Surveys the characteristics of widely used audiovisual media (e.g. slides, film, video) and technologies of instruction (e.g. programmed instruction, simulation/gaming, computer-assisted instruction). Provides guidelines for selecting media and techniques. Develops media presentation skills. For IST majors, does not count toward the minimum credit-hour requirement.

Repeatable for Credit: 6 credits and 2 completions

Topical workshops on selected media/technology emphasizing hands-on experience. Content will vary; e.g. multi-image, microcomputers, simulations/games. This is a service course that may or may not be applicable to IST majors depending on workshop topic and content.

Repeatable for Credit: 99 credits and 99 completions

Introduction to the field, theory, and profession of instructional and human performance technologies, including definitions, history of the field, and current trends and issues. Includes participation in discussions devoted to broadening understanding of instructional and human performance technology field and career opportunities.

Not Repeatable for Credit

The major emphasis of the course 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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

Given a design plan for a simple interactive product, student teams are introduced to the entire multimedia production process. Emphasizes basic skills in: writing, graphic design, interface design, scripting, prototyping, editing, formative evaluation, quality assurance and complementary teamwork. Laboratory use of text, still image, authoring and presentation software.

Not Repeatable for Credit

Introduction to instructional graphics design. Promotes visual thinking and problem solving with an emphasis on multimedia based applications for instructional learning environments. Focuses on message design principles, specifically as they relate to graphic design. Explores the philosophy and use of appropriate technology.

Not Repeatable for Credit

Students in this course will learn how to develop learning environments that stimulate critical thinking and creativity, and that promote cooperative 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 hands-on activities.

Not Repeatable for Credit

Intermediate level course on design, development and formative evaluation of computer assisted instruction (CAI) programs. Instructional design strategies based on research on effective CAI are emphasized. Students use CAI software development tools to create and evaluate interactive lessons including questions for assessing learning achievement.

Not Repeatable for Credit

This course centers on theories, frameworks, models, and cases for learning in organizations to support the workplace learning and performance improvement. Organizational learning, learning organizations, organizational knowledge, and knowledge management are covered as key elements of learning in organizations.

Not Repeatable for Credit

The course focuses on evaluation of instructional products as they are developed during each major stage of the instructional systems development process. The course also focuses on change theory and principles as they relate to adoption and use of instructional products.

Not Repeatable for Credit

In this course, students will be able to explain what HRD trends and issues are and envision the future with knowledge and project-based learning experience. This course is particularly useful for those who want to work as an HR practitioner, instructional designer, learning specialist, or performance consultant in diverse organizations.

Not Repeatable for Credit

Students and faculty participate weekly in a colloquium which begins with a presentation on a substantive topic, followed by an open discussion. Presenters include IST faculty, practicing professionals, and IST doctoral students.

Repeatable for Credit: 1 credits and 2 completions

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.

Repeatable for Credit: 99 credits and 99 completions

Individual research or study with an Instructional Systems Technology faculty member, arranged in advance or 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 product(s). Ordinarily, R590 should not be used for the study of material taught in a regularly scheduled course.

Repeatable for Credit: 99 credits and 99 completions

An in-depth study of the field, theory, and profession of instructional technology, including the evaluation of research questions in the field of instructional technology.

Not Repeatable for Credit

A survey course focusing on organizational theory (OT) and culture(s) that support and contribute to performance and effectiveness in organizational settings.  Emphasis is placed on integrating various theories (classic and contemporary) to build a coherent understanding of performance outputs at the individual, group, and organizational levels.

Not Repeatable for Credit

Examination of the principles and practices used in the analysis of various processes and tasks in organizational settings. Study of task configurations, taxonomies for task classifications and task sequencing related to jobs and work processes. Particular emphasis is placed on job analysis including: procedural task analysis, systems task analysis, and knowledge task analysis.

Not Repeatable for Credit

This course centers on concepts, cases, and practices of analyzing needs in organizations. The identification of needs is a starting point for organizational and instructional development activities. The process of conducting needs analysis has a greater impact on performance improvement by attending to the context in the organization.

Repeatable for Credit: 6 credits and 2 completions

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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

This course is an elaboration on the instructional strategies portion of R522. It helps 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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

Given an instructional problem, 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 audio and motion video software.

Repeatable for Credit: 6 credits and 2 completions

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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

This course introduces students to the opportunities and challenges of systemic restructuring in education. It is concerned with both product and process issues: what an educational system should be like for a post-industrial information-age society, and what process will most facilitate transformation to such a system.

Not Repeatable for Credit

Learning technologies are generating waves of opportunities across educational settings and learning environments. Topics include open educational resources, collaborative technologies, digital books, virtual education, adventure learning, mobile learning, and other technologies as they emerge. Course will include hands-on tasks with much choice and options that offer broad and deep understanding.

Not Repeatable for Credit

Intensive study and discussion of a specific topic of current interest in the theory and/ or practice of instructional technology.

Repeatable for Credit: 6 credits and 99 completions

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 work in a cooperating agency and in consultation with an IST faculty internship coordinator.

Repeatable for Credit: 6 credits and 2 completions

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.

Not Repeatable for Credit

Problems of research are taken up with special emphasis on research designs for instructional systems technology. Students partake 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 course.

Repeatable for Credit: 99 credits and 99 completions

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.

Not Repeatable for Credit

Selected advanced readings in instructional technology and related fields with guidance from members of the IST faculty. S/F grading.

Not Repeatable for Credit

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.

Not Repeatable for Credit

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.

Not Repeatable for Credit

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.

Repeatable for Credit: 99 credits and 99 completions

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.

Repeatable for Credit: 99 credits and 99 completions

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.

Repeatable for Credit: 99 credits and 99 completions