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Course Criteria
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3.00 Credits
Prerequisite: GSTU 210 or permission of the instructor. 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.
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3.00 Credits
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.
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3.00 Credits
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.
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3.00 Credits
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.
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3.00 Credits
Prerequisites: GSTU 210, EDTE 220 and EDTE 301. 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.
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3.00 Credits
Prerequisites: EDTE 301, EDTE 311 or EDUC 302, and MATH 227. 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, interestbased and web-based testing will be surveyed. Theory and development of criterionreferenced 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 webbased building are also covered.
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3.00 Credits
This course is designed to prepare educators with historical, security and ethical situations that will be encountered in educational or instructional technology.
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3.00 Credits
(3 hours.). Prerequisite: EDTE 320. 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.
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3.00 Credits
(3 hours.). Prerequisite: EDTE 350. 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).
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3.00 Credits
Prerequisites: GSTU 210, EDTE 220, EDTE 301 and EDTE 320. 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.
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