EDT821?

EDT821 carries 2 credit units, at 800 level in Education.

Is EDT821 hard?

EDT821 is rated intermediate level, with no mathematical content. It is mostly theoretical, practical and case study work, and it has a practical component.

How long does EDT821 take to study?

About 120 hours of study, spread across its 26 units.

How is EDT821 assessed?

EDT821 is assessed by assignments, tutor marked assessments and final examination.

What can I do with EDT821?

Instructional Designer, Educational Technologist, Curriculum Developer, Training Specialist and E learning Developer.