Overview | Objectives | Products | Resources | Events

Overview

The orientation to EME6613 is divided into two components:

1. UCF’s Webcourses Orientation provides tutorials and information on how to use Webcourse@UCF (particularly useful for first time or novice Webcourses users); and
2. Online Course Orientation covers important information specific to EME6133.

To prepare for class, please complete relevant events listed (below). If possible, you should complete as much of the online course orientation (and the Webcourses orientation if necessary) BEFORE the first scheduled synchronous online meeting.

As you consider which events to complete, keep in mind: Designing high-quality learning materials is typically a team effort. Effective interpersonal communications and both virtual and in-person teamwork skills are essential. Knowing how to effectively and ethically use GenAI to facilitate instructional design is also vital. This course is designed to help you hone both your teamwork and GenAI skills to prepare you for work as an instructional designer.

If you have any questions or concerns during or after you complete the orientations, please be sure to contact the instructor as soon as possible. Contact information is given in the online course syllabus.

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Orientation Objectives

Terminal Objectives.

Given access to the course syllabus and a general description of systematic design, you should:

• Demonstrate an understanding of key course requirements;
• Compare your prior knowledge and experiences with the topics, tools and techniques to be addressed in this course.

Enabling Objectives.

Given access to online orientation materials and the online course syllabus, you should:

• Gain confidence in your ability to successfully complete course assignments, including the effective and ethical use of GenAI.
• Recognize when instruction may be appropriate for addressing performance problems.
• Identify methods for determining when instruction is appropriate.
• Identify major steps involved in systematic design process, including key inputs, processes, and products associated with each step.
• Identify advantages and limitations associated with instructional systems design; and
• Compare instructional systems design to related fields (i.e., Instructional Technology, Performance Technology and Curriculum & Instruction) and personal experiences.

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Required Products

By the end of the orientation period, you should have:

• Posted your autobiography and self-assessment of your prior design skills and knowledge to specified location in the Discussion area of Webcourses; and
• Met with team members, created a team name, discussed and set team norms and communication protocols, and selected and submitted topic for course project.

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Required Resources

• Online resources and information linked under “Recommended Events” (below).
• Dick, Carey and Carey (2022) course textbook.

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Recommended Instructional Events

1. Carefully read the online Simple [Course] Syllabus for EME6613.
2. Read Dick, Carey and Carey (2022) Chapter 1 Introduction to Instructional Design and the Overview of the Systematic Design Process.
3. Reflect on what you already know about teaching and learning, and compare it with the skills, knowledge, tools and techniques to be addressed by this course.
4. Review and complete Activity A by preparing a short autobiography and educational philosophy statement. Either post your autobiography and educational philosophy in the body of, or as an attachment to an original message posted under the specified topic (Autobiography) in the Discussion area of Webcourses.
5. (Optional) Scan the table of contents of UCF’s online Webcourses Orientation. Review key functions and features as necessary.

Before the end of the 2nd week of class.

1. To prepare for teamwork and course design project by reading the following articles on teamwork and website on reaching consensus:
   • Johnson et al_2002_team development and group process of virtual learning teams.pdfDownload Johnson et al_2002_team development and group process of virtual learning teams.pdf.
   • Proctor et al_nd_Factors in the Success of Virtual Team Working.pdfDownload Proctor et al_nd_Factors in the Success of Virtual Team Working.pdf; and
   • Effective Teams Strive for Consensus.
2. You may use any chatbot you want to help you complete class assignments. If necessary or desired, go to UCF IT resources on AI to familiarize yourself with use of Co-Pilot (which is accessible to UCF students at no additional cost) and prompt engineering.
3. (Optional) For AI novices, go to: Elements of AI by Reaktor and the University of Helsinki. This free, beginner-friendly online course provides an engaging introduction to the basics of artificial intelligence, with no prior programming knowledge required. The first part, “Introduction to AI” takes about 3-4 hours to complete.
4. For intermedia GenAI users, consider going to Generative AI Fundamentals by Google Cloud Skills Boost. This free course focuses on GenAI technologies like large language models (LLMs), including an overview of tools like Vertex AI and their applications. It strikes a balance between practical insights and technical depth, and takes about 2-3 hours to complete.
5. (Optional) For further guidelines on how to engineer prompts, Go to Prompt Engineering: How to Write the Perfect Prompt (with Examples).
6. Contact team members and schedule an initial meeting during the first or second week of class..
7. During the meeting, establish team norms and expectations, and communication protocols including regular team meeting dates.
8. Post additional questions or comments you may have about Chapter 1 and orientation related materials under the specified topic in the Webcourses discussion area.

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Last Updated 12/22/24