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Instructional Design and Technology

*Ed.D. in Curriculum and Instruction

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INTERNATIONALLY RESPECTED

Instructional Design and Technology (IDT) applies what is empirically understood about how humans learn and improve upon performance to the design, development, implementation, and evaluation of learning and performance support products, processes, and environments. IDT professionals understand and leverage technologies as both product (such as a Web-based course for distant learners or print-based job-aids for the workplace) and process (such as an iterative and formative approach to learner assessment). Instructional technologists practice their unique, multidisciplinary profession in a variety of settings including industry, preK-12 schools, higher education, and government.

The doctoral degree programs are offered at the Blacksburg campus. The Blacksburg campus offers students the full services of the university, including an extensive library, technology support, and the Graduate Life Center.

RIGOROUS, DYNAMIC PROGRAM

Our faculty and staff in the Instructional Design and Technology Program have very diverse interests that encompass all aspects of instructional technology and committed to support students as they develop the professional, academic, research, and interpersonal skills required for a successful career of their choice.

Our coursework is designed to help students advance their understanding of educational issues, theories, and practice related to Instructional Design and Technology. Our IDT program is affiliated with the Center for Instructional Technology Solutions in Industry and Education (CITSIE) that offers excellent research opportunities with a focus on design, development, and evaluation of learning experiences, distance learning, health promotion, preparation of instructional technology professionals, and innovations in technology.

THE DOCTORAL PROGRAMS

The Ph.D. is considered a research-focused degree, for those who are interested in pursuing a career in academia where the conduct of research would be an integral part of one's position.

The Ed.D. is an applied degree, for those interested in leadership roles outside of academia. In this case, learning about the application of research to generate evidence-based practices is the focus of this curriculum.

In terms of the individual Plans of Study, the primary difference in terms of the doctoral programs of study is related to the research requirements: the Ed.D. requires 12 credit hours and the Ph.D. requires 15 credit hours. Both degrees involve theoretical and practical learning outcomes and both are 90 credit hours total. 

OUR GRADUATES

Graduates of our Instructional Design and Technology Doctoral programs typically assume dynamic roles as faculty in higher education, advancing research in the field and preparing the next generation of instructional technologists for the profession.

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WHAT YOU'LL STUDY

The Ed.D. requires a minimum of 90 credit hours including 12 hours of research coursework and 30 credit hours of dissertation. No more than 6 hours of Post Masters courses may be taken online. Resident full-time study for Ed.D. students must be satisfied in two consecutive academic years (excluding summers).

The Ph.D. requires a minimum of 90 credit hours, including 15 hours of research coursework and 30 credit hours of dissertation. No more than 6 hours of Post Masters courses may be taken online. The Ph.D. requires two years of residency. Resident full-time study for Ph.D. students must be satisfied in two consecutive academic years (excluding summers).

Students successfully completing this program will earn an Ed.D. or Ph.D. in Curriculum & Instruction with a specialization in Instructional Design & Technology.

Since doctoral students matriculate with varying degrees of professional experience and master’s degrees from different institutions, each student’s program of doctoral study is individually designed and may include courses that are transferred in from the student’s master’s degree program. Your advisor will help you develop your Plan of Study that includes all of the courses that you intend to take as part of your doctoral work.

Doctoral students will complete a minimum of 60 hours of coursework (inclusive of courses accepted for transfer from other institutions); these courses are organized as follows:

Mandatory Courses

Doctoral students will study mandatory courses such as 

  • Principles of Instructional Design OR Design for Learning
  • Foundations of IDT
  • Learning Theories for Instructional Design OR Theoretical Foundations of Technology Enhanced Learning 
  • Trends in IDT
  • Applied Theories of Learning
  • Research in IDT
  • Professional Seminar

Foundations Courses

Students are encouraged to enroll in one course that address the history, sociology and philosophy of educational institutions or enterprises with which the student's career goals indicate she/he will be associated. This area of the program is intended to ensure that each student has studied the general context of education into which the specialized area fits.

Research Courses

Fifteen graduate semester hours in advanced research-related courses by enrolling in the Quantitative Sequence or the Qualitative Sequence. 

