P.G. Diploma - Instructional Design

PG Diploma in Digital Media - Instructional Design

Course Overview

Instructional design is the process of converting information into enriching learning modules using established learning theories. It is a systematic process involving analyzing learner profiles and training needs, chunking information according to established standards, and creating learning plans and content to achieve specific goals. Unlike traditional training methodology, which focuses on a predominantly one way transfer of information, the theories of instructional design focus on a result oriented learning approach where the users are able to achieve specific goals in a given environment.

The future for instructional designers is promising. The field of Instructional Design is emerging in India. Most jobs in India are currently in large IT or KPO organizations. Some of the employers in India are Wipro Technologies, Sify, NIIT, Tata Interactive Systems, Lionbridge, ElementK, Mentorware, IBM, Accenture, Convergys, Aditya Birla Group, Reliance Industries, etc.

Course Structure and Objective

This course has been designed to enable students acquire skills to address the present and future challenges of training deployment with inputs from key industry stakeholders. This course is modeled on the lines of IIT/IIM delivery structure, proving students with an opportunity to not only gain knowledge, but also perform tasks every week for better retention and also enhance their research and implementation capabilities.

At the end of this course, the students will gain an in-depth level of knowledge of key educational technology/instructional design principles. The course is designed to provide students the ability to deploy training needs transcending cultural boundaries, socio-economic boundaries, and physical limitations, with focus on achieving results through a wide range of implementation strategies addressing the challenges of the next decade, thus making them employment ready at the end of the course.

The duration of this course is 1 year, with totally 4 semesters and mini projects designed at the end of each semester. The last semester is dedicated for enabling students understand how to create a comprehensive learning module through a project. The students are also required to present a paper during this semester to enhance their research capabilities - a primary need in today's employment scenario.

Duration

1 Year

bullet Opportunities

  • Content editor/reviewer
  • Content writers
  • Instructional designer
  • Technical writer
  • Instructional writer

Course Content

Code Module
IDN401 Educational Technology and Learner Psychology
IDN402 Introduction to Instructional Design
IDN403 Design of Instructional System
IDN404 Standards and Tools
DMT404 Instructions Design Software
SPE401 Professional Practise

Educational Technology and Learner PsychologyTop ▲

  • Learning theories
  • Basics of Learning Behaviorism
  • A systems approach to learning
  • Models in instruction/Learning
  • Fundamentals of face-to-face and
  • online learning methodologies
  • Factors affecting and assisting learning
  • Socio-economic aspects of learning
  • Understanding learner profiles
  • Learning techniques for children
  • Adult Learning techniques
  • Learner & Content analysis techniques and tools

Introduction to Instructional DesignTop ▲

  • The instructional Design process
  • General guidelines for Instruction Design (Legal aspects, Basic of ID grammar, simplicity, real life examples)
  • Basic content research methodologies
  • Designing instructions for Classroom learning
  • Designing instructions for Online Learning
  • ADDIE Model of instructional Design
  • ARCS Model of instructional Design
  • 4C Instructional Model
  • ASSURE Model of Instructional Design

Design of Instructional SystemTop ▲

  • Introduction to Instructional System Design
  • Instructional System Design Process
  • Dick and Carey Model of Instructional System Design
  • Importance of Performance Based Training
  • The process of designing a performance based training module
  • Understating the various types of Media
  • The Visual Language of Instructions
  • The process of selecting media for instructions
  • Selecting media for various kinds of output (Web, CBT, Presentations, Portable Devices, etc.)
  • Using media for users with special needs
  • Accessibility standards
  • Basics of Usability Analysis
  • Importance of a course structure
  • Components of a course structure
  • Content chunking techniques
  • History of simulation based learning
  • Manifestations of simulation based learning
  • Simulation based modules for online learning
  • Developing a game based learning module
  • The need for blended learning solutions
  • Components of a blended learning module
  • Process of designing a blended learning module
  • History and emergence of collaborative learning
  • Understating the dynamics of collaborative learning
  • Collaborative learning as a part of blended learning solutions
  • Creating a learning module for portable devices

Standards and ToolsTop ▲

  • Need for Instructional Design standards
  • SCORM Standards for online learning development
  • AICC standards for online learning development
  • Need for an LMS
  • Features of an LMS
  • Features of LCMS
  • Emergence of Rapid learning tools
  • Philosophy behind assessment modules
  • Identifying assessment needs
  • Types of assessments
  • Manifestations of assessments

Instructions Design SoftwareTop ▲

  • Basics of MS Word
  • Basics of MS PowerPoint
  • Adobe Acrobat
  • Adobe Dreamweaver
  • Introduction to Moodle
  • Learning to work on Lectora
  • Learning to work on Adobe Captivate
  • Learning to use MS Sharepoint

Professional PracticeTop ▲

This module provides an opportunity for students to work for an external client in the creation of Digital Media content to address a real world problem. Students will intern collaboratively in a Digital Media development team and apply or further develop their problem solving, design, development and evaluation skills.