Note: This Document Is A Sample Course Design Template Insti

Notethis Document Is A Sample Course Design Template Institutions Ma

This document is a sample Course Design Template. Institutions may use various forms of this document (e.g., design briefs, design documents, content templates, etc.). For your INS7200 course project, some of those variations have been consolidated into a single template that you will add (and improve) your content to each week. Supplemental Instructions: In this template (below) you will find several “tables” with instructions and information. The general tasks for this week’s work is to build on your previous decisions (e.g., description, objectives, sequence, and strategies) to begin mapping out content. Because you are “adding to” your previous work in the template, you can copy and paste the tables from your week into this week 3 design document (replacing the blank tables) or you may copy and paste the new tables required for this week into your week 2 document, updating the header, document name, etc. Material that may be copied and pasted from week two is highlighted in gray throughout this document. But, be sure to update any copy and pasted material based upon feedback and ongoing improvements (see rubric). Delete any week 2 narratives from your week 3 document. New sections that are required for W3A2 are designated as “complete this” and highlighted in yellow. The focus for week 3 is mapping out pre-instructional strategies/overviews for each week/unit of your curriculum/training and one week’s instructional artifacts (content/lectures/presentations). For the week 3 assignment, you are also asked to insert an analytical narrative after the last table (which details your instructional delivery content/artifacts). In this section, you will defend how you consciously leveraged andragogy in design of your artifacts. Treat this section like normal academic writing. That is, compose the narrative at a doctoral level utilizing supportive citations in appropriate format. Your assignment does not need a title page, but be sure to include references for your citations at the end of the document.

Paper For Above instruction

The design of effective instructional artifacts and strategies is crucial in facilitating adult learning, which requires careful consideration of adult learning principles, or andragogy. In developing a curriculum for an advanced course such as INS7200, intentional integration of these principles ensures that the content resonates with adult learners’ needs, experiences, and self-direction capabilities.

Andragogy, as conceptualized by Malcolm Knowles, emphasizes key assumptions about adult learners: they are self-directed, bring a wealth of experience to the learning process, prefer relevancy, and seek practical application of knowledge. Leveraging these principles in instructional design involves creating content that is learner-centered, flexible, and contextualized. For instance, designing pre-instructional strategies that activate prior knowledge and link new content to real-world applications respects adult learners’ autonomy and experience, fostering motivation and engagement (Knowles, Holton, & Swanson, 2015).

In my course design, I have intentionally structured weekly overviews that outline clear objectives aligned with adult learners’ goals. Each unit begins with pre-instructional strategies that introduce the week's content through inquiry-based questions or reflection prompts. This approach fosters a sense of relevance and encourages learners to connect new information with their existing knowledge (Merriam & Bierema, 2014). The inclusion of varied instructional artifacts—such as interactive lessons, case studies, and multimedia presentations—addresses different learning preferences and promotes active learning.

The instructional artifacts are designed to facilitate self-paced and experiential learning experiences. For example, the lecture texts are concise yet comprehensive, providing opportunities for reflection and critical thinking. Videos include scripts focused on practical scenarios, enabling learners to visualize real-life applications. Interactive lessons incorporate problem-solving activities that mirror workplace challenges, reinforcing the practical relevance of the content (Pappano, 2011). Furthermore, I have embedded knowledge checks in the form of quizzes and discussions to promote formative assessment and self-evaluation, aligning with adult learners’ desire for autonomy and mastery.

In applying andragogical principles, I also incorporate opportunities for learners to provide feedback and reflect on their progress. This aligns with the adult learner’s need for self-directedness and promotes a reflective practice that enhances deeper learning. The design ensures that assessments are authentic and directly applicable, thus increasing motivation and the likelihood of transfer of learning to real-world contexts (Brookfield, 2015).

Overall, by consciously applying andragogical principles throughout my instructional artifacts, I aim to foster an engaging, relevant, and learner-centered environment. This ensures not only the achievement of course objectives but also the development of skills and attitudes necessary for professional growth, embodying the essence of effective adult education.

References

• Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. Jossey-Bass.
• Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). The Adult Learner: The definitive classic in adult education and human resource development. Routledge.
• Merriam, S. B., & Bierema, L. L. (2014). Adult Learning: Theory and Practice. John Wiley & Sons.
• Pappano, L. (2011). The year of the MOOC. The New York Times. https://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses.html