Quantitative Sequence

  • 6 hours of quantitative research courses
  • 3 hours of a qualitative research course
  • EDIT 6664: Trends in IDT
  • EDIT 6654: Research in IDT

-- OR --

Qualitative Sequence

  • 6 hours of qualitative research courses
  • 3 hours of a quantitative research course
  • EDIT 6664: Trends in IDT
  • EDIT 6654: Research in IDT

Concentration Courses

  • Advanced graduate work in the Concentration Area may include the following EDIT courses: formal coursework, graduate seminars, independent studies, clinical studies, internships, externships and/or field studies.

Cognate Courses

  • Each doctoral student is expected to complete a minimum of 3 credit hours of coursework in a cognate outside of the Instructional Design and Technology program area. Cognate courses should be related to and supportive of the student's area of studies.

Dissertation Course Hours

Ph.D. students enroll in a minimum of 30 credit hours of Research and Dissertation.
For students who plan to graduate in three years, possible activities for their dissertation hours each semester could include:

  • 1st semester, 2 credit hours, directed readings (see reading list)
  • 2nd semester, 3 credit hours, prepare for preliminary examination
  • 3rd semester, 3 credit hours, prepare for pre-prospectus planning meeting
  • 4th semester, 3 credit hours, prospectus
  • 5th semester, 9 credit hours, conduct research
  • 6th semester and beyond, dissertation research and writing

DISSERTATION

The doctorate in Instructional Design & Technology is not awarded solely on the basis of coursework completion. To graduate, each student must also conduct an original research study culminating in the presentation and defense of a dissertation. Many students write their dissertations in the traditional five-chapter format (i.e., as a research paper with an introduction, literature review, methodology section, results, and conclusion).  

Other options such as a journal article, creative, or arts-based dissertation are available.  Students work with the dissertation chairs and committees to determine the best format for their dissertation.

Course Descriptions

Theoretical perspectives on learning, cognition, and instruction as related to technology-enhanced learning (TEL) from Pre K to college. Concepts and principles for formal and informal learning and design instruction in a variety of settings using technology. Pre: Graduate standing.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

Course addresses the systematic design of learning experiences and environments. Emphasizes the use of instructional design (ID) models and predominant learning theories (behaviorist, cognitive, and constructivist) to create effective learning experiences. Explores models, principles, and processes used to support learning in both formal (e.g., education, industry) and informal learning environments. Students will design learning experiences employing the models, principles, and processes.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s): EDEP 5114 OR EDIT 5154

Corequisite(s):

A problem-based course applying the principles of message design in the development and production of learning materials. Involves the manipulation of appropriate design elements to influence understanding and behavior. Principles applied primarily through the use of the computer, but applicable to all media. Pre: Graduate standing.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

Philosophical, theoretical, technological, and ethical underpinnings of the Instructional Design and Technology field. Development of the field, tenets, and opportunities for professionals in the area. Pre: Graduate standing.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

Emphasis is on translating theory to the practice of instructional systems development. Examines the application of foundational theories of instructional design (systems theory, communication theory, learning theories, and instructional theories) to the development of technology- based learning materials.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

Introductory or advanced, project-oriented course which examines software tools used to create and organize data for a variety of media elements such as text, graphics, images, animation, audio and video. Topics also include principles, techniques, and modern practices used to produce and/or deliver interactive, multimedia applications for education, professional training, public information, and retail marketing. May be repeated to a maximum of 9 semester hours.

Credit Hour(s): 1 TO 19

Lecture Hour(s): 1 TO 19

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

Applied evaluation concepts and issues based on effective instructional design principles and message presentation guidelines derived from the behavioral and cognitive sciences. Students participate in the summative evaluation of a commercially-produced and implemented instructional program as well as conduct the formative evaluation and review of selected media-supported instructional products.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

This course will provide an overview of the current trends and relevant issues in the field of distance and distributed learning systems. The planning, development, and implementation of distance learning programs will be examined from student, faculty, and administrative perspectives. A variety of distance teaching technologies will be utilized to demonstrate the possibilities and implications of their use for distance instruction.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

Critical examination of the design, adoption, and use of a digital media (digital games, simulations, social networking technologies) for primarily P-20 education. Applications to formal and informal learning environments.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s): EDIT 5234, EDEP 5114

