Administered by Department of Instructional Technology
Effective Fall, 2003
57.535 Instructional Applications of Robotics(3) - Introduces the basic concepts and approaches to using robotics as an educational tool in the classroom. The instructional use of robotics complements the teaching of principles and concepts in mathematics, physical science and computer science. Working with robotics also provides opportunities to problem solve and team build. This course will include discussions and experiences in the use of constructivist learning principles.
57.540 Technology Planning Across the Curriculum (3) - Examines a systematic process for the identification, selection, use, and evaluation of technology within the curriculum. Students create technology plans for the classroom, building and district levels. Consideration is given to a number of issues that affect the procurement and use of technology in schools. Students also choose a specific technology in which they will develop expertise for use in curriculum planning.
57.542 Technology Applications for the Classroom (3) - Explores the role of technology in the classroom. Special emphasis is placed on the use of technology as a mind tool to create a constructivist, higher-order thinking and learning environment. Students become proficient in a wide range of technologies and apply the instructional systems design process to all projects.
57.546 Research in Instructional Technology (3) - Prepares students to evaluate and conduct research in instructional technology. Students analyze research literature in instructional technology, evaluate the various methodologies used in the research process, conduct a research project, and write a research paper using a systematic approach.
57.550 Instructional Design (3) - Examines the systems approach for the design, development, and evaluation of instruction and training materials. Students conduct a needs assessment and instructional analysis, write objectives, develop instructional strategies, and develop a teacher's guide and student materials. Specific emphasis is given to applying instructional design techniques to the design and development of instructional products in print form.
57.551 Advanced Instructional Design (3) - Serves as a sequel to Instructional Design (57.550) by providing additional information and practice concerning the design of effective instruction. Course goes beyond the introductory course by elaborating on the design of instructional strategies for specific learning outcomes, techniques for writing effective test items, and procedures for formative and summative evaluation. In addition, the course emphasizes learning theory, cognitive and behavioral approaches to instruction, a comparison of instructional design models, and research evidence that supports instructional design practices.
57.556 Applying Theories of Learning to Interactive Technologies (3) -Focuses on the application of theoretical principles of learning and instruction to the design of instructional materials. Topics include behaviorism, information processing models, cognitive science, memory models, constructivism, cognitive strategies, and the learning theories of a number of influential theorists. In addition, the course emphasizes learning theory, cognitive and behavioral approaches to instruction, a comparison of instructional design models, and research evidence that supports instructional design practices. Students critique commercial software and design two brief instructional modules incorporating specific principles of cognitive science.
57.560 Multimedia Productions (3) - Provides a survey of the major aspects of multimedia production from the user perspective. Included are hands-on experiences with hardware, software and file manipulation. Examines research and theories of multimedia as well as guidelines for the development of instructional multimedia. A course where users create and integrate media into software applications.
57.562 Digital Imagery (3) - Provides in-depth knowledge and experience in creating and producing both raster and vector digital images using digital cameeras, scanners, and comprehensive digital editing software such as Photoshop and Illustrator. Prerequisite: 57.560 or approval of the instructor.
57.572 Authoring Tools for Cross Platforms (3) - Acquaints students with authoring tools that may be implemented on Macintosh and PC platforms. Writing code for multimedia and hypermedia applications is emphasized. Software, such as Macromedia Authorware and Macromedia Director, is used to develop computer presentations. Applications for use in kiosks and for training are reviewed and developed with emphasis on good design and programming techniques.
57.573 Authoring Tools for Windows (3) - Provides a careful, in-depth study of various authoring systems and authoring tools in a Windows environment. Software packages, such as Toolbook, are used to develop computer projects. Specific areas of emphasis include types of authoring software, generalized authoring options, specific techniques for planning and creating instruction using the authoring tools, and principles of effective design of computer-based instruction.
57.574 Authoring Tools for Networks (3) - Provides study of software and systems for web environments. Sofware such as Cold Fusion is used to develop database web projects. Areas of emphasis include types networks, database software and database design.
57.575 Managing Multimedia Projects (3) - Provides a culminating experience in the Instructional Technology curriculum. Students are teamed together to apply concepts and skills learned in previous courses to simulate a hypothetical business environment. Student teams use a systems approach to design, develop, and evaluate a comprehensive interactive computer-based multimedia project.
57.577 Advanced Authoring (3) - Provides an in-depth look at advanced topics in multimedia authoring. Advanced authoring software, such as Authorware and Director, will be used to develop applications that require the u se of external data and complex scripting techniques. Applications for training are a special focus of the course. Prerequisite: 57.572 or instructor approval.
57.580 Instructional Applications of Internet (3) - Helps educators integrate the Internet into the curriculum to improve teaching and learning. Students learn basic and advanced concepts of the World Wide Web and the tools used to access Web sites, construct a web page, learn the educational applications of web sites, and web site management. Students learn techniques for gathering, organizing and managing Internet information, apply Internet multimedia applications to the classroom, and explore emerging Internet technologies, issues and trends.
57.584 eTraining Strategies (3) - Prepares students with knowledge, skills, and tools in the area of distance communications. Topics covered include communications, technology, delivery systems, instructional development for distance education, and program quality assessment.
57.585 eLearning Concepts and Techniques (3) - Provides students with knowledge and experiences in designing, developing and delivering e-learning courses. This course teaches how to design corporate-based web instruction for delivery over a corporate intranet or internet. Students will experience participating in an instructional event as an on-line learning. Students will also identify the fundamental elements that make web-based instruction effective.
57.586 Blended eLearning (3) - Provides in-depth knowledge and experience in creating and producing a variety of online materials appropriate for a blended approach to teaching and training.
57.590 Graduate Internship (3) - Allows students to put into practice the theories that they have learned in previous courses. Each internship must last at least 6-12 weeks in duration, be directly related to the general content of the master's program, and be supervised by a professional in the multimedia field.
57.599 Master's Thesis (6) - Consists of an independent scholarly investigation in which the student designs, develops, implements, and evaluates a brief instructional module to address a specific audience. Under the direction of a faculty committee, the student identifies a performance problem in an audience of interest, and works with a subject matter expert to design and produce instruction on a particular topic. The instruction is later implemented with the target audience and evaluated for its effectiveness. The student then makes the necessary revisions based on the evaluation data.