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Course Criteria
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1.00 Credits
This course extends the MED research sequence coursework, enabling students to deepen their research projects and further develop their skills in conducting academic research. Projects in the course may include finding and evaluating academic literature, academic writing, synthesizing and analyzing data, learning additional data collection methods, and preparing manuscripts for publication. Course meets on-line in a directed study format.
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3.00 Credits
Gaming has become an important pathway for learning in a variety of formal and non-formal settings. In this course students learn the differences between gamification, game-based learning, and learning games and how to use these formats effectively. Students connect learning theories to game design to enhance motivation and learning. Students make use of research on learning through gaming and design a game-based learning unit. Ethical issues involved in the field will be explored.
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3.00 Credits
Students will identify how they and others learn using the internet. They will participate in the development of online learning materials and follow best practices in instructional design to identify learning outcomes, design appropriate learning materials for a type of learner, develop effective learning materials, implement online instruction, and evaluate the effectiveness of the learning process. Learners will also participate in learning technologies that help engage online students and teach others how to use these technologies.
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3.00 Credits
This course introduces instructional design and educational technology. Students will learn the basics of instructional design, systematic design, multimedia learning, user-experience, and instructional design tools. Students will practice identifying and analyzing instructional need and will create instructional design documents.
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4.00 Credits
Introduces MAT to MED students to fundamental principles, purposes, tools, and techniques of educational research. In a primarily on-line format, students become familiar with educational databases, qualitative and quantitative methods, theoretical frameworks, and ethical issues. Students identify an area of focus, complete a literature review, and conduct a small, qualitative research project.
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3.00 Credits
This course introduces students to the breadth of the field of adult education and its historical, sociological, and philosophical foundations. Students will explore their own beliefs, values, and experiences and develop a working philosophy of education. They will deepen their understanding of the historical development of adult education in the US and the differing philosophies that shape contemporary educational policies. The tools of historical, sociological, political, and philosophical analysis will be used to understand current debates in the field.
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1.00 Credits
Teaching is learned through study, practice, and reflection. This course provides the opportunity for students to strengthen their teaching skills by engaging in research, observing other teachers, trying out teaching and assessment methods, and reflecting on their effectiveness individually and with peers. Assignments can be shaped to the skill level, interests, and teaching situation of each student. This course may be used to fulfill Curricular Practical Training requirements. (Instructor Permission Required)
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3.00 Credits
This course is designed to increase understanding of the administration and supervision of school literacy programs. Major topics will include: professional development, school/community relations, mentoring partnerships, student diversity, curriculum evaluation and development, and assessment. An internship is required as part of this course.
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2.00 Credits
This course engages students in the study of primary research articles in the field of literacy. Students will explore classical and contemporary research studies. Students will be instructed in basic research techniques to aid in their ability to conduct and critically consume literacy research. Concepts learned throughout the course will be applied as students locate, analyze, and report on articles relevant to their MED action research projects.
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3.00 Credits
Through a review of the theoretical and practical aspects of qualitative research methodologies, this course moves to exploration of action research as a means to provide research skills compatible with the regular needs of teachers and other teaching professionals. Requires completion of an action research cycle and a related literature review. Prerequisite: MED 650.
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