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.

Practical application skills for using record keeping, and mail-merge skills for using integrated software in a school environment. Portfolio that includes materials related to classroom management and communication, record keeping, and instruction will be developed.

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.

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.

This course serves the modern administrator regarding problems of use, selection, and management of administrative educational technology at the campus level.

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

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.

Addresses concepts, structures, and design strategies for effective online instruction through exploration within a learning management system. Researches and develops experiential strategies for active learning, interaction, and collaboration. Considers student diversity, academic needs and accommodations, professional development, and online interactions. Also addresses arranging media and content within an LMS. Course content is consistent with International Association for K-12 Online Learning (iNACOL) and Texas Virtual School Network (TxSVN) standards.

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.

Participants in this project-based course must have access to a networked computer. Students learn how to create engaging instruction for online learners. The course is delivered as a workshop and field-based experience in which students create online instructional content in the Blackboard learning management system. Emphasis will be placed on application of learner-centered instructional strategies. Legal issues related to copyright and accessibility will be addressed.The course consists of 4 phases: First, students explore ways to design engaging learning experiences by applying learner-centered pedagogy to course design and development. Second, students learn how to support academic integrity and follow ADA and copyright guidelines in their online course designs. Third, students fully develop a highly interactive, engaging online course where an instructor has a lot of personal presence. Fourth, students learn how to evaluate a course for quality and review a peer's course design. Upon successful course completion students will receive a Professional Development and Continuity of Learning Certificate and a Certificate.

The course is available at http://Bb9.tamucc.edu. This blended course provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Students analyze and explore a survey of the most important contemporary theories forming the foundational design of student-centered learning environments and the new applications of educational technologies. The major products of this course include three theoretical framework writing samples: a deconstructive analysis, a synthesized construction, and a proposed theoretical framework or model for a selected former constructivist environment learning solution as a possible leading conference paper submission.

The course is available at http://Bb9.tamucc.edu. This blended course acquaints learners with processes and products of design and development research. Students analyze and explore design-based research and other literature to identify a societal problem to address. They then design a potential educational solution. They describe methods to evaluate the impacts and effects of the potential solution. The product of the course is a research proposal as well as knowledge of research processes to be followed for future studies.

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