Corequisite(s):

Design processes is for developing interactive learning media incorporating arts, sciences, and education. Design phases including ideation, storyboarding, public presentation and critique. Design principles and output scenarios for prototyping interactive media to support teaching and learning. Pre: Graduate standing.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

Methods of developing and evaluating interactive media (hypermedia, multimedia, and serious games) for formal and informal learning contexts. Writing, editing, graphic design, interface design, storyboarding, prototyping, formative evaluation, quality assurance, documentation, and teamwork. Pre: Graduate standing.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

Reflection on the role of instructional design and technology (IDT) skills and solutions in ones own professional practice. Preparation and evaluation of electronic portfolio documenting achievement of learning outcomes and adherence to professional standards in IDT.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s): EDIT 5164, EDIT 5274

Corequisite(s):

Study of problems of professional educators in such areas as supervision, instruction, and curriculum development.

Credit Hour(s): 1 TO 6

Lecture Hour(s): 1 TO 6

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

Selected topics in curriculum and instruction, supervision, educational foundations, special education, research, and evaluation.

Credit Hour(s): 1 TO 6

Lecture Hour(s): 1 TO 6

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

NONE

Credit Hour(s): 1 TO 19

Lecture Hour(s):

Level: Graduate

Instruction Type(s): Research, Online Research

Prerequisite(s):

Corequisite(s):

Credit Hour(s): 1 TO 19

Lecture Hour(s): 1 TO 19

Level: Graduate

Instruction Type(s): Independent Study, VI

Prerequisite(s):

Corequisite(s):

Examination of theory and empirical research applied in modern approaches to instructional design.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

Application of learning and instructional theories to the practice of designing learning environments and particularly the development of technology-based learning materials.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s): EDIT 5164, EDEP 5114

Corequisite(s):

The purpose of this course is to introduce the students of instructional technology to the development and history of research in the field, to generate research principles, to the types of research in the field, and to the current trends in research in the field. Students will be given an opportunity to review and critique a wide range of research and be required to formulate a conceptual idea and complete a literature review of a potential research topic. Post-masters standing required.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

History and development of research in Learning Sciences. Research principles, types of research, review, and current trends. Criteria for assessing research quality.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s): EDIT 5164, EDIT 5234, EDEP 5114

Corequisite(s):

Research design integrating theoretical framework in Learning Sciences. Quality of questions, design, and analysis and presentation.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s): EDIT 6655

Corequisite(s):

The utilization of modern instructional media and technologies and their integration with other components of a learning system. The various electronic and computer-assisted technologies will be stressed as will the software support for classroom and individualized instructional modes.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

Presentation and critical discussion of current literature and major topics in curriculum and instruction. Provides students an opportunity to synthesize prior course experiences and to prepare and present a draft dissertation prospectus.

Credit Hour(s): 1 TO 19

Lecture Hour(s): 1 TO 19

Level: Graduate

Instruction Type(s): Lecture, Online Lecture

Prerequisite(s):

Corequisite(s):

Credit Hour(s): 1 TO 19

Lecture Hour(s):

Level: Graduate

Instruction Type(s): Research, Online Research

Prerequisite(s):

Corequisite(s):

THE COHORT MODEL

The doctoral programs operate on a modified cohort model. Full-time students who begin the program at the same time attend many of the same classes in the same sequence and pursue common plans of study. Part-time students enroll in courses at a pace and in a sequence determined by their enrollment status and in consultation with their advisor.

The benefits of a cohort model are many.  The cohort model is designed to facilitate social interaction, collaboration, and the formation of a supportive learning community. 

Students in cohorts learn from and help each other with the successful completion of coursework and professional networking. Students who participate in cohort models generally report a strong sense of belonging and are more likely to complete their programs of study in a timely manner.

NATIONALLY RECOGNIZED FACULTY

Ken Potter, Clinical Assistant Professor and Program Leader
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Katherine S. Cennamo, Professor
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Glen Holmes, Collegiate Professor
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Barbara B. Lockee, Professor
Kibong Song, Assistant Professor of Practice

AFFILIATED FACULTY