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| Instructional Design
and Technology |
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Professors: Borysewicz, Grabe and
Van Eck (Graduate Program Director)
Program Description
The Instructional Design and Technology (IDT) program is a collaboration between the College of Education and Human Development, the College of Arts and Sciences, and the John D. Odegard School of Aerospace Sciences. The designers believe the program benefits from the expertise of a diverse faculty, the various resources of the different organizational units, and a collaborative decision-making structure among the three units. The IDT program is administered through the College of Education and Human Development (EHD) and follows the IDT, EHD, UND, UND Graduate School, and NDUS rules and policies. All degree options are avilable online and on-campus.
Program Mission
The primary mission is to prepare program graduates for service in education, business, government, and industry who will enhance instruction and learning through the use of instructional design and technology. These graduates will be able to design curriculum, training, and human performance solutions using any medium, and for any subject area, environment or learner.
Minimum Admission Requirements
The IDT program follows the regular Graduate School requirement of an overall undergraduate grade point average of 2.75 or a junior/senior year grade point average of 3.00 for the Master of Education and Master of Science degrees, and for the certificate program. The grade point average requirement for graduate work is a 3.5 or better. Provisional admission may be considered for students whose academic performance does not meet these criteria. Whether such consideration is given will depend on the circumstances and the judgment of the admissions faculty. Applicants must also answer two essay questions as part of the application process.
The applicant must have completed a baccalaureate degree in a field of study in the area or discipline appropriate to the field in which he or she intends to work. The applicant must have a basic knowledge of the microcomputer and substantial skill in using standard applications to produce work products (word processing, database, spreadsheet, drawing/painting, graphing, and other common applications).
Program Delivery Options
The IDT program is available for on-campus and distance delivery, making it possible to attain all degree options via distance delivery, on-campus courses, or a combination of both. Students may enroll in on-campus classes and attend these classes in person or may enroll in online classes and attend classes via distance technology. Online students and on-campus students are peers in the same class sessions, and experience the same educational opportunities. Courses typically have a few synchronous (live) class sessions, where students may attend on-campus in the actual classroom, or they may participate through our distance delivery system. In this manner, class lectures, discussion, presentation, and collaboration are done seamlessly, in a nearly identical fashion to traditional classes.
Degree Requirements
The IDT master’s degree program offers three options: the M.Ed., M.S. (scholarly project option) and the M.S. (thesis option). These programs are comprised of 34 (M.Ed. and M.S. scholarly project option) or 36 (M.S. thesis option) credits. The credit hours consist of: |
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|
M.Ed. |
M.S. |
| Core coursework in Instructional Design |
|
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| & Technology |
9 cr. |
9 cr. |
| Additional coursework in IDT area of
emphasis |
6 cr. |
9 cr. |
| Foundations coursework in education |
|
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| and psychology |
6 cr. |
3 cr. |
| Scholarly Tools/Research |
3 cr. |
6 cr. |
| Electives |
6 cr. |
3 cr. |
| Internship |
2 cr. |
2 cr. |
| Independent Study or Thesis |
2 cr. |
2-4 cr. |
| Total |
34 (Project) or 36 (Thesis) |
The IDT degree options are based on
the same set of program components: |
- Program
core component: New courses presenting IDT content.
- Research
component: Development of research skills.
- Foundations
component: Fundamental background in psychology.
