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Online Master of Science in Education in Learning Design and Technology - Courses

Purdue’s online MSEd in Learning Design and Technology provides you with effective strategies and techniques for educating students and training employees. This flexible online program puts you in the driver’s seat with real-world examples and brings you up to speed with the very latest instructional techniques aimed to inspire, excite and enlighten your students.

The program incorporates competency badges, which highlight your mastery of crucial skills in learning design and technology. Earning these badges throughout the program provides you with the opportunity to revisit and reflect upon what you have learned, advancing your skill set even further.

As part of your studies, you can also earn technology badges, which show mastery of specific digital tools you can incorporate into your instructional plans. Badges can be earned for credit or simply for professional development purposes. These badges are available to you for the duration of your enrollment in the MSEd program and can be earned for credit as part of the course EDCI 56000, or on your own in self-paced modules.

This program requires a total of 35 credit hours, including 29 credit hours of required courses and six credit hours of electives.

Core Courses

This course provides an historical overview of the field and delineates the foundational knowledge, skills, and attitudes needed by professionals in the field of educational technology and instructional design. Students explore the field by engaging in collaborative projects along with thinking and writing about various aspects of educational technology and the underlying instructional design theories.

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This course provides an introduction to the field of human performance technology (HPT). It examines basic concepts and principles of human performance, the theoretical underpinnings of the field, research and application literature, and various approaches to solving human performance problems. A systematic approach to the analysis, design, development, implementation and evaluation of performance improvement interventions within organizations is emphasized. Note: EDCI 528 is a 6 weeks course.

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This course helps students learn how theories of human learning and motivation can be applied to the instructional process in order to make the process more effective, efficient, and/or appealing. The focus of the course is on two areas: 1) the theoretical principles that have contributed to the field of Instructional Design (ID), and 2) how those principles can be applied within practical settings.

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This course is intended for pre-service teachers, in-service teachers, administrators, trainers, and others who use or intend to use computers in educational settings. This course focuses on techniques for and issues related to integrating computers in educational environments. Topics covered stem from literature in the field and include: educational reform, popular computer applications, management issues, information and security issues, and designing educational applications for use in educational settings. Note: EDCI 564 is a 6 weeks course.

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This course examines how design and development of instruction are impacted by the use of the computer as delivery system. A primary focus is on effective learning design strategies for computer-mediated instruction. Learners will identify and apply effective design with emphasis on project management, planning, and implementation issues. Education or training materials will be developed using appropriate authoring tools as determined by the instructional context. Learners will design an original lesson or unit of instruction for Web-based delivery in her/his discipline (storyboard), and will design, implement, and evaluate an online lesson or unit with team members.

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This course examines the processes of instructional design within a project-based context. A primary focus is on the design of effective learning strategies that are motivating, efficient and effective. Practical aspects of designing instructional learning systems in the classroom and workplace are addressed while completing project work. (Pre-requisite for EDCI 67200, EDCI 56900 & EDCI 57300)

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(Pre-requisites: EDCI 56900, 57200 & 67200) Supervised field experience in programs involving instructional development activities. Students participate in ongoing projects in the design and development of instructional materials and training programs in business and industry, medical facilities or other settings deemed appropriate. Students will develop skills in their fields of interest as well as learn about the job demands of that field. The purpose of the practicum is to provide students with the opportunity to apply knowledge gained in EDCI 57200 and other instructional development courses with practical field experiences.

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This course explores principles and techniques that can be used to carry out evaluations within an organization and assessments of individual learners. The course will examine several aspects of conducting evaluations: planning and designing an evaluation, developing appropriate instruments, using various methods to collect information, analyzing information obtained from those methods, and communicating results and recommendation. Approximately one-half of the course will be dedicated to the study of learner assessment, and the remaining half of the course will be dedicated to the study of program evaluation.

