There are 12 units of coursework dedicated to the core courses in the MSIDT Program.
There are 6 units of coursework associated with the advanced pedagogy.
There are 6 units of coursework dedicated to completing the practicum in instructional design and technology.
This is a fast-track cohort program consisting of 10 courses over a 21 month consecutive cycle. You will be taking 2 courses that link together over each 16 week period which is referred to as a “term segment”. Note that there will be a one week break between course segments and campus and legal holidays, etc. will be observed. As a cohort program, you will start the program with other students, and this means that you start at the beginning of the program and continue with the other students per the scheduled sequence. You cannot start at any point along the course sequence and cycle. If you do stop at some point for any reason and then decide to continue your participation in the program, you will need to take the courses only when they are offered again in the cohort cycle.
Degree Requirements – 30 Semester Units
Core Courses (12 units, including Boot Up Orientation, Midpoint Symposium)
- IDT 505 – Foundations of Instructional Design and Web Authoring Tools
- IDT 510 – Research Practices in Instructional Design and Technology
- IDT 520 – Instructional Design 1: Issues in e-learning and the Design Process
- IDT 525 – Learning Theories for Post-secondary and Adult Instructional Settings
Advanced Pedagogy (6 units)
- IDT 530 – Instructional Design 2: Advanced Issues in Implementation, Management, and Program Evaluation
- IDT 535 – Instructional Strategies and Universal Design Issues in Learning Environments
Advanced Technology Applications (6 units)
- IDT 540 – Systematic Approach to Web and Multimedia Design and Development
- IDT 545 – Trends, Emerging Technologies, and Issues in Instructional Design
Culminating Experience (6 units)
- IDT 550 – Practicum in Instructional Design and Technology
- IDT 597 – Project
Provide students with necessary understanding of systems, hardware, and networking environments to develop instructional tools and products using a multimedia authoring tool. Course objectives include: The ability to describe and manipulate the basic levels of an authoring environment. The use hardware and software to apply basic animation, sound, and other multimedia properties to an authoring environment. The analysis and assessment of basic media and authoring programming elements as they apply to hardware/networking environments.
Research course on terms and accepted procedures in qualitative and quantitative inquiry as they apply to instructional design and technology. Students conduct controlled portions of IDT research and prepare preliminary proposals for larger projects.
Focuses on the systematic design of instructional courseware, including analysis, media selection, design, development, and evaluation. Topics include: learning principles, learner characteristics, instructional strategies, screen design, response analysis, feedback, and interactivity. Course objectives include: The ability to recognize and evaluate applications appropriate for designated learners. The identification of appropriate applications for interactive courseware. The specification and evaluation of appropriate use of media in interactive courseware. The development of storyboards and flowcharts for an interactive lesson. The design and development of a prototype.
Focuses on behavioral, cognitive, constructivist learning theories, related concepts, and their implications for designing instruction. Develops students’ critical thinking about desirable cognitive outcomes when designing educational experiences. Course objectives include: The ability to examine learners’ learning preferences and their capacities to organize and coordinate information. Comparing and contrasting emerging theories of adult learning (andragogy) with theories of how children learn (pedagogy). Recognizing the impact of learning theories on the design of learning environments including environments where technology supports learning.
Focuses on application of computer-based instructional design principles to developing new methods and materials for technology-based instruction. Topics include computer based instruction, planning, assessment, design principles, and development tools. Students will design multimedia courseware. Course objectives include: The ability to determine appropriate design strategies for an assigned instructional program. The development of storyboards and flowcharts for an interactive lesson with appropriate tools. The recognition and assessment of factors impacting cost and scope of multimedia projects. The assessment of the capabilities of authoring tools, programming languages, and HTML.
Provide students with training in instructional strategies for Pre-K through adulthood. Emphasis on current research on instructional strategies and assistive technologies in a variety of instructional contexts. Course objectives include: The ability to effectively select the instructional strategy that meets the instructional needs of the learner. The understanding and effective use of the concepts of learning styles in a variety of instructional contexts. The assessment and utilization of appropriate technology with a variety of instructional strategies to meet the needs of the learner.
Focuses on the design, development, and implementation of Web pages and sites for instructional purposes. Emphasis on issues surrounding using the World Wide Web for instruction. Course objectives include: The ability to use the World Wide Web to locate resources for research and teaching. The design and development of a Web site for instructional purposes. Describing and assessing ways the World Wide Web are likely to change the teaching and learning.
Focuses on the theoretical basis, issues, and strategies for improving teaching and learning through the use of emerging technologies. The ability to develop a curriculum-based instructional project that incorporates one (or more) emerging technology. Describing and evaluating ways in which emerging technologies are likely to change the teaching and learning process. Locating, analyzing, and synthesizing resources that identify and describe the development and use of emerging technologies in teaching and learning.
Provides strategies for effectively implementing and evaluating instructional design and technology to improve learning; course includes significant field work assignments in work-related settings. Course objectives include: The ability to design, implement, and evaluate computer curricular experiences related to a specific topic or subject area. Analyzing and describing the roles and responsibilities of training specialists. The discussion and implementation of effective training techniques.
Individual research on an empirical project, conferences with the instructor, culminating in a multimedia research based project.