At the end of the course the student is able to:
- design instructional material (tutorials, manuals, instructions, etc.) in a systematic fashion.
- complete a design report that captures the main design phases, strategies and outcomes.
Relationship with EST labour market (Intended Learning Outcomes [ILO’s] as described in the EST programme specific appendix of the EER):
- This course contributes (strongly) to: Domain expertise, Design competence, Advice competence
- To a limited extent, this course contributes to: Research competence, Academic reflection
- This course assesses the following ILO's in some way (can include formal/informal, formative/summative, peer/expert): Domain expertise, Design competence, Advice competence.
Relationship with MPS Final Qualifications ([FQ’s] as described in the MPS programme specific appendix of the EER):
- This course contributes (strongly) to: Disciplinary and specialist knowledge and skills at an advanced level, Design competences at an advanced level
- To a limited extent, this course contributes to: Research competences at an advanced level, Academic and professional skills and attitude aspects
- This course assesses the following FQ's in some way (can include formal/informal, formative/summative, peer/expert): Disciplinary and specialist knowledge and skills at an advanced level, Design competences at an advanced level, Academic and professional skills and attitude aspects.
In this course, students engage in a design task, namely to create effective instructions that enable people to do things quickly. Examples of suitable design topics are instructions on using a software tool, operate a device, change a bicycle tire, etc. Students can select their own topic, medium (document, poster, video) and context for this task. Typically the design is multimodal (text, images, graphs, and/or video).|
Just as creating job-aids, students will develop instructions that afford people to self-regulate their actions. Students will be asked to adopt a systematic approach and report about the progress. A vital part of the systematicity comes from theories. The leading design theory will be Minimalism. Special attention will also be given to designing instructions that motivate people.
During seminars, students will be introduced to the three main components of the course, namely: (a) theories & design guidelines, (b) exercises, and
(c) student progress reports.
Students will be working in groups of 3-4 people to produce three mandatory deliverables:
Poster. A poster giving an overview of the project. The posters will be presented in the final session of the course.
- Designed Instructions. The set of instructions designed for a client in an appropriate format (e.g., document, video, etc.).
- Design Report. A document that describes the main design phases of the work done, the approach on theory and data, and analysis on the final product based on evaluation data.
Relationship with technology:
The course relies on the use of technology in two ways: (a) to support, manage, and monitor groupwork, and (b) to develop effective, efficient, and engaging instructional material.
Regarding groupwork, the students will be assisted in using technology to perform effective project management. Specifically, each group will be working on a separate space on Canvas to set and record their own meetings, share files, organize deliverables, track feedback and product revisions, etc.
Regarding the production of the instructional material, the students are free to use the medium of their choice. However, interactivity, engagement, and aesthetics are important. Based on the design needs of each group, the course can support students in creating graphs and visual, video/audio recording and editing, web design and usability analysis, and so on. Specifically for video products, interactivity is highly desired and the use of the H5P framework is strongly suggested (https://h5p.org/). H5P has a low technology barrier and can be easily mastered by novices. Nevertheless, some experience with the selected technology in general (e.g., video editing) is necessary as the course has a tight schedule and learning a completely new technology from scratch may be challenging.
The design often involves a technical task. Most design solutions are interactive instructional videos and web pages.
In case you, as a student from another master’s programme, want to participate in this course, please contact the EST staff: firstname.lastname@example.org or email@example.com
The final course grade will be based on the weighted grades of the three course deliverables:
A passing grade is needed in all three deliverables to pass the course (e.g., getting a perfect score in the designed instructions and the report, but failing the poster means a final failing grade). Students will receive individual course grades and in cases of unbalanced collaboration between group members, this means that the grade of group members may differ.
- Designed Instructions: 40%
- Design Report: 40%
- Poster session: 20% (this refers also in students’ performance in presenting the work and answering questions about it)
|Enrolment in this course is subject to the following requirements: |
1. The student has successfully completed the UT's BSc programme Psychology (B-PSY) (or equivalent, to be decided by the M-PSY programme's admission committee),
2. The student has successfully completed the UT's pre-M programme Educational Science and Technology (pre-M EST) or the UT's pre-M programme Psychology (pre-M PSY), (or equivalent/related BSc programme), to be decided by the applicable programme's admission committee
|Master Educational Science and Technology||Verplicht materiaal|
|Carroll, J.M., & Van der Meij, H. (1998). Ten misconceptions about minimalism. In J.M. Carroll (Ed.), Minimalism beyond the Nurnberg funnel (pp. 55-90). Cambridge, Mass: MIT Press.|
|Van der Meij, H., & Gellevij, M.R.M. (2004). The four components of procedures. IEEE Transactions on professional Communication, 47 (1), 5-14.|
|Hackos, J. (2008). What makes minimalism so popular today? CIDM Information Management News, January 2008.|
|Van der Meij, H. & Carroll J.M. (1998). Principles and heuristics for designing minimalist instruction. In J.M. Carroll (Ed.), Minimalism beyond the Nurnberg funnel (pp. 19-53). Cambridge, Mass: MIT Press.|