Instructional Design & Technology Programs
Instructional Design & Technology
Below are the course numbers, titles, and descriptions of the courses offered by the Department of Instructional Design & Technology. The required course list for a master's in IDT is available; the required course list for a certificate in eLearning and online teaching is also available.
Online core classes are offered in a seven-week block format to allow students in the Master of Science in Instructional Design and Technology program to complete the degree faster. With this option, students have the option of taking a maximum of 12 credit hours a semester, allowing them to complete their degree in three semesters (two semesters and summer). This format will only be available to those completing the degree online. Each block will be seven weeks followed by a one week break. The only class that will remain a 16 week course is the IT899 Masters Project in IDT. For more information go to Course Rotation and Sequence.
This course is intended to provide students with a clear picture of the field of instructional design and technology, the trends and issues that have affected it in the past and present, and those trends and issues likely to affect it in the future.
This course is an introductory level webpage design course. As you progress through the class you will be introduced to the basic commands that will get you started in designing a web page for instruction, training or corporate use. This course will provide you with theoretical and practical understanding of the various applications of website design and development. The course will help you to develop fundamental computer literacy skills using website application software, with an emphasis on acquiring problem solving and high-level critical thinking skills. Knowledge will be gained in website design and development through readings, discussions, and hands-on activities.
Moodle, an open source learning management system, is rapidly being deployed in K-12 schools, community colleges, universities and corporate training environments around the world. Through this course, participants will experience Moodle’s features first hand as a learner. Then, as a course creator, course participants will use Moodle to build their own course. Course discussion will include tool selection; effective course design; and facilitating a collaborative, constructive learning environment.
The digital game revolution has spawned an entertainment industry that is bigger than the movie and music industry. It is now starting to impact education in a major way. In this course, after analyzing this evolving revolution, we will identify how games teach and why they work. Case studies and examples of game-based learning programs will be reviewed. The roles of teachers and trainers in implementing digital game-based instruction will be addressed. Students will then create a digital game-based instructional program.
This course provides a comprehensive look at the possibilities and potentials of integrating mobile devices into teaching and learning. The goal of this course is to empower teachers and instructional designers to use mobile devices for both professional and instructional use. In this course, students will research and evaluate the use of, as well as integrate, mobile devices into teaching and learning. Students will identify challenges and opportunities involved with teaching and learning with mobile devices, explore and evaluate mobile applications and systems, as well as design mobile technology-enhanced instruction.
Take your presentations to the next level by creating captivating slides, animation effects, and graphics with presentation software. Learn how to create custom designed slides, format pictures and graphics, illustrate ideas with SmartArt, display data with charts and graphs, develop sophisticated animation sequences, use advanced drawing tools and create slides that encourage audience interactivity. We will also investigate basic design principles, delivery techniques and strategies from master presenters.
Learn cool special effects using Adobe Photoshop Elements, jazz up your instructional images for enhancing learning whether in the classroom or a corporate setting. Do you know ineffective image use can actually depress learning? Find out how to use proven instructional design strategies based on current research and theory. Plan, design and evaluate effective visuals for maximizing learning potential and performance. Use graphics to support the application of knowledge and skills through visual design, psychological functions, surface features, instructional communication functions, and the communication environments. The course will include both theory and practical instructional design applications.
Digital Storytelling takes the timeless art of storytelling to a new level by using easy to learn software to create and tell captivating stories. After learning the basic elements of powerful script writing and storyboarding, students will translate these into digital media that speak to the emotions. This powerful new way of communicating is a great way to reach out and share stories with a growing “YouTube” Generation.”
This course will aid students in the interpretation of visual messages and application of basic principles of visual literacy to communication and problem solving, especially, but not limited to, the educational setting. There will be class discussions to reflect upon the theory of visual literacy and share responses to various activities. The culmination of the class will be a usable student-generated project involving visual literacy skills.
Students in this course will design and develop a project that includes the essential elements of the Universal Design for Learning (UDL) using technology. The course will include a review of the literature specifically related to accessibility and UDL. Students will be able to identify learner needs and plan curriculum that will include accessibility for all.
This course is designed to enhance and extend the technology skills of practicing educators, apply those skills in innovative ways, and create lesson plans that support collaborative, project-based learning. It examines the theoretical and philosophical underpinnings required to transition to a technology-rich classroom. Practical ideas, suggestions and lesson plans to ensure successful technology integration will be provided.
(Prerequisite, consent of instructor.) To provide in-depth studies in specific dimensions of teaching, such as techniques of questioning, evaluation of instruction, evaluation of curriculum. Topics will vary from semester to semester.
To provide in-depth studies in specific dimensions of teaching, such as techniques of questioning, evaluation of instruction, evaluation of curriculum. Topics will vary from semester to semester. This course is offered only by pass/no credit.
This course prepares IDT graduate students to translate the theoretical basis of instructional design to the practice of designing and developing technology-based instruction/technology-rich instruction. It examines the application of foundational theories for instructional design that includes learning theories and instructional theories.
This course will provide the student with an understanding of research methods with particular emphasis on the field of Instructional Design and Technology (IDT). Students will apply their understanding of research methods to significant research articles in IDT; thus, expanding their understanding of key areas of research in the field of IDT.
This course presents a systematic method for the planning and development of instructional programs. Students will examine the research, theory, and principles supporting contemporary methods of instructional design as well as analyze and apply instructional design principles to specific instructional design problems. In addition, the course will culminate with a final project that applies instructional design principles, including the evaluation for instruction and the evaluation of instructional programs.
This course presents a review of the systematic design of instruction as well as an overview of the use of multimedia instructional programs in education. The primary focus of the class is the application of instructional design principles to the development of a multimedia instructional program using a variety of presentation media.
This course focuses on the technology and design of websites to communicate effectively online. Examined, will be crucial features of what is needed to generate quality content for training or instruction in e-learning environments. Students will have the opportunity to design and develop a training or instructional website related to a professional area of interest.
Offers an overview of the current issues in the three broad areas of distance education, K-12, post secondary, and business/corporate/government/military. The course addresses the trends and overall resources available for delivering education via virtual classrooms. Accreditation, benchmarks, assessment, and limitations of distance education will be covered.
This course will concentrate on the application of instructional design principles and eLearning development tools for the corporate eLearning environment. This will include application of theory in settings that demand communication skills and teamwork to develop corporate eLearning education. Examples include designing and developing educationally unique approaches to compliance, job specific, and other directed types of corporate training.
(Prerequisite, permission to enroll must be approved by the chair of the department.) Under individual direction, the student will select and pursue the investigation of special problems.
(Consent of instructor or department chair.) This course is designed as a practical experience where the student is assigned duties in a professional setting. Students apply their knowledge and skills in instructional design and technology by assisting a professional with “real world” issues in the field. A minimum of 50 clock hours is required per credit hour. An internship agreement and additional course work is required. Graded Pass-No Credit.
(Prerequisite, IT800 and consent of instructor or department chair.) This course is designed to facilitate the completion of the capstone project/thesis. Completion of the project/thesis will require the student to demonstrate/defend in an open forum the culminating Instructional Design project/thesis. The project/thesis will be conceptualized in consultation with the advisor, approved by the advisor, updated, and refined as the student completes class work during the course of study. The final project/thesis will form a coherent package integrating the student’s instructional design and technology experiences and research related to anticipated or ongoing professional responsibilities. Project/Non-thesis Track requires 3 hours of IT 899; Thesis Track requires 6 hours of IT 899.