- Area
of Emphasis in IDT: Opportunity for area or skill specialization within IDT
|
The IDT course requirements are organized within a major, foundations area, research/scholarly tools area, and area of emphasis. The major consists of the IDT core and the area of emphasis in IDT. Students in both the M.Ed. and M.S. options will be required to complete 15 (M.Ed.) to 18 (M.S.) hours of coursework in IDT subject matter. This requirement includes: |
Course |
Credits
|
IDT 500: Survey of Instructional Design |
3
|
| IDT 520: Instructional
Systems Design & Development |
3 |
| IDT 525: Development, Implementation
and |
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| Evaluation
of Instructional Materials |
3 |
And 6 (M.Ed.) to 9 (M.S.) credit hours
from the following courses: |
| IDT 590: Special Topics in IDT |
1-3 |
| IDT 591: Readings in IDT |
1-3 |
| IDT 592: Research in IDT (M.S. must take
as scholarly tool, |
|
| does not count toward cognate) |
1-3 |
| IDT 593: Directed Studies in Instructional
Design and Technology |
1-3 |
K-12 Emphasis |
| IDT 510: Technology-Based
Instruction: Applications & Methods |
3 |
| IDT 540: Digital Media and the Internet
in Schools |
3 |
Corporate Emphasis |
| IDT 560: Instructional Design Consulting |
3 |
| IDT 570: Human Performance Technology |
3 |
Computer- and Web-Based Instruction |
| IDT 530: Introduction to Computer-Based
Instruction |
3 |
| IDT 535: Advanced Computer-Based Instructional
Development |
3 |
| IDT 545: Instructional
Simulations & Games |
3 |
| IDT 580: Introduction to Web-Based Instruction |
3 |
Master of Education
The Master of Education (M.Ed.) degree is primarily intended for students who plan to work in an education environment, either the K-12 schools or higher education. Individuals pursuing this degree will work primarily as technology facilitators or curriculum design specialists. As technology facilitators, they are likely to work with instructors in assisting them to appropriately, effectively, and successfully integrate technology into their instruction. They are also likely to do some direct work with students in teaching skills associated with the use of technology. As curriculum design specialists, they are likely to work at the school, district, or state levels to design curriculum for public education. Students pursuing this degree will learn the theoretical issues associated with technologically supported instruction but their emphasis will be in the application of this knowledge in terms of best practice. A scholarly project is required and is considered a capstone experience. The scholarly project must address a real-world practical instructional design learning or performance problem and fully employ an instructional design or human performance technology model to the solution of that problem.
Master of Science
The Master of Science (M.S.) degree is primarily intended for students who plan to work in business, government, and industry developing and delivering technologically supported curriculum and/or solving human performance problems. Students from backgrounds other than education, e.g., nursing, engineering, aerospace, may prefer this option. This degree is available in two tracks. The M.S. (thesis option) is intended for those students who want to develop and utilize research skills, e.g., for work in academic environments where research is encouraged. The M.S. (scholarly project option) is intended for those students who prefer to emphasize the development and evaluation of application and practice. Required coursework within the two options is consistent with this distinction between an emphasis on research or practice.
IDT Certificate Programs
The IDT Certificate Program offers two 12-credit certificates. They are designed for those who do not need or want a full master’s program, but who want documentation of their skills in instructional design and technology. The certificates provide minimum competencies in the field of instructional design, but are not designed to result in fully-qualified instructional designers.
IDT Certificate in K-12 Technology Integration
Program Requirements
Required Courses (12 credits): |
|
| IDT 500: Survey of Instructional Design |
3 |
| DT 510: Technology-Based Instruction:
Applications & Methods |
3 |
| IDT 520: Instructional Systems Analysis & Design |
3 |
| IDT 540: Digital Media & the Internet in Schools |
3 |
IDT Certificate in K-12 Technology Integration |
|
Program Requirements
Required Courses (12 credits): |
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| IDT 500: Survey of Instructional Design |
3 |
| IDT 520: Instructional Systems Analysis & Design |
3 |
| IDT 530: Intro. to Computer-Based Instruction |
3 |
| IDT 570: Human Performance Technology |
3 |
Cognate/Minor for Non-Program Majors
The IDT program welcomes graduate students outside of IDT who want to learn more about the integration of technology with instruction. To complete a cognate or minor in IDT, students must take IDT 500, IDT 520, and IDT 525 for a total of nine semester hours. This will be considered by the IDT faculty to be a cognate or minor at the master’s level. If the student is a doctoral student and his or her department requires more credits for a minor, the IDT program chair will work with the student to select additional coursework to meet that minimum.
Courses
500. Survey of Instructional Design. 3 credits. This course provides students with an in-depth overview of the field of Intructional Technology. Topics include the history and critical issues of the field; a description of instructional design; applications of instructional technology, and associated areas of research.
510. Technology-Based Instruction: Applications and Methods. 3 credits. A study of the various methods for using technology to deliver and/or support instruction: tutorials, drills, simulation, interactive video, instructional games, intelligent computer-based instruction, performance support systems, job aids, testing, distance learning, intelligent tutoring systems, and instructional management systems.
520. Instructional Systems Analysis and Design. 3 credits. The first course in a two-course required sequence, IDT 520 is a study of methodologies for analyzing and designing instruction. Topics include needs analysis, job/task analysis, and assessment of instructional outcomes. IDT 525 is the second required course in this two-course sequence.
525. Development, Implementation, and Evaluation of Instructional Materials. 3 credits. Prerequisites: Program major or permission of instructor; IDT 520. This course focuses on the development, implementation, and evaluation of instructional materials that have been created according to instructional design principles. The second course in a two-course sequence, this course completes the instructional design process begun in IDT 520. After completing this two-course sequence, students will have the skills needed to conduct the full instructional design process in a variety of settings, and with a variety of learners, modalities, and domains.
