COURSE OUTLINE

Faculty EDUCATION
Department EDUCATIONAL TECHNOLOGY
Course Code EDT 310
Title Producing Instructional Materials for Schools
Credits 3
Semester 1
Type CORE
Pre-requisite BGSE OR EQIVALENT
Core -requisite NONE

AIM
This course aims to produce teachers capable of using a variety of instructional media and
associated educational technology theories in the teaching and learning process. Learners will
be able to demonstrate competencies in integration of selected media in teaching and learning
and mastery of relevant educational technology frameworks.
The course introduces aspiring teachers to the principles of planning, producing and using
Instructional Materials (IMs) to enhance learning. The course also develops technical skills of
postgraduate students preparing to be teachers; students engage in hands-on computers
practices in designing and producing various instructional products or learning materials. The
course explores learning applications of various resources, including the utilization of Web 2.0
technologies in learning i.e. greater user interactivity and collaboration. The course also
explores various teaching and learning models that would assist teachers develop more
effective and transformative instructions.

RATIONALE
Educational/Instructional technology skills are a critical attribute of 21 st century skills required
of teachers. The ETSSP in Botswana has placed much emphasis in the integration of Information
and communication technologies in the teaching and learning process. This course exposes the
student teachers to underpinning theories guiding the planning, production and use of a wide
range of instructional technologies as well as their integration in teaching and learning. Topics
of the course include identifying a wide media and classifying the media according to some
standard classifications including classifications by renown professional in the field of
educational technology. The course also includes instructional design models that are relevant
for the integration of instructional technologies in the teaching and learning process. Practical
session regarding the planning, producing and utilization of selected media formats are
conducted where materials are produced in computer laboratory setting. The new Information
Communication Technologies are also an integral part of the course where students learn how
to use these in teaching and learning.
LEARNING OUTCOMES

Learning Outcomes written from the point of view of the students (i. e. what s/he can do as a
result of instruction) as assisted by the lecturer).
Upon completion of this course, learners/students should/will be able to:
 Apply design principles in teaching and learning models.
 Design and produce various instructional products or packages.
 Develop lesson plans based on instructional design models (ADDIE), ASSURE, Kemp, Dick
& Carey, Backward, Cruickshank, etc …) that demonstrate appropriate and effective use
of instructional materials.
 Use computer technology resources including simulation and gaming and Web 2.0
technologies to facilitate learning.
 Practice responsible, ethical and legal use of technology information and software
resources.

Readings
Books
 Smaldino, S.E., Lowther, D.L., and Russel, J.D. (2012). Instructional Technology and
Media for Learning. 10th Ed. New Jersey: Pearson Education, Inc.
 Lever-Duffy, J., & McDonald, J.B. (2011). Teaching and Learning with Technology. 4 th Ed.
Boston: Pearson Education, Inc.
 Kemp, J.E.and Smellie, D.C. (1994) Planning, producing and using instructional
technologies. 7th Ed New York: Happer Collins.
Articles
 Tiffany A. Koszalka & G.S. Ntloedibe‐Kuswani (2010) Literature on the safe and
disruptive learning potential of mobile technologies, Distance Education, 31:2, 139-157,
DOI: 10.1080/01587919.2010.498082
http://www.tandfonline.com/doi/full/10.1080/01587919.2010.498082

 Kvasny, L. (2009). Social reproduction and its applicability for community informatics.
In Learning in Communities (pp. 35-39). Springer London.
http://ci-journal.net/index.php/ciej/article/view/342/248
 Thomas, T., Herring, M., Redmond, P., & Smaldino, S. (2013). Leading change and
innovation in teacher preparation: A blueprint for developing TPACK ready teacher
candidates. TechTrends, 57(5), 55–63
http://link.springer.com/article/10.1007%2Fs11528-013-0692-7#/page-1
 Thomas, P.Y. (2014). The potential of eLearning in Botswana. LONAKA Journal of
Learning and Teaching. University of Botswana 2014 Issue. Pp 45-53
  Aslan, S. & Reigeluth, C.M., (2013). Educational Technologists: Leading Change for a New
Paradigm of Education., TechTrends: Linking Research & Practice to Improve Learning,
August 2013Volume 57, Issue 5, pp 18-24, 10.1007/s11528-013-0687-4
http://link.springer.com/article/10.1007%2Fs11528-013-0687-4

COURSE FORMAT
This course has three main components:
1. Theory - on the principles underpinning the design and use of the various Instructional
Materials, description of concepts and an exploration of how learning occurs.
2. Hands-on laboratory practice- in designing and producing various Instructional
Materials
3. Learning Management System – facilitated through MOODLE/Blackboard – also as a
repository of course material (notes, web resources), other course activities such as test,
online discussions, chats and the submission of course work.

