Instructional Des & Educ Tecn (IDET)

Conceptual foundations of the field of Instructional Design and Educational Technology. Considers historical factors that contributed to the development of the field. Considers underlying systems concepts. Introduces major publications and professional organizations in the field. Includes a research project.

Introduces the uses of technology in classroom environments. Examines and practices technology integration within classroom environments, using various applications, instructional and productivity software, as well as evaluation tools and resources. Addresses development of integrated instructional activities and a collaborative final project related to selected instructional goals.

Application of a variety of computing applications integral to effective hypermedia development.  Study of hypermedia design research.  Production of a series of hypermedia objects in audio, video, and graphic production, as well as a final project related to selected instructional goals.

Provides an introduction to instructional design theory, principles, and techniques and related learning theories. Considers various instructional design models including the Instructional Systems Development Model. Includes development of a final instructional design project. While there is no prerequisite for this course it is recommended that IDET 5304 be completed first.

Specification of research-based instructional strategies for various categories of learning outcomes. Applied use of educational technologies to design and develop instructional materials that are consistent with research findings in the field.

Surveys uses of Internet resources for instruction. Considers design standards and software tools for web development. Considers instructional strategies involving use of Internet resources to support learning.

This fully online graduate course is designed to immerse students pursuing studies in instructional design and educational technology into a post-positivist perspective concerning the planning and execution of qualitative, quantitative, and mixed-method research endeavors. Within this context, students specializing in instructional design and educational technology will navigate and critically evaluate a myriad of methodological, paradigmatic, and ontological viewpoints pertinent to research, design, and development. The course begins by guiding students in crafting a researchable question, with ongoing guidance and input from the instructor. Subsequently, students embark on a comprehensive exploration of the pertinent literature, encompassing methodological aspects and literature relevant to their unique research inquiries. Fundamental to this course is the recognition that there is no universally superior research methodology; rather, certain techniques are better suited to specific situations. The overall objective is to introduce instructional design and educational technology students to the diverse spectrum of mixed-methodological approaches available and the distinctive requirements particular to instructional design researchers, setting this field apart from more generalized research disciplines. By the conclusion of this course, students will have not only produced a draft research manuscript but will also have acquired an introductory understanding of multiple research processes necessary for future iterative studies in the instructional design and educational technology field.

A course designed to enable participants to thoughtfully plan for integration of computers and other media in instruction. Examines the Project-Based Learning Model to engage learners in projects requiring investigation, analysis, synthesis, and presentation in real-world situations. Considers a rationale for technology integration, learning theory, evaluation of interactive media, strategies for technology integration, and related student assessment.

This course is designed to provide educators with an overview of the instructional and programmatic factors that should be considered when designing, developing, and delivering an online course. Incorporates research-based knowledge consistent with International Association for K-12 Online Learning (iNACOL) and Texas Virtual School Network (TxVSN) standards. This course considers the specific needs of online students as well as the pedagogical and technical skills necessary to succeed when teaching online. Aspects of course website usability and accessibility are also addressed.

A course addressing research and best practices related to the development of instructional activities and materials for online instruction within a learning management system environment. Incorporates research-based knowledge consistent with International Association for K-12 Online Learning (iNACOL) and Texas Virtual School Network (TxVSN) standards. Consistent with those standards, researches sound instructional strategies for promoting student success. Covers legal, ethical, and safe behavior related to technology use. Considers research on the development and delivery of assessments and assignments that meet standards-based learning goals. Reviews research on assessment and measurement of learning and use of data from assessment and other sources to formatively modify content.

Contemporary issues in educational technology; topics vary with professional interests and needs of participants.

This course will provide Graduate Instructional Design and Educational Technology students with supervised applied hands-on experiences and on-the-job training. The apprenticeship professional experience includes faculty and on-the-job supervision. The field setting is first approved by the designated Instructional Design and Educational Technology faculty Coordinator. Students will work with agencies, communities, businesses, and other client partners under a site-supervised condition, including an agreed-upon statement of work (SOW) funding and work deliverables contract. Format: Instructional innovation development under the direction of a faculty member. This course is outside the IDET Doctoral Emphasis course requirements and is for students seeking continuation of their funded master's graduate assistantships.