530. Introduction to Computer-Based Instruction. 3 credits. Prerequisite: IDT 520. An examination of the technology (hardware and software) for developing and delivering computer-based instruction (CBI). A study of the characteristics of high-quality CBI, addressing such topics as program structure, user interface, navigation, message/screen design, use of graphics, response analysis, feedback strategies, error checking, branching, and computer-managed instruction.
535. Advanced Computer-Based Instructional Development. 3 credits. Prerequisites: Program major; IDT 530. This course is designed to extend the CBT/CBI design and development skills acquired in IDT 530. Students will study advanced CBT/CBI techniques and applications such as artifical intelligence, intelligent tutoring systems, electronic performance support systems, authoring tools, learning objects, pedagogical agents, SCORM compliant programming, simulations and games, the use of CBT/CBI for research purposes, and learning management systems (LMS). In addition to studying these areas, students will build a CBT/CBI unit that implements one or more of these applications.
540. Digital Media and the Internet in Schools. 3 credits. Prerequisites: IDT 510, 520. This course builds on the theories and approaches to technology integration first introduced in IDT 510. Students will gain practice developing lesson plans and examples of student artifacts with specific media such as digital video, digital audio, digital photography, and the Internet. Students will gain competency in generating and using media according to the principles of technology integration, rather than technology use.
545. Instructional Simulations and Games. 3 credits. Prerequisites: Program major or permission of the instructor. This course provides an in-depth study of the theoretical, philosophical, and practical issues surrounding the use of simulations and games in learning environments. Methods and approaches for integrating commercial games into learning environments and for developing new simulations and games around content will be examined.
550. Theories and Models of Instructional Design. 3 credits. Prerequisites: Program major or permission of the instructor; IDT 520. This course focuses on pedagogical theories from education and psychology as they relate to instructional design, and on alternate models of instructional design. Topics include epistemological viewsof knowledge, major schools of thought on the nature of learning, a survey of instructional and learning theories, and a survey of instructional design models. Particular emphasis is placed on the interrelation of theories, models, and practice in the field of instructional design.
560. Instructional Design Consulting. 3 credits. Prerequisites: Program major or permission of the instructor; IDT 520. This course trains students in the theoretical, (e.g., needs analysis, change agency, data-driven decisions, solution specification) and practical (e.g., management of client relationship, project management skills, budgeting) of instructional design consulting. Roleplay, response to an RFP, and discussion of modern approaches to managing the consulting process will be primary activities in this course.
570. Human Performance Technology. 3 credits. Prerequisites: IDT 500, 520. An overview of the Human Performance Improvement (HPI) and Human Performance Technology (HPT) models and processes. Particular emphasis on determining whether instructional interventions or performance improvement interventions are called for, models and techniques for identifying performance gaps, specifying solutions, measuring results, and managing or adjusting the improvement. Job aids, electronic performance support systems, authoring tools, and other performance technologies will be covered.
580. Introduction to Web-Based Instruction. 3 credits. Prerequisites: Program major or permission of the instructor; IDT 520. This course trains students to design and develop web-based instruction, including basic web site design tools and theory, design and development of online learning with course management systems, supporting technologies in web-based instruction, pedagogical approaches to the design and development of online learning environments.
584. Internship in Instructional Design and Technology. 2 to 4 credits. The internship is a culminating experience in which the student assumes responsibility for an instructional design and technology project.
590. Special Topics in Instructional Design and Technology. 1 to 3 credits. An in-depth study of a selected topic in instructional design and technology. Topics will vary with faculty expertise and current issues. Some topics would include simulations, instructional applications of the world wide web, performance support systems, adaptive testing, intelligent tutoring systems, and hypermedia applications.
591. Readings in Instructional Design and Technology. 1 to 3 credits. Selected readings with oral and written reports.
592. Research in Instructional Design and Technology. 1 to 3 credits. Supervised research in areas of student interest.
593. Directed Studies in Instructional Design and Technology. 1 to 3 credits. Individual project work in the design and development of technology-based instruction. All projects will require a final report.
995. Scholarly Project. 2 credits. The scholarly project demonstrates critical analysis and application of information and experiences gained throughout the program of study.
997. Independent Study. 2 credits. The independent study requires the student to investigate a topic related to the major field of study and to prepare a formal report summarizing this investigation.
998. Thesis. 4 to 9 credits. The thesis is an original research project completed under the supervision of a thesis committee. |
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