This course provides a history and overview of the field of instructional technology. Demonstrations of technologies in different educational settings are explored. Practical and theoretical means for ascertaining the needs of learners, implementations of specific technologies to meet those needs, and assessment of effectiveness of those technologies in meeting learner’s needs are presented. Lec. 3, Cr. 3.
This course uses an instructional systems design model to guide the student in systematically developing effective Instruction. Theoretical and practical issues in instructional systems design are examined. Other instructional design models are introduced. Lec. 3, Cr. 3.
This course concentrates on the development and utilization of hypermedia and multimedia in education. Students are expected to demonstrate the ability to develop an interactive instruction by utilizing audiovisual technologies and computer-based/Web-based technologies in a meaningful, educational context. Lec. 3, Cr. 3.
This course addresses the development of instruction for e-learning environments. Learners will use a research-based rationale for the selection and utilization of technologies for designing, developing, implementing, and evaluating instruction using an open source courseware management system. Learners will also explore the potential of 3-D virtual environments for instructional applications. Lec. 3, Cr. 3.
This course addresses the study of significant topics related to utilization of technology in educational settings. With approval by advisor, course may be repeated when topic varies. Lec. 3, Cr. 3.
Practicum in Educational Technology (UT Brownsville): Guided observation and practice in the applications of technology to a specified educational setting are emphasized. Prerequisites: Must be within six hours of completion of program; approval of graduate advisor. Lec. 3, Cr. 3.
This course emphasizes the use of current technologies for teachers/trainers including effective integration of: multimedia, web-based and Web 2.0 applications, and social media as reflected in scientifically-based research of instructional technology in online learning environments. Lec. 3, Cr. 3.
This course provides the teacher/trainer with the skills and conceptual knowledge for instructional design and development of student-centered learning activities in learning environments. The course also addresses critical issues in the instructional design and development process, including effective modifications of instruction that uses advanced technologies for special needs students, and mentoring other faculty members. Lec. 3, Cr. 3.
Techniques, strategies, resources, and tools for designing, developing, implementing and evaluating critical aspects of leadership in instructional technology issues will be addressed. Lec. 3, Cr. 3.
This course examines the cognitive domains of learning and the corresponding research in web-based multimedia. It provides a theoretical construct by which distance educators can infuse learner-centered principles and examine the possibilities for streaming media in online education. Lec. 3, Cr. 3.
This is the capstone course for the e-Learning Graduate Certificate Program. Students are expected to apply previously learned skills and knowledge to plan and manage an e-learning project in a real-life context. Prerequisite: Must be within 6 hours of completion of program. Approval of Program Coordinator. Lec 3, Cr 3.