EDIT 526: Web Accessibility Design

This three-credit course enables students to use Macromedia Dreamweaver, basic HTML coding, and other Web development tools to design and develop a comprehensive website in accordance with universal Web design standards and Web Accessibility Guidelines as defined in Section 508 of the Rehabilitation Act. Students will be actively involved in experiencing the obstacles people with disabilities face when accessing the Web and will learn how to use Web development tools to design a website that avoids those obstacles by applying the principles of universal web design and Web Accessibility Guidelines.

EDIT 526 reflection

EDIT 704:  Instructional Technology Foundations and Theories of Learning

Reviews the practical and pedagogical issues related to the design and development of technological instruction. Emphasizes investigating instructional design as a field and community of practice, as well as reviewing core learning theory constructs applicable to the design of instructional technology.

* Dricoll, Marcy P.  Psychology of Learning for Instruction, Third Edition. 

* Medsker and Holdsworth.  Models and Strategies for Training Design.

EDIT 704 reflection

EDIT 705: Instructional Technology Foundations
and Theories of Learning

Helps students analyze, apply, and evaluate principles of instructional design to develop education and training materials spanning a wide range of knowledge domains and instructional technologies. Focuses on a variety of instructional design models, with emphasis on recent contributions from cognitive science and related fields.

EDIT 705 reflection

EDIT/EDSE 524 Assistive Technology for Individuals with Learning Disabilities

Reviews the practical and pedagogical issues related to the design and development of technological instruction. Emphasizes investigating instructional design as a field and community of practice, as well as reviewing core learning theory constructs applicable to the design of instructional technology.

* Dricoll, Marcy P.  Psychology of Learning for Instruction, Third Edition. 

* Medsker and Holdsworth.  Models and Strategies for Training Design.

EDIT 524 reflection

EDIT 732

This course provides students with the knowledge and skills for designing highly contextualized and engaging learning environments based on the principles of constructivism, situated cognition, open-ended learning, and learner-centered instruction. The readings expose students to current and emerging theoretical perspectives as evidenced by instructional design literature and applications. The focus is on grounded or theory-based design, which differs from the systematic process of instructional design (ADDIE model) as discussed in EDIT 705. However, many principles of systematic instructional design will be fundamental to understanding and implementing this approach. Additionally, the course emphasizes the design of online learning environments using a variety of constructivist-based pedagogical models. The course will be conducted through a mixture of lecture, in-class discussions, online discussions, and project-based individual and collaborative learning activities.

EDIT 732 reflection

EDIT 730

This course will provide students with opportunities to experience the instructional design process and Mobile Web 2.0 principles as applied to the conceptual prototype of a technology learning system.  Students will have the opportunity to interact with subject matter experts, target audience members and draft a comprehensive design approach as well as prototype their ideas using selected technology software tools. The course will be focused on facilitating connections between interdisciplinary approaches of prototyping, design and development of teaching and learning systems from multiple disciplines including instructional design, computer science, and related fields.

EDIT 730 reflection

EDIT 590

This introductory course provides learning activities situated in the authentic practices of scientific research. Reading, discussion, and project assignments are provided for each step of the research process related to research design (problem definition, literature review, conceptual framework, and method) and in the production of an authentic artifact, the research proposal. The final (individual) project includes a field study component for (structured) practice in the data collection and analysis that is typical for research proposals that test the chosen design.

Using a cognitive apprenticeship framework for instruction, each stage of research is modeled and then practiced as a sub-skill, such as performing research literature reviews initially through an online bibliographic database search and article review.

Skills are also modeled through demonstration and discussion of instructor's prior or current research, such as action research conducted as formative and summative research evaluations performed during instructional and information design work.

Structured project assignments are assigned to learning teams (collaborative action research plan) and individuals (research proposal and field study)  that "scaffold" authentic research activity so that the objectives are appropriate to their capabilities, needs, and preferences (e.g., finding and reviewing peer-reviewed research articles in scholarly journals associated with their academic and professional background).

EDIT 590 reflection

EDIT 601/701

EDIT 601 | Instructional Design and Development Mid Program Portfolio

This 1 credit course enables students to create and publish an electronic portfolio that demonstrates effective and meaningful integration and syntheses of Instructional Design and Development (IDD) concepts, principles, and competencies learned across coursework at mid program point. Students will understand the principles of a portfolio from a cognitive perspective and the tools and processes used to create and publish an electronic portfolio. The course will enable each student to develop an electronic portfolio that represents the scope and depth of his/her goals, plans, and accomplishments in coursework, and provides both a vehicle for self-reflection and a comprehensive record of a student's experiences and ongoing progress toward academic and professional goals.

EDIT 701 | IDD End Program Portfolio

This 1-credit course enables students to expand and refine the IDD electronic portfolio created in EDIT 601. This is a self-directed course in which students experience a self-reflective process allowing them to build on their mid program IDD portfolio by integrating and synthesizing their understanding of IDD based on their entire program coursework. Students will expand their mid program electronic portfolio to include contributions from coursework completed after EDIT 601, and will revise and refine previous reflections about ID concepts, principles, and competencies to include new understandings and realizations. In addition, students will develop a visual conceptual framework and reflect on the components of this framework in a narrative that demonstrates analytical and integrative thinking.

EDIT 601/701 reflection

EDIT 772

EDIT 772 Macromedia Flash

EDIT 772 reflection