Guide to abbreviations

Pre indicates pre requisite requirements

H indicates credit hours

C indicates hours of credit awarded for completion

Roman numerals indicate the semester typically offered (I: Fall semester, II: Spring semester)

Note: Please click here to access a sample Plan of Study for full-time masters students.

An introductory instructional technology course. Principles and production of audio-visual materials and methods in instruction. Application of microcomputers in instruction, emphasizing computer literacy, programming and evaluation of instructional software. Course in methods of teaching, field teaching experience, or teaching experience required. Pass/Fall only.

(2H, 3L, 3C) I, II

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.

(3C)

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.

(3C)

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.

(3C)

Historical, philosophical, theoretical, technological, and ethical underpinnings of the Instructional Design and Technology field. Development of the field, major trends, tenets, and opportunities for professionals in the area.

(3C)

A basic familiarization course for in-service teachers and other school personnel. Focus on computer literacy and specialized applications of microcomputers in school settings. Introduction to microcomputer hardware, CAI, and other local-school applications software. Microcomputer lab time required.

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.

Pre: 5114, 5164. (3H, 3C) I

Introduces students to "behind-the-scene" dimensions of instructional technology found in educational institutes and other public or private workplaces. Examines those issues, policies, and practices which impact heavily upon the life and success of instructional technology innovations in both the public and private sector.

Pre: 4164, 5164 or 5314. (3H, 3C) I

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.

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 preview of selected media-supported instructional products.

Pre: 5164, EDRE 5404. (3H, 3C) II

Integration and application of theories, principles, practices and skills in a variety of authentic settings. Clinical approach to project development using design and development teams to produce effective learning solutions for clients. May be repeated for a maximum of 9 hours.

Pre: 5164, 5564. (3H, 3C) I,II

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.

(3H, 3C) I

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.

(3C)

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.

(3C)

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.

(3C)

Students will be introduced to the theoretical and practical aspects of designing, developing, implementing, and evaluation professional development programs.

(3H, 3C) I.

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

(3C)

EDIT 5754 Internship in Education

EDIT 5764 Externship in Education

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

I, II, 3C

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

I, II, 3C

Students independently pursue an IDT-related interest that has developed during the master’s program. Students produce a substantial final project demonstrating competence in IDT skills, application of learning design principles, growing professional independence, and an ability to be a lifelong learner in the field of instructional design and technology.

EDIT 5964 FIELD STUDIES IN EDUCATION

EDIT 5974 INDEPENDENT STUDY

EDIT 5984 SPECIAL STUDY

EDIT 5994 RESEARCH AND THESIS

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

Pre: 5114, 5164. (3H, 3C). I, II

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

Prerequisite(s) : EDIT 5164 and EDEP 5114 or EDIT 5154

Analysis of various educational research methods and their applications in instructional technology contexts. Students will be required to develop a research proposal related to their prospective dissertation topic.

(3H, 3C). II

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.

Pre: EDRE 5404. (3H, 3C) II

EDIT 6944 PROFESSIONAL SEMINAR

EDIT 7754 INTERNSHIP IN EDUCATION

EDIT 7984 FIELD STUDIES IN EDUCATION

EDIT 7994 RESEARCH AND DISSERTATION