Instructional Technology Brief Course Descriptions 

EDC 390T  Instructional Systems Design

This course provides an overview of the theoretical frameworks, current trends, and common concerns associated with the design and development of effective instructional materials. It aims at providing you with theoretical, experiential (hands-on), and critical perspectives on instructional design as it is applied in a variety of educational contexts (i.e. K-12, high education, and corporate training). You will read and discuss behavioral, cognitive, and constructivist theories and their implications for design, study several instructional design (ID) models in-depth, explore various strategies, and develop an instructional module on a specified topic. As a group, we will also compare, and contrast instructional design models to understand when to use what model/approach given the circumstance. You will also have an opportunity to talk to ID practitioners about their experience. The contexts for this learning will be primarily interactive, collaborative, and student-centered.

EDC 390T Advanced Instructional System Design

The course is designed to enable students to both understand and apply current strategies, trends, issues, and theoretical frameworks for the design and development of instructional systems. Students will work in teams to design and develop an instructional product for an authentic client such as a state agency, school system or subject matter expert. Throughout the design and development process, students will share their progress and problems with  instructor and discuss instructional design theories and strategies with guest instructional design experts.

The objectives of the course are for students to:

• Understand and apply knowledge of instructional design strategies
• Understand and critique important theoretical issues and trends related to behavioral, cognitive, and constructivist strategies for instructional design.
• Design, develop and evaluate an instructional product that meets specified criteria for quality. 

EDC 385G Computer-Supported Collaborative Learning

A major goal of the course is to enable students to experience, understand, and apply theories and strategies of computer-supported collaborative learning.  As part of the course, students will learn to effectively use contemporary web-based tools to support online collaborative learning such as blogs and wikis.  They will also carry out learning activities within a multi-user virtual environment (MUVE). Throughout the course the students will work in a small group in accomplishing complex learning tasks focused on collaborative inquiry, collaborative writing and project-based learning.

Specific objectives of the course are for students to:

• Understand the theoretical foundations of collaborative learning and CSCL
• Demonstrate skill in working as an active and contributing member of an online collaborative team and knowledge-building community
• Understand the benefits and limitations of learning in Web-based environments
• Understand processes and strategies for building online learning teams and the dynamics of group work
• Implement and evaluate online collaborative learning activities using Web-based CSCL technologies provided in the course
• Find, analyze, and share knowledge of online CSCL resources, tools, and research articles
• Critically evaluate research studies and applications of technology-supported learning and teaching environments

EDC 385G Interactive Multimedia: Design and Production

The purpose of this course is to provide students with an overview of new media technology through working with various multimedia and Web-based tools. Students will be introduced to the design and production process of developing interactive Web-based applications. Students will be given an opportunity to learn various tools concentrating on different aspects of the technology: text, graphics, audio, animation, and video. Through working with these tools, students are expected to develop an understanding of how such technology can be applied in education and industry settings. Students are also to develop an understanding of new media related design principles and are to apply them in developing Web-based applications. The contexts for this course will be primarily interactive, collaborative, multi-disciplinary, and student-centered. A large portion of this course will be devoted to hands-on activities.

EDC 385G Analysis of Research in Instructional Technology

This course is designed for 1) doctoral students enrolled in the Instructional Technology (IT) Program, and 2) any students who have an interest in educational technology related research. For IT doctoral students, it is recommended this course be taken prior to the IT doctoral seminar. The primary goal is for students to get familiar with research in the IT field, to make sense and use technology research in preparation for conducting one’s own research (e.g. master report or dissertation). Through readings we will examine historical and current literature on technology use in teaching and learning. We will evaluate and critique studies using various research methodologies, and thoroughly investigate and synthesize several selected research topics. By getting acquainted with the existing research and what is going currently in the field, we are to deepen our understanding of the role technology plays in enhancing teaching and learning.

EDC 396 Doctoral Seminar - Instructional Technology

This course is designed for doctoral students enrolled in the Instructional Technology Program who have completed a certain amount of the coursework. Its goal is to help you proactively plan for timely completion of I.T. program coursework, first-year and mid-program reviews, candidacy exams, formation of your dissertation committee, and your dissertation research area of inquiry. The contexts for this course will be interactive, collaborative, and student-centered.

We will function as a learning community to help each other in understanding various related issues, getting familiar with relevant rules and policies, and identifying possible pitfalls to avoid and ways to maximize the value of your learning at each stage of degree work. You will also have the opportunity to thoroughly explore, evaluate, and synthesize existing research and theory related to your probable dissertation focus.  You will conduct a literature review that can serve, if you wish, as a partial basis and beginning for your dissertation proposal.


