Click on the semester for which you would like to review the course schedule. Note that every course listed here is available at a distance or on-campus. While there are two sections for each class, every student is in the same class. What differs is only whether you attend the "live" class sessions (usually between 3 and 5 per class, although this varies by course) in person on campus or via two-way audio, video, and screen sharing over a broadband internet connection. If you wish to register for an online class (anyone may do so at any time), you must do so through Continuing Education (follow the blue button link at the left for mor information).Note: Current schedules will not be available until the registrar finalizes them.

Fall 2008

Spring 2009 (not available yet)

Summer 2009 (not available yet)

Proposed Course Schedule

Because of the addition of the Ph.D. option to the IDT program, and to ensure that Ph.D., M.S./M.Ed., and certificate students each have courses they can take every semester and be able to complete the degrees in a timely fashion, we are in the process of chaning our course rotation. Below you will see the course offerings for Fall 2008 through Summer of 2009. Below that is the proposed course rotation schedule for the IDT program from Fall 2009 and beyond. Please keep in mind that while we intend to follow this schedule as closely as possible, circumstances may require modifications to this schedule. Note that IDT 591, 592, 593, 995, 997, and 998 are offered every semester, and must be approved by your advisor before you can enroll. IDT 590 is offered on an as-needed basis, depending on faculty and student interest.

Thereafter, courses will be offered Fall, Spring, and Summer on the following schedule (inlcuding Spring and Summer of 2010, according to Spring and Summer, below)

* EFR schedules these courses and these may change based on their scheduling needs. Check with the department and your advisor to confirm availability.

**Courses alternate by year. First course listed is offered in 2009, with the second course offered the following year. Cycle will repeat thereafter.

