CCPS Instructional Technology Course Descriptions
Prerequisite: GSTU 210.
An introductory survey of languages and tools used to develop interactive and educational websites that effectively communicate ideas, concepts and information. Students will receive hands-on experience in a variety of web technologies and coding languages to develop fully functional sites. Tools and applications utilized reflect current industry standards and toolsets available in educational institutions. This course will not lead to a public school teaching certificate.
Selected Topics are courses of an experimental nature that provide students a wide variety of study opportunities and experiences. Selected Topics offer both the department and the students the opportunity to explore areas of special interest in a structured classroom setting. Selected Topics courses (course numbers 290, 390, 490) will have variable titles and vary in credit from 1-3 semester hours. Selected Topic courses may not be taken as a Directed Study offering.
Many academic departments offer special research or investigative projects beyond the regular catalog offering. Significant responsibility lies with the student to work independently to develop a proposal for study that must be approved by a faculty mentor and the appropriate department chair. The faculty member will provide counsel through the study and will evaluate the student’s performance. Sophomores, juniors and seniors are eligible. Students must register for research (291, 292, 391, 392, 491 or 492) to receive credit and are required to fill out a Permission to Register for Special Coursework form. It is recommended that students complete not more than 12 hours of research to apply toward the baccalaureate degree.
Prerequisite: ENGL 150.
This course is designed to familiarize candidates with web writing knowledge and skills. Writing effectively in the web environment will be a major focus of this course as participants explore effective styles of communicating ideas and information for publication on the World Wide Web. Analysis of practical techniques for successful web writing through a variety of activities and exercises will help students develop in the area of web writing. The course will include a combination of lectures, class discussions, online activities and practical web writing applications.
Prerequisite: PSYC 101.
This course provides an in-depth examination of current research and literature addressing lifespan developmental theories and principles of learning associated with the adult age group involved in diverse learning communities. Attention is given to investigating adult cognitive abilities, psychomotor functions, performance aptitude, motivation and personality traits. Emphasis will be on the application of learning theory concepts and implementing teaching techniques within instructional settings.
Prerequisite: PSYC 101.
This course is designed to explore the fundamental concepts, principles, theories and methods impacting learning and instruction. Basic theories of learning, particularly the behavioral and cognitive theories, and the more recent theories such as Brain-based learning and Multiple Intelligences will be studied. This course will also examine major historical contributions to the contemporary understanding of human learning; review theoretical perspectives associated with learning; investigate the role of cognition in learned behavior; evaluate models of learning; identify various influences on human learning; describe basic constructs used to explain learned behavior (e.g., reinforcement, extinction, etc.); analyze how particular behaviors are created and maintained; and apply learning principles to improve instruction.
Teaching and learning online is the primary focus of this course. Students will design learning that is deliverable online, either asynchronous or synchronous, using the appropriate technology. Students will determine what method of instruction will best meet deployable instructional goals; will learn how to conduct a needs assessment specifically for online instruction and what methods have been found to motivate students in an online environment. The student will be able to develop, design and create an online instructional module using standard computer software and will learn the basics of online evaluation measures to determine the effectiveness of created online instructional programs. The student will also compare the various online structural technologies such as WebCT, Saki and Blackboard to determine the most effective for a particular project.
This course explores the test development and delivery process within the instructional technology field. Emphasis is placed on test design, item development, and test construction and delivery. Presentation of delivery systems involving written, computer-based, interest-based and web-based testing will be surveyed. Theory and development of criterion-referenced tests to include development of test plans, item development, validation, reliability, item analysis and production of final test versions are studied. A foundation for test delivery, testing evaluation, immediate scoring, and reporting and analysis of data as applied to both traditional and non- traditional learning will be provided. Test reliability, validity, administration, proctoring and web-based building are also covered.
This course is designed to prepare educators with historical, security and ethical situations that will be encountered in educational or instructional technology.
A study of the systematic processes of translating principles of learning and instruction into plans for instructional materials and activities. These processes include designing training programs, developing design strategies and models, and improving instructional effectiveness. Specifications for educational products and systematic planning procedures will be developed. The use of computer models and simulations will enhance the instructional design process.
Interns must have at least 60 credit hours, completed appropriate coursework and have a minimum GPA of 2.5 prior to registering for academic credit. Also, approval must be obtained from the student's faculty sponsor and required forms must be completed by the deadline. Note: *Architecture, Music Therapy and Education majors do not register internships through Career Planning & Development. These students need to speak with his/her advisor regarding credit requirements and options.
Introduces the student to the use of educational models to create instruction that is appropriate from a pedagogical and practical viewpoint. Emphasis on theories and models to support analysis of the learner environment and needs, design of a set of specifications for effective, efficient and relevant learner environment; development of all learner and management materials, and evaluation of the results of the development using formative and summative methods. Students will be asked to make well-informed decisions regarding modification to products, materials and programs (formative) and to determine the value of existing products, materials and programs for possible adoption (summative).
This course provides the basis of understanding training or instructional strategies; e.g., distance education, active learner, participation, individualized instruction vs. group instruction, gaming, tutorials, simulation. The student will compare various simulation and gaming educational experiences to evaluate the effectiveness of these approaches. The course will explore the impact of educational gaming in the pedagogy needed in the 21st century. Simulations and virtual reality will be explored with emphasis on the educational benefit to be gained by these concepts and technology. The course will study the history of simulations and gaming in instructional system design. The student will learn the decision factors needed by industry or government to plan, design, implement and evaluate a simulation or gaming instructional methodology.
This course provides the basis of understanding the terminology and methods used in educational evaluation. Students will study procedures for conducting summative evaluation to include analysis of test results, student critique and external feedback. The course includes study of processes and procedures used in the design, development and conduct of evaluations of technical and professional training programs to include both effectiveness and efficiency assessment. The student will learn how to conduct formative evaluation for all phases of the instructional design process, to develop evaluation plans and to interpret educational evaluation research.
This is the capstone course for the instructional technology major. The development of concepts of leadership and the techniques through which leadership is exercised are studied. Students examine and research the influence of changing political, social and economic forces as they affect the role of the leader in education and related commercial fields.