Graduate Courses Taken in The Instructional Design & Development Program

Fall 2010

Class Name Class Number Credits Description
Instructional Technology Foundations and Theory EDIT 704 3.00 This is a core course in the degree. Students are exposed to multiple learning theories and strategies. Students learn these theories and strategies through hands-on projects. At the end of the course, students have to create a job aid for themselves that summarizes what they have learned throughout the semester. In this course, students do not apply the concept of the ADDIE model. Instead, they design learning/training projects based on the learning strategies only.
Instructional Design EDIT 705 3.00 This is a core course in the masters degree and the e-learning certificate. Students learn the systematic approach of designing learning/training projects using the ADDIE model. This course enhances students ability to criticize case studies and modify them based on the ADDIE model. Moreover, students work in groups to design and develop learning/ training projects using the ADDIE model as they learn it through the semester.
Web Accessibility and Design EDIT 526 3.00 This is a core course in the master's degree and in the e-Learning Graduate Certificate. It teaches students how to develop a personal website through using Dreamweaver and XHTML coding. It also focuses on web accessibility. Students have to apply web authoring tools to make the site accessible for people with different disabilities.
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Spring 2011

Class Name Class Number Credits Description
Advanced Instructional Design EDIT 730 3.00 This is a core course in the degree. It focuses on the aspect of developing an online learning environment using constructivism. Upon completing the course, students should clearly identify the deferences between objectivism and constructivism. Students also learn constructivist-based learning strategies. Each student implements one pedagogical model in a learning/training project. Furthermore, students learn the concept of Integrative Learning Technologies (ILT) and how it connects to Learning Management Systems (LMS). Self-regulatory learning is also addressed in this class.
Innovation in Distance Learning EDIT 611 3.00 This course is required for the e-Learning Graduate Certificate. It addresses online learning theories, emerging technologies and learning environments. Students work in groups to explore different communication tools to design and develop online learning modules. Students use self-assessment, peer-assessment and instructor feedback to evaluate their modules.
Intro Web 2.0/Social Software EDIT 772 2.00 As students achieve knowledge about instructional design theories and practices, they need a set of new technologies to apply what the have learned. Thus, this course provides students with a number of Web 2.0 tools that empower them in creating optimal learning/training models. Students learn these tools through hands-on activities, which made the course very challenging and active at the same time.
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Summer 2011

Class Name Class Number Credits Description
Podcasting EDIT 575 2.00 This elective course introduces students to podcasting tools and optimal methods of audio recording. Students learn how to plan their episodes, record, and post them in iTunes via RSS feeds. Moreover, students use hands-on activities to practice podcasting through Audacity and GarageBand. They also use peer-assessment to evaluate and enhance each others work.
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Fall 2011

Class Name Class Number Credits Description
Basic Game Design GAME 599 3.00 This course is not offered under the Instructional Design and Development program. Rather, it is offered through the Game Design program under the College of Visual and Performing Art. This course teaches students elements and structures of game design.

The instructor introduces students to popular games and assign students in groups to design their own game using similar idea but different elements. In this course, students design four different games in a different team for each game. Through this process, students learn to accept other team members and try their best to adjust with the new team. Team members are required to respect each other's ideas and cooperate on designing a game.

On the other hand, each student is required to work individually to come up with a unique idea for the game and present it for the class. The main assignment is to use NeverWinterNights software to design and develop a functioning game by the end of the course. This assignment is the most challenging of the all. Students work from scratch to develop a game. They create the story, main characters, design document, scripts, dialogues, and floor-plans for the game. Moreover, the instructor assigned a textbook for students to read and summarize all the chapters.
Adobe Creative Suite EDIT 571 2.00 This is a technical based course that introduces students to number of Adobe tools: Photoshop, Illustrator, Fireworks, and Dreamweaver. Students learn the capabilities of each tool and how to use it to enhance the delivery of instructional design projects. This course is more of a self-based learning; students learn each tool through video tutorials.
Instructional Design and Development Portfolio EDIT 601 1.00 This core course helps students build their e-portfolios for future use in educational and/or career sectors. It opens the door for the students to reflect on their learning process and demonstrate effective use of Instructional design principles.
Analysis/Design Teaching Based Learning Environment EDIT 732 3.00 This course immerses students in real-life constraints when developing instructional design (ID) modules. Students work with real stakeholders in a time frame to design their ID module. Students use technology-based education/training to analyze, design, develop and evaluate their project. The course also introduces students to Augmented Reality as a new technology that can be used for optimal teaching/training.
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Spring 2012

Class Name Class Number Credits Description
Design and Implementing of Technology Based Learning Environment EDIT 752 3.00

EDIT 752 is a core course that continues what students started in EDIT 732. Students work with their previous groups to start a new phase of a project design. During the semester, students refine their projects through implementing user research methods as an attempt to engage users in the design and evaluation phases.

Students try to combine between the ADDIE model and user experience methods to better understand potential users. Moreover, engaging users in early stages of the design phase ensures usability and efficiency of the product.

Advanced instructional Design and Development Portfolio EDIT 701 1.00 This core course helps students update their e-portfolio that was developed in EDIT 601. Students are asked to refine their resume, course artifacts and reflections, and personal goals.

At this stage, students are preparing to graduate from the IDD master's program and are interested in showing their outcomes for future use in educational and/or career sectors. Creating e-portfolios opens the door for the students to reflect on their learning process and demonstrate effective use of Instructional design principles.
Adobe tools: Captivate EDIT 575 2.00 EDIT 575 is an elective course that provides students with an overview of Adobe Captivate tool. Adobe Captivate is one of the authoring tools that allows for video and audio implementation, interactive illustration and quiz building.

Students work in groups to explore Captivate’s interesting features. They design and develop a learning environment using Captivate. Students apply constructivism theory to engage learners in their design learning environment. Each team starts the design by writing a design document. The design document helps students focus on learning goals and objectives; set their checklist for later review; implement self-assessment and peer assessment based on the checklist; and deliver project on exact time.

Beside learning Captivate's features and interface, students learn the process of designing and developing multimedia learning environment in team-based setting.

The e-Learning Graduate Certificate was awarded upon graduation in Spring 2012

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