Graduates only. Explore paradigms establishing educational innovations that challenge traditional norms in pedagogical and assessment practices. Investigate theories and practice of creativity and change in the processes of innovating teaching and learning.

Graduates only. Examine, critically assess and develop curriculum that aims to build students’ creativity, collaboration, critical thinking, and communication skills to prepare them for an increasingly complex, demanding, and competitive workplace.

Graduates only. Explore social justice concepts, issues and reforms particularly associated with digital/global contexts. Develop necessary analytical tools and knowledge to assess inequity and injustice in ever-changing global communities.

Graduates only. The purpose of this course is to discover the creative process that uses instructional design frameworks (analysis, design, development, implementation, and evaluation) to create effective, efficient, and appealing instruction.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Letter graded. Repeatable: maximum concurrent enrollment is two times.

The purpose of this course is to provide an overview of the field of instructional design and technology and its impact on education and training. Current trends and issues in the application of instructional design and technology will be explored.

The purpose of this course is to provide an overview of distance education foundations (design and development), application and implementation (interactivity and interactions), and management issues (policy and evaluation).

This course enables participants to apply research findings in a systematic instructional design process, with emphasis on applied learning theories, practical instructional strategies, and appropriate use of educational technologies.

Investigate research and best practices related to the development of instructional activities and materials for online instruction. Develop materials to work within a learning management system environment.

Explore theoretical perspectives of the changing ways society communicates in digital and live contexts. Create and apply multimodal communication in our evolving social contexts.

Explore opportunities for creating, designing, tinkering and making in learning contexts. Develop an understanding of theory and practice for creating environments for learners to design using available resources and modes.

Investigate options for implementing alternative methodologies in the classroom. This course will explore Flipped Learning/Flipped Classrooms, Gamification, Blended Learning, BYOD, 1:1 environments and other emerging instructional strategies.

Develop foundational knowledge about trans-disciplinary approaches to learning where rigorous academic concepts are coupled with real-world problem-based and performance-based lessons. Engage in and develop integrated STEM learning activities across disciplines.

Concurrent prerequisite: SRM 600. Explore innovative practices in learning and explore processes for transforming ideas into practical applications. Critically consider how social contexts share educational experiences through reviewing research and practices.

Scheduled on irregular basis. Explore special topics in Technology, Innovation and Pedagogy. An appropriate subtitle will explain each course.

Investigate research methodologies for the fields of instructional design and educational technology including theoretical and practical approaches. Explore current research problems and directions for future research.

Extends content of TIP 700. Investigate research methodologies for fields of instructional design and educational technology including theoretical and practical approaches. Explore current research problems and directions for future research.

Orients students to doctoral program by exploring topics related to research, teaching in higher education, and professional engagement. Engage in readings and discussions and field related projects.

Review established learning theory, adult learning theory, educational identity, and philosophy; investigate theoretical substructures in technology-rich teaching and learning and explore their impact on educational change.

Explore implementations and implications of educational technology in a global context. Examine promises and challenges of technology integration in both developed and developing countries as impacted by different socioeconomic contexts.

Establish foundational knowledge about critical theory; examine key texts, issues, and methodologies within critical educational research from cultural studies, action research, critical ethnography, narrative inquiry, critical pedagogy, and feminist research.

Explore concepts about performance technology and conduct performance evaluations and assessments in K12, higher education, and business settings. Focus on identifying gaps in employee performance and select appropriate intervention strategies.

Investigate various theoretical positions recognized as instrumental in shaping instructional design practice. Explore underlying philosophical positions that contribute to the application of these theories in a variety of design settings.

Establish foundational knowledge about human performance technology. Examine instructional uses of case studies for analysis, design, and evaluation of performance and educational environments.

Study distance-learning concepts: design, assessment, application, implementation, and management issues (copyright, CMS, policy). Explore theoretical principles, models, and trends for future research and application in administration of distance education contexts.

Prepare as educational administrators to address theoretical and practical considerations for planning/implementing technology. Build foundational knowledge for leadership and technology project management; explore research shaping educational technology at institutional levels.

Explore what it means to be innovative. Critically examine trends and issues in educational technology as well the processes that enabled them. Study emerging and open source technology applications.

Contextualize and analyze designs and systems for learning. Apply methodologies of design to envision, explain, and evaluate solutions to a wide range of human problems involving learning, information and interaction.

Explore multimedia concepts and applications utilizing text, graphics, animation, sound, video, and various multimedia applications in the design of multimedia presentations and products within an interactive environment.

Unpack ways of understanding visual images in multiple modes and genres. Study aesthetics and production of visual images for education, analyze visual communications, and review and apply visual learning research.

Compose and communicate in all forms, media, modes, and genres. Employ rhetorical strategies from placement of texts to consideration of audience to the media used to write and present meaning.

Critically assess and develop curriculum and simulations that aim to build students’ creativity, collaboration, critical thinking, and communication skills to prepare them for an increasingly complex, demanding, and competitive workplace.

Design and develop computer-based games and mobile applications for educational contexts. Explore various design tools and examine research and implementation issues related to gaming in various educational settings.

Engage with visual methods in digital contexts: 1) incorporating them for data gathering/analysis, 2) studying visual products of culture (production, consumption, meaning), and 3) communicating meaning through multimodal presentation.

Permission of research advisor required. Selection of an appropriate research topic in the field of instructional design and technology. Summarize related literature, identify a researchable problem within that topic, and develop appropriate methodology. Develop an approved research proposal. S/U graded. Repeatable, maximum of four credits.

After receiving approval for the proposal, the doctoral candidate must register for dissertation hours while conducting the research and writing the final report in the form of a dissertation. Doctoral candidates must earn 12 hours of dissertation credit towards the doctoral degree. S/U graded. Repeatable, no limitations.