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(Pre-requisite: EDCI 57200) This course comprises a case-based approach to learning instructional design (ID) skills. Students in EDCI 67200 engage in authentic design activities via participation in a community of practice. Activities include co-analyzing instructional design problems, working with diverse teams and individuals, creating real instructional design products or cases, and giving and receiving constructive feedback. (Pre-requisite for EDCI 57300)

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Elective Courses (Six Credits — Pick Two)

This course has been designed to provide you with an introduction to the design of educational computer and video games. Computer and Video games have been gaining increased recognition as potentially powerful media for engaging and effective learning. The focus of the course throughout the semester will be on two areas: 1) the learning, instructional design, and game design theories that can inform the design of effective and engaging educational computer and video games, and 2) how to apply those theories within practical settings. Key theories will be introduced through course readings and discussion. Students will be asked to play and analyze educational games outside of the classroom. Students will apply the theories through the design of their own educational computer or video games.

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This course addresses the fundamentals of educational/learning technologies within both the traditional classroom, as well as the corporate/business training environments. Students will explore and evaluate various tools/technologies and determine how, when, and why such technologies can/should be infused into normal, hybrid, or fully online learning situations. The goal of the course is to help the student plan, implement, and evaluate technology for teaching and learning.

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This course examines educational applications of multimedia tools. Fundamentals in the design, development and evaluation of open-ended, nonlinear computer-based applications in educational settings will be addressed. Incorporation of digitized media in multimedia will be explored. Students will create multimedia instructional materials. Research findings as well as theoretical approaches supporting the use of multimedia in teaching and learning activities will be examined.

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This course provides an in-depth look at Web-based digital tools for teaching and learning, with a focus on learner-centered activities and environments. Emphasis is given to applying the knowledge and skills necessary to create a Web-based, student-centered lesson/unit that provides diverse learners with opportunities for formal and informal learning. Course content is applicable to both independent and collaborative learning, as well as use of the Web as the sole educational delivery system or in combination with other approaches, including traditional classroom instruction.

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An introduction to the field of distance learning/education. Examination of basic concepts and principles of distance learning, the theoretical underpinnings of the field, research and application literature, and distance education delivery technologies. A systematic approach to the design, development, delivery, and evaluation of instruction for learners at a distance is emphasized. Special attention is given to course management systems.

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This course has been designed to provide an in-depth study of motivation as one of the fundamental variables underlying human learning, behavior and instructional design. The focus of the course is on two areas: 1) theories of motivation and the general principles that have contributed to the field of instructional design, and 2) how those principles are selected and applied within practical design settings.

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This course focuses on the application of project management ideas, concepts, and strategies in instructional design settings. Students will be asked to consider the relationship between instructional design and project management, tools that can assist with managing instructional design projects, and factors influencing the instructional design project management process. Students will explore these topics by creating deliverables for instructional design cases and other interactive assignments.

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An introductory course in educational research and evaluation methodology which considers the various methods of educational research, the formulation of research hypotheses, and the preparation of research reports.

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Demonstrating Competency in LDT Badge Series

This course will primarily focus on the further earning of badges as part of meeting required program competencies. We will also further explore the purpose and process behind this. Additional resources and activities regarding a better understanding of the profession and your potential trajectory towards participating in it will also be available.

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This course is designed to help you to understand the knowledge and skills necessary for your successful online learning in the Learning Design and Technology program, with a focus on the process of earning digital badges aligned with professional competencies. In this orientation, you will explore what online learning entails and reflect on how you can best set yourself up to succeed in your studies. You will also learn and apply the process of both earning digital badges within the program and evaluating your peers’ work as part of the badge earning process.

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This course will focus on completion of the competency portfolio reflecting on the depth and breadth of your educational growth since entering the Master’s program. The purpose of the LDT competency portfolio is to demonstrate that you have mastered the graduate competencies. The portfolio will contain student evidence aligned with LDT competencies and will be reviewed by your committee. The completed competency portfolio is a requirement for graduation from the LDT Master’s program.

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