This course will provide Graduate Instructional Design and Educational Technology students guided learning innovation artifact development culminating in potential doctoral research under the supervision of a faculty member. The professional experience includes faculty and on-the-job supervision. The field setting is first approved by the designated Instructional Design and Educational Technology faculty coordinator. Students will work with agencies, communities, businesses, and other client partners under a site-supervised condition, including an agreed-upon statement of work (SOW) funding and work deliverables contract. This course is outside the IDET Masters course requirements and is for select master's graduate assistants currently enrolled or applying to the doctoral Instructional Design and Education Technology (IDET) emphasis in the Ph.D. program in Curriculum and Instruction.

Prerequisite: EDFN 5301.

Students will design and assemble their IDET Masters journey professional portfolio and complete a service-based, on-the-job guided practice in the planning and use of educational technologies and instructional design skills within a program-approved learning environment.

May be repeated when topics vary.

Explores theoretical, conceptual, technological and historical foundations of instructional design and educational technology.  Examines the historical development of using technology for educational purposes.  Includes intensive examination and application of contemporary learning theories and instructional design principles and processes related to use of technology in instructional environments.

This course takes a deeper look regarding emerging technologies and research-based practices in project-based and related learning environments. Students will be invited into a project-based experiential process that includes a local service outlet. Extension of Web 2.0, web conferencing, audio, emerging technologies and pedagogical practices are explored and integrated into their research of their project. Students review research on project-based and related learning environments, critically analyze the research, and develop a related theoretically-based paper for submission to a professional publication or conference.

This fully online course acquaints learners with a blend of instructional design, development, and production competencies that will contribute to their visual literacy. Visual literacy is the ability to understand and use images, including the abilities to describe cultural and psychological meanings of images one encounters, as well as to think, learn, and express oneself with images. Instructional design and development skills learned will be based on theoretical and research issues related to visual literacy. Because the course is taught via the Web at a distance, learners will have to provide their own PowerPoint, graphics development, spreadsheets, and word processing software or use those provided in public spaces. Computer labs at TAMU-CC have the necessary softward. Any work may be done in this class in collaboration with others from the class. Students are expected to work with others as much as time permits and are expected to learn from and teach each other about visual literacy.  The course is available at http://Bb9.tamucc.edu.

This fully online course introduces foundational andragogical and learning science principles for the design of paradigmatic learning environments and innovative instructional artifacts. Learners analyze and explore a survey of contemporary learning theories forming the foundational design of student-centered learning environments, innovation-based design, and applied frameworks for efficacious implementation of educational technologies. Consequently, readings in this course will focus on design theory, both in general and those related to instructional design. The products of the course include an instructional artifact and substantial written work; detailing a broader context that can be elaborated on for data collection, future research, dissertation work, and the grant proposal writing process.

This course is an introduction to design-based research (DBR). An overview of the history, philosophy, principles, and practice of DBR will be covered. This course is primarily meant for those who are either pursuing doctoral studies or who wish to do so in the Instructional Design and Education Technology (IDET) emphasis in the Ph.D. program within Curriculum and Instruction. Theory and research are usually the focus of such students. There is a constant balancing between research, theory, and practice in educational research. Theory and practice are each grounded in the other, with research both guiding and archiving the wisdom gained through practice. However, understanding DBR also requires that you try to see yourself as a designer. Therefore, this course will provide you with some experiences to do some design work, if only on an informal level. Students must be in doctoral study.

Application of research regarding contemporary theoretical and applied issues in instructional design and educational technology.  Topics vary with professional needs and interests and participants.

This course will provide Graduate Instructional Design and Educational Technology students with supervised applied hands-on experiences and on-the-job training. The apprenticeship professional experience includes faculty and on-the-job supervision. The field setting is first approved by the designated Instructional Design and Educational Technology faculty coordinator. Students will work with agencies, communities, businesses, and other client partners under a site-supervised condition, including an agreed-upon statement of work (SOW) funding and work deliverables contract. Format: Instructional innovation development under the direction of a faculty member. This course is outside the IDET Doctoral Emphasis course requirements and is for students seeking continuation of their funded master's graduate assistantships.

This course provides doctoral Instructional Design and Educational Technology (IDET) students with guided innovation artifact development culminating in doctoral research under the supervision of a faculty member. The professional experience includes faculty and on-the-job supervision. The field setting is first approved by the designated Instructional Design and Educational Technology faculty coordinator. Students will work with agencies, communities, businesses, and other client partners under a

Prerequisite: IDET 6385.