Instructional Systems Technology Courses

  • EDUC-R 503 Application of Instructional Media and Technology (3 cr.) Surveys the characteristics of widely used types of audiovisual media (e.g., slides, film, video) and technologies of instruction (e.g., programmed instruction, simulation/gaming, computer-assisted instruction). Provides guidelines for selection of media and techniques. Develops media presentation skills. For IST majors, does not count toward the minimum credit-hour requirement.
  • EDUC-R 505 Workshop in Instructional Systems Technology (1-6 cr.) Topical workshops on selected media/technology emphasizing hands-on experience. Content will vary (e.g., multimedia, microcomputers, simulations/ games). This is a service course that may or may not be applicable to IST majors depending on working topic and content.
  • EDUC-R 511 Instructional Technology Foundations I (3 cr.) Introduction to the field, theory, and profession of instructional technology, including definitions of instructional technology, the history of the field, and current trends and issues. Includes participation in a colloquium, a series of presentations and discussions devoted to broadening understanding of the instructional technology field and career opportunities.
  • EDUC-R 519 Effective Writing for Instructional Technology (3 cr.) Emphasis is reader- centered writing in the creation of instructional materials. Additionally, students will develop skills in writing business as well as technical proposals and reports using suitably direct and simple language.
  • EDUC-R 521 Instructional Design and Development I (3 cr.) Introduces the instructional systems development process, from analysis through evaluation and implementation, and includes practice in all phases. Emphasizes design issues such as classification of learning tasks, selection of instructional strategies, and development of prototypes. Students practice the design of effective and appealing instruction based on principles from instructional theory.
  • EDUC-R 522 Instructional Design and Development II (3 cr.) Explores in depth the components of the instructional development process, focusing on design issues: classification of learning tasks, selection of instructional strategies and tactics, and construction of prototypes. Students practice the design of effective and appealing instruction based on principles from instructional theory.
  • EDUC-R 541 Instructional Development and Production Process (3 cr.) P: R521 Students are introduced to the multimedia production process. Emphasizes basic skills in writing, graphic design, interface design, scripting, prototyping, editing, formative evaluation, and quality assurance. Laboratory use of text, still image, video, audio, animation, authoring, and presentation software.
  • EDUC-R 542 Instructional Graphics Design (3 cr.) Introduction to instructional graphics design. Promotes visual thinking and problem solving with an emphasis on multimedia based application for instructional learning environments. Focuses on message design principles, specifically as they relate to graphic design. Explores the philosophy and use of appropriate technology.
  • EDUC-R 546 Instructional Techniques to Facilitate Thinking, Collaboration, and Motivation (3 cr.) Students in this course will learn how to develop learning environments that stimulate critical thinking and creativity, and that promote operative learning and motivation. To highlight method similarities and differences and to link theory to practice in each area, scientifically researched strategies and programs will be illustrated through hand-on activities. (Bloomington/Indianapolis)
  • EDUC-R 547 Computer-Mediated Learning (3 cr.) P: R521 and R541. Intermediate-level course on design, development, and formative evaluation of computer-mediated learning programs. Instructional design strategies based on research on effective practice are emphasized. Students use software development tools to create and evaluate interactive lessons including questions for assessing learning achievement.
  • EDUC-R 561 Evaluation and Change in the Instructional Development Process (3 cr.) P:  Methods and principles for evaluating instructional products during each stage of the instructional systems development process. With regard to change, the course focuses on change theory and principles as they relate to adoption and use of instructional products.
  • EDUC-R 563 Business and Economic Dimensions of Training and Development Process (3 cr.) P:  561. Linking training programs directly to business needs, problems, and opportunities using the concepts and applications of economic theories such as return on investment and value added. Means of determining the internal efficiency of training programs, their costs, and impacts.
  • EDUC-R 580 Instructional Systems Technology Colloquium (.5 cr.) P:  Students and faculty participate every week in a colloquium which usually begins with a presentation on a substantive topic, followed by an open discussion. Presenters may include IST faculty, practicing professionals, and IST doctoral students. Course is repeatable for a maximum of 1 credit.
  • EDUC-R 586 Practicum in Instructional Systems Technology (1-3 cr.) P:  R521, R541. The development of practical competencies in such components of instructional technology as development, production, materials evaluation, and project management and implementation. One credit hour requires approximately 48 hours of laboratory and / or independent work.
  • EDUC-R 590 Independent Study in Instructional Systems Technology (1-3 cr.) P:  Individual research or study with an Instructional Systems Technology faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, R590 should not be used for the study of material taught in a regularly scheduled course.
  • EDUC-R 611 Instructional Technology Foundations II (1 cr.) P: R511. An in-depth study of the field, theory, and profession of instructional technology, including the evolution of research questions in the field of instructional technology.
  • EDUC-R 620 Instructional Task Analysis (3 cr.) P:  R521. Principles and practice of analysis of instructional tasks. Study of task configurations, taxonomies for task classification, and task sequencing. Extensive analysis of actual instructional behaviors.
  • EDUC-R 621 Needs Analysis and Assessment (3 cr.) P:  R521. Theories, principles, and practice of analysis and assessment of needs from perspective of organizational, curriculum, and instructional development. Exploration of contextual paradigms. Study of deficiencies and discrepancies in human performance. Root cause analysis. Extensive analysis of role needs in contrasting environments.
  • EDUC-R 622 Learning Environments Design (3 cr.) P:  R521. Principles and practice of environmental design. Study of interrelationships among environmental variables. Use of decision models in the design process. Design, construction, and testing of learning environments representing alternative profiles of variables.