COURSE SCHEDULE

UNIT MATERIAL TO BE COVERED ACTIVITY

1.Introducing Introduction to Educational  Definition of terms.
Educational Technology: description of concepts.  Graphic
Technology Introduction to instructional design representations of
models: ASSURE, ADDIE, Dick & Carey, instructional
Dale’s Cone of experience …. models
2. Domains of Domains of learning  Boom’s Taxonomy.
Learning Approaches to learning- students  Constructivism
cantered learning
2. Instructional Classification of instructional materials  Hardware
Materials or educational technologies (print,  Software
audio, visuals)  Applications …
3. Design Design principles in developing audio,  Audio and visual
principles visuals samples of design
Techniques in using recordings and
visuals
4. Lesson Elements of Lesson Planning – model  Lesson Plan
Planning based
5. PowerPoint Interactive PowerPoint for learning  PowerPoint


6.Spreadsheet Introduction to computer mediated  Spreadsheets

 & Data Base instructions.  Data base

Using basic computer applications in

learning (spreadsheets and data bases)
7. Mid – Semester Break
8. Web 2.0 Introduction to Web 2.0 technologies  Team Work
and their application to learning Demonstrations

Wikis, and Blogs



9. Website Website Design, Web Quest  Individual Design

design
10. Final Completion and submission of Final  Moodle Submission
Project project

TEACHING AND LEARNING METHODS

Lecture, collaborative teaching, demonstration, cooperative learning/group work, independent study,
presentations and project.

CREDITS
 This course consists of 12 credits in a semester
 This is equivalent to 1 credit per week for the semester course
 1 Credit equals to 10 Notional Hours per week, which is generally the amount of time
spent on the course in a given week (i.e. 10 hours per week)
 The 10 Notional Hours consist of 3 contact hours and 7 hours for student engagement/
activities per week in the course
 The 7 Notional Hours provide for activities which the student is engaged in, such as:
Library searches, research, group work, assignment preparation, tutorial attendance,
Reading, excursions, own learning, etc.

MODES OF ASSESSMENT
There are three pieces of assessment for the course: 2 individual assignments, 1 team project.

Component Grade-%
Individual – Lesson Planning 25
Team Work - Demonstrations using emerging technologies 25
Final project - Designing 50
TOTAL 100
COURSE REQUIREMENT:
 If, due to illness or personal problems, arrangements for an extension with lecturer
must be made prior to the submission date. Extensions are given at the lecturer’s
discretion and are not automatic. If a test/exam is missed, the student must approach
the lecturer and arrange another time to sit.
 If the assignment is late (without a legitimate reason), a numerical grade (5 marks) will
be deducted for the first twenty (20) days that the assignment is late. After twenty days
the work will NO LONGER be accepted.
 Plagiarism (the copying of work which is not your own) is considered a very serious
offence. Students will be awarded a 0, if it is found that they have copied other
students’ work or from texts books (without acknowledgements).

Please Note:
To achieve it vision and fulfil its mission, the University of Botswana values students by
creating a holistic environment, which ensures that learning is their central focus, and by
establishing and developing a range of learning opportunities that will facilitate the full
realization of their potential for academic and personal growth. The University expects its
students to express Academic Integrity in creativity, objective analysis, experimentation,
critical appraisal, independent thought, informed debate and intellectual honesty.
Academic Dishonesty
 harms the good reputation of our University
 affects your personal integrity
 is a barrier to the acquisition of the knowledge, skills and attitudes you would have
acquired at the end of your study
 decreases your value in the eyes of employers
 has a heavy penalty including expulsion from the University.

Revised December 2017