3. Program of Study – a list of all courses (titles, course numbers, instructor, institution, date completed) that comprise your Master’s level preparation (this includes courses for which you have received transfer credit). Your course list should show that you are in your last semester before graduation. The course list should be presented in an organized and easy-to- follow manner indicating the required courses and courses in your emphasis area, if any. The Program of Study should also include information about certificates you may have obtained while in the program and courses that you have taken to fulfill certificate requirements.
This course introduces participants to the systems approach to instructional design. The major components of instructional development models will be presented. This course provides introductory information and application of skills and techniques necessary in the analysis, design, development, implementation and evaluation of instruction (often referred to as the ADDIE framework). This course will consider these issues at both the curriculum (macro) and lesson (micro) level.
This is a foundational course that addresses inquiry and measurement concepts at a level appropriate for master’s degree students. Through this course students will learn concepts and acquire skills that will help them make data-based decisions related to learning and human performance.
This course examines the uses of distance learning in education and training environments as distance systems are increasingly used for teaching and learning. Distance education will be investigated as an instructional method in terms of delivery, development and implementation. Students will design a distributed learning system that uses emerging technologies that support distance delivery.
This course focuses on theories and concepts of human motivation. Students explore what motivates students to learn, and examine strategies, techniques and interventions that promote and sustain learner motivation.
This field internship is designed to provide on-the-job experience in developing instructional design and technology competencies. Students will apply the skills and knowledge learned during their instructional design and technology program to a real-world workplace.
Discuss advanced topics in instructional design (ID), such as new ID models and innovative approaches to ID research. Invited specialists present lectures and lead discussions on current topics and projects. The student will discuss and contribute to each of these topics.
The course is designed to provide you with the distinctions and concepts necessary to apply various theories of learning, cognition and instruction to traditional and distance learning settings. These theories are tools that educators, administrators, instructors, counselors, parents and many others can use to make their endeavors more productive and useful. This course will introduce and illustrate the proper use of these tools in providing insights into defining and solving problems. The emphasis will always be on the use of these theories to solve realistic and relevant problems drawn from your own personal experience or from cases we will study.
In this course students will learn, explore, and apply some of the latest web technologies, research findings, principles, and instructional design techniques to design and develop collaborative learning activities and assignments in on-line environments.
This course is designed for students who intend to become professionals in the field of instructional design and technology. Professionals in any field should be able to do more than just perform the skills associated with it; they should also know something about the field’s history, its current status and the trends and issues likely to impact it. The purpose of this course is to help you become conversant in these areas.
This course covers different forms of media used for instruction, about how they can be produced and disseminated, and about the technologies that help and hinder the process of understanding. This course will explore how media, text, and technology intersect and will benefit students who anticipate authoring or sharing instructional media and texts as well as those who anticipate using or managing materials authored by others in an instructional context. We will focus on issues related to the open learning movement, through which technology is used to make instructional media and texts available to a wide audience.
This course will focus on the points where media, text and technology intersect. Primarily focuses on the open learning movement (courseware, software and resources), the history, technology and communication that facilitates learning outside the traditional classroom setting. Open learning will be explored from both the professional development and student learning perspectives.
The purpose of this course is to enable students to employ systematic instructional design procedures. As a result, students who successfully complete this course should be able to design a unit of instruction by using systematic instructional design procedures. The focus of this course is the application of instructional design principles to create instructional content that can be delivered to a target group of learners.
Development of Multimedia Instruction is a course for students who are already familiar with basic instructional systems design principles and who are prepared to practice them in a Web-based environment. The course focuses on the design, development, implementation/distribution and assessment of multimedia-based learning experiences.
This course introduces the conceptual issues and practical guidelines for conducting a program evaluation. This course will define and discuss the concepts and explore the theoretical basis of the diverse models and alternative approaches to program evaluation.
This course is designed to help students understand and comprehend project management principles, while engaging in the practice of project management. In this course students will be provided the appropriate scaffolding and instruction in order to gain the basic skills necessary to successfully lead a project team.
This course is designed for students to be able to introduce an instructional or non-instructional change initiative in an organizational environment and plan implementing that change and monitoring its progress based on their understanding of the systemic functions of the organization. These activities will take place in the context of human performance technology and with the purpose of improving organizational performance based on a systemic analysis of the organization.
This course is designed to provide the foundational information and activities to develop the skills necessary to be successful in completing performance systems analysis in a variety of settings. While the class will focus on a narrow domain, the skills learned in the course can be applied in a variety of domains.
Discuss advanced topics in instructional design (ID), such as new ID models and innovative approaches to ID research. Invited specialists present lectures and lead discussion on current topics and projects. The students will discuss and contribute to each of these topics. Additionally this course will cover ethics, contract negotiations, professional development, networking, stakeholder interactions, interviewing skills, instructional development and advanced presentation skills. This course will require the completion of a field internship and/or an advanced instructional design project for a field-based stakeholder as well as a comprehensive exam (professional portfolio).