Courses taken at UND

for Michael Crawford

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This is a list of IDT curriculum courses which I have taken towards the Instructional Design & Technology courses
IDT 500 Survey of Instructional Design
IDT 510 Technology-Based Instruction: Applications and Methods
IDT 520 Instructional Systems Analysis and Design
IDT 525 Development, Implementation, and Evaluation of Instructional Materials
IDT 530 Introduction to Computer-Based Instruction
IDT 535 Advanced Computer-Based Instructional Development
IDT 540 Digital Media and the Internet in Schools
IDT 545 Instructional Simulations & Games
IDT 550 Theories & Models of Instructional Design
IDT 560 Instructional Design Consulting
IDT 570 Human Performance Technology
IDT 580 Introduction to Web-Based Instruction
PSY501 Psychological Foundations of Education
EFR 500 Foundations of Educational Thought
EFR 509 Introduction to Educational Research

*descriptions of courses taken appear highlighted

A current list of these courses may be found at http://idt.und.edu/course_info.html

 Course Descriptions

IDT 500. Survey of Instructional Design. 3 credits. Prerequisites: None. This course provides students with an in-depth overview of the field of Instructional 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. Grading: Regular.
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IDT 510. Technology-Based Instruction: Applications and Methods. Pre-requisites: None. 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. Grading: Regular.
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IDT 520. Instructional Systems Analysis and Design. 3 credits. Prerequisites: None. The first course in a two-course required sequence, IDT520 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. Grading: Regular.
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IDT 525. Development, Implementation, and Evaluation of Instructional Materials. Prerequisites: Program Major; IDT 520. 3 credits. 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. Grading: Regular.
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IDT 530. Introduction to Computer-Based Instruction. Prerequisites: IDT 520. 3 credits. 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. Grading: Regular.
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IDT 535. Advanced Computer-Based Instructional Development. Prerequisite: Program Major; IDT 520 & IDT 530. 3 credits. This course is designed to extend the CBT/CBI design and development skills acquired in IDT530. Students will study advanced CBT/CBI techniques and applications such as artificial 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. Grading: Regular.
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IDT 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. Grading: Regular.
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IDT 545. Instructional Simulations & 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. Grading: Regular.
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IDT 549. Graduate Seminar in IDT. 3 credits. Prerequisites: Program major or permission of the instructor. This course, intended to be taken early in the doctoral program, prepares students for a professional academic career in the field of Instructional Design and Technology. The students will develop research and professional academic skills through various class activities simulating common tasks in academia. This course will provide professional experiences appropriate to the field of IDT such as reviewing conference proposals and assuming the roles of conference discussant, expert/discussion leader, and research investigator. Grading: regular.
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IDT 550. Theories & 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 views of 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. Grading: Regular.
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IDT 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. Grading: Regular.
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IDT 570. Human Performance Technology. Prerequisites: IDT 500 & 520. 3 credits. 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. Grading: Regular.
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IDT 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. Grading: Regular.
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IDT 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.
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IDT 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.
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IDT 591. Readings in Instructional Design and Technology. 1 to 3 credits. Selected readings with oral and written reports.
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IDT 592. Research in Instructional Design and Technology. 1 to 3 credits. Supervised research in areas of student interest.
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IDT 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.
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IDT 995. Scholarly Project. 2-3 credits. The scholarly project serves as a capstone experience and requires the student to identify a real world learning or performance problem and address it as a professional instructional designer would. This includes the full analysis, design, development, implementation, and evaluation process and documentation first learned in IDT 520 and 525 and later demonstrated in other IDT courses taken as part of the degree. Work is to be conducted autonomously under the supervision of the IDT faculty evaluation committee.
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IDT 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.
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IDT 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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PSY 501. Psychological Foundations of Education. 3 credits. Prerequisite: Graduate standing in Psychology, Education, or Instructional Design & Technology. A study of the learning process with secondary emphasis on how the learning process is affected by individual differences, growth, development, and personality.
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EFR 500. Foundations of Educational Thought. 3 credits. A problem-centered class dialogue on those philosophical, social, political and historical concepts of educational thought that have shaped the development of the learning experience.
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EFR 509. Introduction to Educational Research. 3 credits. An introduction to the research methodologies used to study education. The course covers quantitative as well as qualitative types of research. The paradigms of both types of research will be contrasted and the application of the methodologies in actual research investigated.