Course Descriptions

IDT 500. Survey of Instructional Design. 3 credits. Prerequisites: None. This course provides students with an in-depth overview of the field of Instructional Technology. Topics include the history and critical issues of the field; a description of instructional design; applications of instructional technology, and associated areas of research. Grading: Regular.
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IDT 510. Technology-Based Instruction: Applications and Methods. Pre-requisites: None. 3 credits. A study of the various methods for using technology to deliver and/or support instruction: tutorials, drills, simulation, interactive video, instructional games, intelligent computer-based instruction, performance support systems, job aids, testing, distance learning, intelligent tutoring systems, and instructional management systems. Grading: Regular.
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IDT 525. Development, Implementation, and Evaluation of Instructional Materials. Prerequisites: Program Major; IDT 520. 3 credits. This course focuses on the development, implementation, and evaluation of instructional materials that have been created according to instructional design principles. The second course in a two-course sequence, this course completes the instructional design process begun in IDT 520. After completing this two-course sequence, students will have the skills needed to conduct the full instructional design process in a variety of settings, and with a variety of learners, modalities, and domains. Grading: Regular.
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IDT 530. Introduction to Computer-Based Instruction. Prerequisites: IDT 520. 3 credits. An examination of the technology (hardware and software) for developing and delivering computer-based instruction (CBI). A study of the characteristics of high-quality CBI, addressing such topics as program structure, user interface, navigation, message/screen design, use of graphics, response analysis, feedback strategies, error checking, branching, and computer-managed instruction. Grading: Regular.
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IDT 535. Advanced Computer-Based Instructional Development. Prerequisite: Program Major; IDT 520 & IDT 530. 3 credits. This course is designed to extend the CBT/CBI design and development skills acquired in IDT530. Students will study advanced CBT/CBI techniques and applications such as artificial intelligence, intelligent tutoring systems, electronic performance support systems, authoring tools, learning objects, pedagogical agents, SCORM compliant programming, simulations and games, the use of CBT/CBI for research purposes, and learning management systems (LMS). In addition to studying these areas, students will build a CBT/CBI unit that implements one or more of these applications. Grading: Regular.
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IDT 540. Digital Media and the Internet in Schools. 3 credits. Prerequisites: IDT 510, 520. This course builds on the theories and approaches to technology integration first introduced in IDT 510. Students will gain practice developing lesson plans and examples of student artifacts with specific media such as digital video, digital audio, digital photography, and the Internet. Students will gain competency in generating and using media according to the principles of technology integration, rather than technology use. Grading: Regular.
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IDT 545. Instructional Simulations & Games. 3 credits. Prerequisites: Program major or permission of the instructor. This course provides an in-depth study of the theoretical, philosophical, and practical issues surrounding the use of simulations and games in learning environments. Methods and approaches for integrating commercial games into learning environments and for developing new simulations and games around content will be examined. Grading: Regular.
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IDT 549. Graduate Seminar in IDT. 3 credits. Prerequisites: Program major or permission of the instructor. This course, intended to be taken early in the doctoral program, prepares students for a professional academic career in the field of Instructional Design and Technology. The students will develop research and professional academic skills through various class activities simulating common tasks in academia. This course will provide professional experiences appropriate to the field of IDT such as reviewing conference proposals and assuming the roles of conference discussant, expert/discussion leader, and research investigator. Grading: regular.
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IDT 550. Theories & Models of Instructional Design. 3 credits. Prerequisites: Program major or permission of the instructor; IDT 520. This course focuses on pedagogical theories from education and psychology as they relate to instructional design, and on alternate models of instructional design. Topics include epistemological views of knowledge, major schools of thought on the nature of learning, a survey of instructional and learning theories, and a survey of instructional design models. Particular emphasis is placed on the interrelation of theories, models, and practice in the field of instructional design. Grading: Regular.
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IDT 560. Instructional Design Consulting. 3 credits. Prerequisites: Program major or permission of the instructor; IDT 520. This course trains students in the theoretical (e.g., needs analysis, change agency, data-driven decisions, solution specification) and practical (e.g., management of client relationship, project management skills, budgeting) of instructional design consulting. Roleplay, response to an RFP, and discussion of modern approaches to managing the consulting process will be primary activities in this course. Grading: Regular.
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IDT 570. Human Performance Technology. Prerequisites: IDT 500 & 520. 3 credits. An overview of the Human Performance Improvement (HPI) and Human Performance Technology (HPT) models and processes. Particular emphasis on determining whether instructional interventions or performance improvement interventions are called for, models and techniques for identifying performance gaps, specifying solutions, measuring results, and managing or adjusting the improvement. Job aids, electronic performance support systems, authoring tools, and other performance technologies will be covered. Grading: Regular.
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IDT 580. Introduction to Web-Based Instruction. 3 credits. Prerequisites: Program major or permission of the instructor; IDT 520. This course trains students to design and develop web-based instruction, including basic web site design tools and theory, design and development of online learning with course management systems, supporting technologies in web-based instruction, pedagogical approaches to the design and development of online learning environments. Grading: Regular.
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IDT 590. Special Topics in Instructional Design and Technology. 1 to 3 credits. An in-depth study of a selected topic in instructional design and technology. Topics will vary with faculty expertise and current issues. Some topics would include simulations, instructional applications of the world wide web, performance support systems, adaptive testing, intelligent tutoring systems, and hypermedia applications.
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IDT 591. Readings in Instructional Design and Technology. 1 to 3 credits. Selected readings with oral and written reports.
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IDT 592. Research in Instructional Design and Technology. 1 to 3 credits. Supervised research in areas of student interest.
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IDT 593. Directed Studies in Instructional Design and Technology. 1 to 3 credits. Individual project work in the design and development of technology-based instruction. All projects will require a final report.
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IDT 995. Scholarly Project. 2-3 credits. The scholarly project serves as a capstone experience and requires the student to identify a real world learning or performance problem and address it as a professional instructional designer would. This includes the full analysis, design, development, implementation, and evaluation process and documentation first learned in IDT 520 and 525 and later demonstrated in other IDT courses taken as part of the degree. Work is to be conducted autonomously under the supervision of the IDT faculty evaluation committee.
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IDT 997. Independent Study. 2 credits. The independent study requires the student to investigate a topic related to the major field of study and to prepare a formal report summarizing this investigation.
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IDT 998. Thesis. 4 to 9 credits. The thesis is an original research project completed under the supervision of a thesis committee.
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PSY 501. Psychological Foundations of Education. 3 credits. Prerequisite: Graduate standing in Psychology, Education, or Instructional Design & Technology. A study of the learning process with secondary emphasis on how the learning process is affected by individual differences, growth, development, and personality.
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EFR 500. Foundations of Educational Thought. 3 credits. A problem-centered class dialogue on those philosophical, social, political and historical concepts of educational thought that have shaped the development of the learning experience.
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EFR 509. Introduction to Educational Research. 3 credits. An introduction to the research methodologies used to study education. The course covers quantitative as well as qualitative types of research. The paradigms of both types of research will be contrasted and the application of the methodologies in actual research investigated.
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