  • EDUC-R 625 Designing Instructional Systems (3 cr.) P:  R521. An advanced course in instructional development. Students work in small groups to solve real or simulated instructional problems of substantial scope. Requires application of principles of planning, analysis, design, production, evaluation, implementation, and management. Design decisions derive from theory and research.
  • EDUC-R 626 Instructional Strategies and Tactics (3 cr.) P:  R521. An elaboration on the instructional-strategies portion of R522. Aims to help students develop a deeper understanding of instructional theory and a greater ability to create effective, efficient, and appealing instruction in any content area for any audience and with any medium, including live instruction.
  • EDUC-R 630 Learner Analysis in the Instructional Technology Process (3 cr.) P:  R521. Methods for utilizing student information in the instructional technology process. Use of criterion-referenced instruments to diagnose entry behavior and place students in the instructional environment. Use of task and aptitude information to create differentially effective mediated treatments.
  • EDUC-R 641 Instructional Development and Production Process II (3 cr.) P:  R541. Given an instructional problem presented by a real-world client, student teams create a design plan for an interactive product and complete the instructional development process. Emphasizes intermediate skills in writing, graphic design, interface design, scripting, prototyping, editing, formative evaluation, quality assurance, and teamwork. Laboratory use of software applicable to the design problem.
  • EDUC-R 660 Change Management, Consulting, and Group Training (3 cr.) P:  R561. Studies the social and psychological principles relevant to understanding the processes of change. Consideration of the psychological principles of perception, motivation, and learning and the social-psychological forces of interpersonal and small group dynamics. Integration of these principles into consulting and working with groups in training and development settings.
  • EDUC-R 665 Managing Training and Development Projects (3 cr.) P: R511, R521. This course addresses the planning and management of successful training and development projects. Topical areas include organizational issues, managing human resources, team structures, defining project requirements, and quality assurance. Tools will be utilized to enhance project planning, scheduling, monitoring, and control, including software designed to support project managers.
  • EDUC-R 667 Educational Systems Design (3 cr.) Introduces students to the opportunities and challenges of systemic restructuring in education and corporate training. It is concerned with both product and process issues: what an educational or training system should be like for a post industrial information-age society, and what process will most facilitate transformation to such a system.
  • EDUC-R 685 Topical Seminar in Instructional Systems Technology (1-3 cr.) P: Consent of instructor. Intensive study and discussion of a specific topic of current interest in the theory and/ or practice of instructional technology.
  • EDUC-R 686 Internship in Instructional Systems Technology (3-6 cr.) P: R511, R521, R541. To be completed during the final stages of a degree program. Provides an opportunity for students to gain professional experience in a work situation appropriate to their career goals. Students are assigned to a cooperating agency and work in consultation with an IST faculty internship coordinator.
  • EDUC-R 690 Application of Research Methods to Instructional Systems Technology Issues (3-  cr.) Problems of research are taken up with special emphasis on research designs for instructional systems technology. Students participate in the various aspects of a research project, including the writing of a research report. This course is part of IST inquiry sequence and serves as IST's doctoral linkage courses.
  • EDUC-R 695 Topical Inquiry Seminar in Instructional Systems Technology variable title (3 cr.) P: R690. Critical examination of current inquiry in an emphasis area in instructional systems technology. Specific topics will vary. Students complete one or more aspects of a research project. Course serves as early IST inquiry experience for doctoral students.
  • EDUC-R 699 Specialist Project in Instructional Systems Technology (1-  cr.) P: No more than 15 credit hours remaining and completion of most specialist course work. Individual instructional technology project serving as the culminating experience in the specialist degree program. The project will be presented and evaluated at a final meeting with the student's advisory committee.
  • EDUC-R 711 Readings in Instructional Technology (3-  cr.) P: R511, R521, R541, R561, and the majority of doctoral courses completed. Selected advanced readings in instructional technology and related fields with guidance from members of the IST faculty. S/F grading.
  • EDUC-R 741 Instructional Development and Production Process III (3-  cr.) P: R641. Working with a client, student teams conduct the entire instructional design and development process. Emphasizes advanced skills in writing, graphic design, interface design, scripting, prototyping, editing, formative evaluation, quality assurance, and teamwork. Laboratory use of multimedia software development tools as required.
  • EDUC-R 745 Development/Production Role Specialization (3-  cr.) P: R741. Advanced practice and in-depth study of instructional design, interface design, graphic design, authoring, evaluation, or project management. Students specialize in one of these roles on an R641 or R741 product development team. Students receive individualized coaching in their specialized roles.
  • EDUC-R 780 Instructional Systems Technology Research Colloquium (.5-  cr.) P: Doctoral student status. The emphasis of this colloquium is on research methodologies in the field of IST. Faculty and students will meet to discuss research being conducted within the IST department and review research discussed in the literature. May be repeated for a maximum of one credit.
  • EDUC-R 795 Dissertation Proposal Preparation in Instructional Systems Technology (1-3 cr.) P: R690, R695, and approved program of studies. This course is for the development of a dissertation proposal in instructional systems technology. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work. S/F grading.
  • EDUC-R 799 Doctoral Dissertation in Instructional Systems Technology (1-12 cr.) P: R795 may be taken concurrently, draft prospectus, and approval of faculty member who agrees to serve as director. Credit earned over more than one semesters. Involves individualized study. For Ph.D., reflects the ability to conduct an original piece of research. For Ed.D, may involve significant work in evaluation, program development, description, or other suitable studies of professional practice. [S/F grading]

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