Instructional Design Document

I am rethinking and creating anew a course I've taught many times, History of Popular Music, as my project in my Instructional Design certificate program.

Type of Course

I usually teach this course for first-year university students in a large, lecture setting. It's meant to be a core or gen ed level arts survey course, often used to fulfill an arts requirement for the institutions where I've taught it. As I design this course anew, I'm maintaining the same potential audience, though reconsidering how I'm meeting the needs of those students, while considering my responsibilities to the institution in which I teach it. 

Target Audience and Learner Profile

The target learner is a young university student with little to no academic study of music under their belt. In most cases, the student will be someone who likes listening to music, and has some experience with popular music in their lives, but without much experience of considering popular music critically or academically. Some students will have more extensive performance and academic music backgrounds, meaning that the course will have to cater across interests, musical experiences, and lived experiences. 

Learning Gap

There will be a difference between a perceived learning gap and the actual learning gap in this course. Many students come to this course without confidence in their abilities to think critically about music, mainly because they'll have little experience or education in music theory. But the course will not be designed on this basis, and the learning gap will come more from the fact that students need to develop critical faculties, willingness, and confidence to write and discuss music critically and seriously. 

Course Type

This course will be primarily informational, as there is no processual skills students will learn, and they'll instead enrich and edify themselves with knowledge of music's history in social and cultural contexts. While there are some analytical elements of the course focusing on "knowledge of" (as opposed to "knowledge that"), those will still be evaluated in an informational setting.

Course Modality

I'll offer the course in an aynschronous manner. While I'll offer students a plethora of opportunities to seek feedback and interact with course content, they'll be able to do so at their own pace, thus allowing for individual progress to dominate the pedagogical process.

Course Learning Outcomes (Revised)

By the end of this course students will be able to:

Learning Activities

The primary learning activities in this course will consist of:

Instructional Design Model

I will primarily work with an ADDIE model, while also thinking backwards through my course, thus using aspects of UbD.

Reasons for using ADDIE: Being a somewhat conceptual and borad thinker, particularly when it comes to designing courses, my courses often suffer from scope-creep as I try to do more and more in spaces and times that don't allow for such breadth. As a result, using more conceptual models tends to be frustrating to me as I benefit from more rigid frameworks that pare my ideas down to focus on fundamental learning outcomes and course goals. ADDIE's structure is ideal for reining my ideas in.

Reasons for using UbD: Similarly to why I choose to use ADDIE, the breadth of my courses sometimes loses sight of end goals. UbD will maintain the alignment I need while at the same time providing structure. By adopting a hybrid model between ADDIE and UbD, I think I can design the most effective course for my students, while making the actual instruction and assessment not overly work-intensive.

Learning Objectives and Assessment

Please find the first four modules of my course listed below, along with Module Learning Outcomes for the first two modules.

Subject Matter Experts/Resources

Other subject matter experts and resources I can and will consult for design of this course include: