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Course # Course Name Credit Description Semester Professor
EDIT 704

Instructional Technologies (IT) Foundations and Theories of Learning

 

 

 

3

This course deals with the psychological foundations of learning and cognition (i.e. thought processes and thinking). It begins with an overview of learning theory and its relationship to instruction in general and to Instructional Technology in particular. It then examines behaviorist principles of learning where learners are thought of as reactive agents in the learning process and where the learning outcome is accomplished through behavior shaping strategies such as extrinsic reinforcement and drill and practice. Next, the course examines cognitivist principles of learning where learners are perceived as proactive agents in the learning process. Learning outcomes in this case are accomplished as a result of mental events or processes that transform instructional content to usable knowledge. Finally, the course examines constructivist principles of learning where learners are perceived as active agents in the learning process but the cognitive dimension takes the perspective that students construct their own learning by taking ownership of the learning process and becoming self-directed and self-regulated learners. Constructivism takes the view that learning is a function of the content, the context, the activity of the learner, and, perhaps most importantly, the goals of the learner.        

For each of the learning paradigms/theories discussed above, the course will examine its implications on instruction. Examples of learning and teaching strategies, classroom applications, and educational units that model the techniques of those paradigms as well as the integration of technology into the design of such units will be demonstrated and discussed.

Psychology of Learning for Instruction, Marcy Driscoll

 

Fall 2004
Dr. Janeula M. Burt
EDIT 705
Instructional Design
3

This course will provide students with an introduction to the design, development, and evaluation of instructional materials. The course will review fundamental principles, learning theory, and instructional strategies relevant to the process of instructional design.

The objectives for this course include the following:

  • to demonstrate the systematic application of instructional design concepts and principles in the planning of an instructional module in a specific setting
  • to identify and discuss relevant issues related to the application and practice of the instructional design process
  • to investigate and synthesize theoretical and practical concepts in the instructional design literature

Instructional Design 2nd Edition by Patricia L. Smith and Tillman J. Ragan

 

Fall 2004
Cynthia McCourt
EDIT 575
Authorware
2

This course provides an introduction to the Macromedia Authorware program, one of the most utilized interactive multimedia authoring tools in the field.  Students will have the opportunity to learn the fundamentals of Authorware through in class demonstrations, hands-on lab instruction and, assignments consisting of developing instructional sequences.  Utilizing Authorware, this course will provide the designer with the core foundations for the development of computer-based training.

 

Spring 2005
Kenneth D. Gray
EDIT 575

Director

 

2

Introduces specific authoring tools through hands-on lab instruction, interaction with the software interface, construction of instructional sequences, importing video and audio clips, resource management, and animation. Content is customized to the particular software tool presented. An intermediate level of general computer skills is assumed, as is some basic knowledge of multimedia elements such as graphics and text.

Special Edition Using Macromedia Director MX. Rosenzweig, G. (2003). Inianapolis: Que Publishing

 

Summer 2005
Stephen S. Latourette
EDIT 730

Analysis and Design of Multimedia/Hypermedia Environments

 

 

 

 

3

This course will provide students with opportunities to experience the instructional design process as applied to the development of a computer-based instructional prototype module. Students will have the opportunity to interact with subject matter experts, draft a comprehensive design approach and implement their ideas using an authoring system. The course will be focused on facilitating connections between the instructional design literature and the practice of designing and developing instruction using multimedia technology.

Multimedia-based Instructional Design, by Lee & Owens, 2004

Task Analysis Methods for Instructional Design, by Jonassen, Tessmer, & Hannum, 1999 From Needs Assessment to Action, by Altschuld & Witkin, 2000

 

Fall 2005
Dr. Kevin A. Clark
EDIT 732

Advanced Instructional Design

 

 

3

This course provides students with the knowledge and skills for designing highly contextualized and engaging learning environments based on the principles of constructivism, situated cognition, open-ended learning, and learner-centered instruction. The readings expose students to current and emerging theoretical perspectives as evidenced by instructional design literature and applications. The focus is on grounded design or theory-based design, which differs from the systematic process of instructional design as discussed in EDIT/EDCI 705. However, many principles of systematic instructional design will be fundamental to understanding and implementing this approach. Additionally, the course emphasizes the design of online learning environments using a variety of constructivist-based pedagogical models. The course will be conducted through a mixture of lecture, in-class discussions, online discussions, and project-based collaborative learning activities.