EDC 385G Designs and Strategies for New Media

This course is about human-computer interaction (HCI). The emphasis of the course is on examining and understanding the designs and strategies for new media. New media in this case is defined as interactive multimedia and Web-based technologies. We are particularly interested in looking at the use of new media from the perspectives of information design, interaction design, and interface design. We will also investigate how different characteristics of learner groups might impact the designs. Developing such an understanding and acquiring such knowledge will make one better informed in creating effective educational applications. Through activities such as researching, evaluating, designing, and developing, students are expected to develop an understanding of how design principles can be applied to create effective educational products. The contexts for this course will be primarily interactive, collaborative, multi-disciplinary, and student-centered. Flash and other related software will be used for site analysis and creating the final end-of-semester product.

EDC 385G Instructional Technology Planning and Management

The course is designed to enable students to understand and apply theories and strategies for educational technology planning using authentic tools in an authentic context. 

During the course, students will:

• Demonstrate knowledge of important strategies and research related to planning and management of instructional projects and programs.
• Demonstrate knowledge of important state and national technology initiatives, issues, and challenges in the infusion of technology in education.
• Demonstrate effective use of a web-based environment and suite of technology planning tools such as surveys, inventory forms, spreadsheets, project management aids, decision-support tools and wikis.
• Demonstrate competency in developing a technology strategic plan and a proposal for funding agency that meet criteria for quality

EDC 385G Technology and School Change

Participants will examine the complexity of the change process especially in relation to the introduction of technologies into the K-12 school context. This course will focus on providing an introduction to general educational change theory and general theory on diffusion of innovations. From there, we will hone in on specific research and theory of educational technologies and their role in educational change (or no change). We will use the triad frames of (a) The Context, (b) The Innovation, and (c) The Teacher to guide our reading on this course topic. We will augment our research and theoretical readings with cases of educational technology change in schools as well as culminate the course by reading about how to scale up promising educational technology initiatives.

EDC 385G Teaching and Learning with the Internet

In the course participants will examine the myriad of ways Internet may function within teaching and learning contexts. Participants will: (a) understanding the historical context of uses of the Internet for teaching and learning, (b) experience what it is like to be an actor in the ‘participatory culture’ of the Internet, (c) develop a critical framework for evaluating Internet uses in educational contexts, and (d) interpret (i.e., read, understand, interpret, adapt) educational research that focuses on teaching/learning with the Internet.

EDC 385G Issues and Strategies for Instructional Technology Leaders

This course will examine the concept of a “technology leader,” primarily in the context of PK-12 schools. Topics may include: national technology standards and assessments for leaders, characteristics of technology leaders, technology planning (vision and plan development), professional development of teachers and leaders, effective technology integration in schools, teaching and learning with technology, distance education, assessment, data-driven decision making and innovative/emerging technologies. Course activities will focus on (a) reading empirical research and identifying promising areas for new research, (b) understanding the roles, responsibilities, and knowledge required of a school technology leader, and (c) developing one’s own technology leadership capabilities.

EDC 385G Interactive Multimedia Authoring

This course is designed for novices who want to learn interactive  multimedia technology through a hands-on approach. The course provides you with an overview of the interactive multimedia/hypermedia technology through working with a state-of-art authoring system/program. The authoring program used in the course may vary from one semester to another so as to reflect the most current multimedia tools used by professionals in the field. The emphasis of the course is not only on the understanding of the authoring program, but, more importantly, on how various media can be used and on being able to create an educational application using the program. As a group, we will discuss and work on various concepts of multimedia. As an individual, you will investigate and develop an application in the field of your interest/specialization. The contexts for this learning will be primarily interactive, collaborative, multi-disciplinary, and student-centered. A large portion of this course will be devoted to hands-on activities.   

EDC 371 Computing Tools for Educators

The goal of this course is to introduce basic computer skills that are needed for the professional development sequence and help students better prepared for the Technology Competency Exam. This course is 100% hands-on. The computer skills students will learn in this course are basic, practical, and important in order to teach more effectively in classrooms of the 21st century. These skills are aligned with the requirement of the UT laptop initiative. Thus, the course is taught entirely on Macs, although, most skills are transferable to any platform. There is no pre-requisite requirement for taking the course.

The topics this course will cover include:

• Word-processing using Microsoft Word
• Multimedia presentation using Microsoft Powerpoint
• Spreadsheet using Microsoft Excel
• Database using Microsoft Excel
• Digital photo using iPhoto
• Digital movie using iMovie
• Web page development using iWeb (for Mac only)
• Dealing with files: file Formats discussion, file uploading and downloading
• Mac OS basics
• Web 2.0 tools