EDUC-507: Principles and Practices of Distance Learning: This online course provides practical experiences in designing, developing, and evaluating online learning environments for a variety of audiences. Focusing on the practice of online learning environment design, the course readings and activities expose students to a range of online learning cases, models, tools, learner, designer, teacher, and institution perspectives. Additionally, the course emphasizes the design of online learning materials using a variety of emerging online technologies.
EDUC/HCI-603: Learning Environments Design: The purpose of this online course is for students to develop a working knowledge and understanding of the field and practice of learning experience design (LXD). In the course, a project-based approach is used in which students are exposed to core models, principles, and theories of learning design, and then they must apply the course content to make informed design decisions. Thus, a great deal of learning in this course occurs within the context of authentic design projects guided with design thinking and learning experience design projects as well as the analysis of cases in different instructional design contexts.
EDUC/HCI-504: Evaluating Digital Learning Environments: This online course covers the principles and procedures to plan, design, and conduct effective evaluation studies (formative, summative, usability) in different settings. Opportunities to engage in real or simulated evaluation projects of substantial scope are provided. Course activities include creating evaluation instruments, developing methods with which to evaluate a product or program, conducting try-outs or usability sessions, analyzing the data, reporting the findings, and recommendations.
EDUC-503: Designing Effective Learning Environments: This online course covers the application of theories and models of instructional design. Students engage in design decision-making based on the analysis of performance problems and instructional inputs. Course includes various activities to help students gain practical experiences with the design and development of instruction and evaluation principles.
EDUC-612: Socio-psychological Foundations of Educational Technology: This course aims to provide learning experiences in examining socio-psychological theories/approaches/methods of educational technology, their historical development, and their implications for the research and design of learning and instructional environments. Emphasis is given on cognitive and social constructivist paradigms and the creation and use of learning environments supported by technology.
Learning Technologies (Undergraduate)
EDUC-302: Principles and Practices of Learning with Technology: EDUC 302 is a course required for the Learning Technologies Minor where students examine the advanced principles and practices for integrating technology to plan, create, and manage instruction. Education is shifting from “how to teach a tool/skill to learners” to “how does this tool/skill teach a concept more appropriately for learning.” The goal is for students to become confident when selecting tools and resources that will enhance learning, become leaders and advocates for mindful integration of technology within schools and value being a “connected” educator. The course will cover a wide range of topics including technology integration models, managing technology in classrooms/schools, evaluating technology tools for learning, providing leadership around technology, and engaging in debates around technology issues.
EDUC-454: Design Thinking and Enterprenourship in Learning Technologies: EDUC 454 explores the principles of design thinking and frameworks of best practices to implement design thinking and entrepreneurial mindset in classrooms. Topics include exploring design thinking framework in classrooms, preparing teachers to implement design thinking, and inquiring about technology tools in different design thinking phases. With a focus on design thinking practices in K-12 classrooms, the course readings and activities expose preservice teachers to a range of cases, models and tools that help in developing their design thinking mindset.