Online Learning: Concepts, Strategies, and Application. Dabbagh, N., & Bannan-Ritland, B. (2005). Merrill Prentice Hall Theoretical Foundations of Learning Environments. Jonassen, D. H. & Land, S. M. (2000).

 

Fall 2005
Dr. Nada Dabbagh
EDIT 575

Captivate

 

1

This class introduces students to the world of software simulation and interactivity using Captivate. Through hands-on lab instruction, students will learn the skills necessary to develop a simulation and interactive instructional Flash movie without any programming skills. Major features in Captivate such as audio creation, editing, and import as well as animation will be discussed. Students can apply the concepts taught in Captivate to other authoring tools.

Essentials of Macromedia Captivate by Kevin Seigel

 

Spring 2006
Pamela Rockx
EDIT 526

Web Accessibility and Design

 

3

This 3-credit course will enable students to use Macromedia Dreamweaver, basic HTML coding, and other Web development tools to design and develop a comprehensive website in accordance with universal Web design standards and Web Accessibility Guidelines as defined in Section 508 of the Rehabilitation Act. Students will be actively involved in experiencing the obstacles people with disabilities face when accessing the Web and will learn how to use Web development tools to design a website that avoids those obstacles by applying the principles of universal web design and Web Accessibility Guidelines.

The WebAIM Guide to Web Accessibility—Complete Web Accessibility Suite (CD-ROM), which must be purchased online http://www.webaim.org/products/training/

 

Spring 2006
Paul Bohman
EDIT 752

Design and Production of Multimedia and Hypermedia Environments

 

 

3

This course will provide students with the opportunity to explore issues related to the design of Web-based instruction.  Emphasis within the course will be placed on discussing and communicating the design of powerful instructional strategies possible on the Web. Students will be expected to evaluate various strategies, associate current Web-based technology with learning theory and participate in the design process of a prototype instructional Web site based on specific content.

Planning and Conducting Formative Evaluations, Martin Tessmer, Kogan Page 1993The Design of Sites, Douglas K. Van Duyne, James A. Landay, & Jason I. Hong, Addison-Wesley 2003

E-Learning and the Science of Instruction, Ruth Colvin Clark & Richard E. Mayer, Pfeiffer 2003Evaluating Training Programs: The four levels (2nd edition), Donald L. Kirkpatrick, Berrett-Koehler 1998

 

Spring 2006
Dr. Kevin A. Clark
EDIT 601
Instruction Design and Development Portfolio
1

This 1 credit course enables students to create and publish an electronic portfolio that demonstrates effective and meaningful integration and syntheses of Instructional Design and Development (IDD) concepts, principles, and competencies learned across coursework at mid program point. Students will understand the principles of a portfolio from a cognitive perspective and the tools and processes used to create and publish an electronic portfolio. The course will enable each student to develop an electronic portfolio that represents the scope and depth of his/her goals, plans, and accomplishments in coursework, and provides both a vehicle for self-reflection and a comprehensive record of a student's experiences and ongoing progress toward academic and professional goals. Students should have completed approximately 12-15 credits of program coursework prior to taking this course.

 

Spring 2006
Dr. Nada Dabbagh
EDIT 590
Educational Research
3

This three credit hour class helps students develop skills, insights, and understanding basic to performing research, with emphasis on interpretation and application of research results. The course critiques research and uses findings in educational settings.

education research by Gay Mills and Airasian

Summer 2006
Dr. Carol Raphael
EDIT 772
Macromedia Flash
2

EDIT 772 provides an overview of Macromedia Flash using guided lecture materials and a hands-on approach.  The course includes a review of the Flash interface, features, tools, and specific concepts relating to how graphics and animation are created using the product.  Students apply the knowledge and skills learned by creating several Flash products plus a semester project.  

 

Summer 2006
Wanda Mally
EDIT 701
Advanced Instruction Design and Development Portfolio
1

This 1-credit course enables students to expand and refine the IDD electronic portfolio created in EDIT 601. This is a self-directed course in which students experience a self-reflective process allowing them to build on their mid program IDD portfolio by integrating and synthesizing their understanding of IDD based on their entire program coursework. Students will expand their mid program electronic portfolio to include contributions from coursework completed after EDIT 601, and will revise and refine previous reflections about ID concepts, principles, and competencies to include new understandings and realizations. In addition, students will develop a visual conceptual framework and reflect on the components of this framework in a narrative that demonstrates analytical and integrative thinking. Students should take this course in their last semester of coursework. 

Summer 2006
Dr. Kevin Clark
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