ETEC650 · Fundamentals of Instructional Design

Week 03 — Block Library

Welcome / Introduction

This is where the instructor sets the scene for the week — context, tone, brief rationale. Think of it as the opening monologue before the real action starts. No silly walks required.

Week Overview

Quick snapshot of the week: what we cover, how it builds on last week, and what it prepares for next. Topics · Readings · Activities · Deliverables.

Learning Objectives

By the end of this week, you will be able to:

• Terminal objective — anchored to a Bloom's action verb (e.g., analyse, design, evaluate)
• Enabling objective 1 — an observable prerequisite outcome
• Enabling objective 2 — another observable prerequisite outcome

Key Concepts

Core vocabulary, models, or frameworks introduced this week. These are the building blocks — if you miss them, the rest of the week gets wobbly.

Required Reading

Please complete before class. No skimming, no SparkNotes — yes, we will notice.

• Carliner, S. (2015). Training design basics (2nd ed.). ATD Press. Chapter 3, pp. 45–67.
• Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Wiley. Ch. 2.

Optional Reading — Going Deeper

For the curious and the insomniac. Not assessed, but genuinely interesting.

• Land, S. M. (2024). Instructional design for dummies. Wiley. Chapter 5.

Lecture Slides

Slide deck for this week's session. Available after class to prevent the temptation of passive slide-staring instead of active listening.

↓ Download PDF — Week XX Slides

Video

Title of the video — Author or source, Year. (~XX min)

Brief note on why this video is worth your time and what to pay attention to.

Podcast / Audio

Audio resource — ideal for your commute, provided you don't live above your workplace. Title · Source · Duration.

External Resource

A website, tool, database, or professional resource worth bookmarking. Brief rationale for why it matters to ID practitioners.

Instructions

Step-by-step instructions for completing this task. Read carefully before starting — not after you have already submitted something in the wrong format.

1. Step one — what to do first
2. Step two — format, length, structure
3. Step three — where and how to submit

Assignment Reminder

Assignment X — Title of Assignment

Due: Sunday, Week XX — 11:59 PM  ·  Weight: XX%

Quiz Reminder

Quiz #X — Title / Scope

Opens: Monday  ·  Closes: Sunday 11:59 PM  ·  Attempts: 2

Submission Checklist

Before you click Submit, verify that:

• ☐   File is in the correct format (.docx, .pdf)
• ☐   APA 7th edition citations are complete
• ☐   Word count requirement is met
• ☐   File named according to convention

Grading Criteria / Rubric

The evaluation grid for this assessment. Reading the rubric before you start is considered, in educational circles, a form of intelligence.

→ View Rubric

Discussion Prompt

The discussion question goes here. Make it provocative. Make it relevant. Make them think.

Initial post: ~200 words · Due by Wednesday · Reply to at least 2 peers by Sunday.

Peer Review Instructions

You have been assigned two peers to review. Focus on: alignment with objectives, clarity of argument, and constructive suggestions. Praise is nice, but feedback is nicer.

Group Activity

Instructions for the collaborative task. Groups, roles, deliverable format, and submission logistics — because nothing focuses the mind like knowing who is responsible for what.

Important Notice

Something has changed, been cancelled, or moved. Pay attention to this one — it is not decorative.

Technical Note

Software requirements, file format expectations, browser compatibility, or access instructions. The kind of thing that, if ignored, causes a panicked email at 11:52 PM on Sunday.

Accessibility Note

Alt text requirements, accessible file formats, captioning information, or accommodation reminders. Inclusive design is not optional — it is, in fact, rather the point of this course.

Pro Tip

A practical, low-stakes piece of advice. Not a rule. Not an obligation. Just something that tends to make things go better.

Common Mistake

A typical error that students make on this task or topic. Flagged here preventively — not punitively. Consider it a spoiler for a bad grade.

Coming Up Next →

Brief preview of what Week XX will cover and why it matters in relation to this week. Spoilers intentional.

Recap / Summary

If you remember only three things from this week:

1. First key takeaway
2. Second key takeaway
3. Third key takeaway — arguably the most important

Connections

Explicit link to another week, a graded assignment, or a real-world application. Because knowledge that cannot be connected to anything else is just trivia.

ETEC650 · Block Library · Concordia University · Educational Technology