Online Master of Science in Learning Technologies

Curriculum

Students enrolled in the MS in Learning Technologies program are required to receive the grade of “B” or better in the program’s core certificate and core program major coursework.  Grades of “C” or lower are not considered acceptable at the graduate level. For the Credit/No Credit grading system, Credit is equivalent to a grade “B” or better and No Credit is equivalent to an “F.” This School of Education policy is in addition to the Drexel University Office of Graduate Studies’ policy that all graduate students maintain a minimum, cumulative 3.0 GPA per term as well as an overall 3.0 GPA for graduation purposes. This program consists of 45 credits.

NOTE - for co-op/capstone course: If you are currently employed, you may use your work at your current place of employment to fulfull this requirement, but typically you must go above and beyond your current job function.

*Not required if student has teaching certificate through Drexel University

Course Descriptions

EDLT 536 - The Learning Sciences and Instructional Design (3 credits)

The learning sciences and learning by doing bring about a new instructional design emphasis on how the learning technologies provide scaffolding for collaborative learning and reasoning. Students will learn innovative learning techniques and develop an experiental learning design such as, problem-based learning, goal-based scenarios, role-plays, mini-games and simulations.

EDLT 537 - Technologies for Performance Support (3 credits)

This course focuses on online performance support systems, job aids, and assessment tools for e-portfolios, authentic assessments, and data collection to meet performance requirements in education and business. Students will have experience in designing embedded interventions for information help, procedural support, feedback and tracking goals, and develop their own e-portfolio.

EDLT 538 - New Media Literacies (3 credits)

Students will learn how new media are changing the dimensions of school literacies and challenge traditional ways of learning and communicating. Students will use action research to study current literacies, collaboratively explore and analyze a range of media texts, and design meaningful media-related literacy learning experiences across the curriculum.

EDLT 539 - Co-op Seminar Course with portfolio (6 credits)

Students participate in a part-time 20-weeek co-op of work experience in the field of learning technologies. In the weekly seminar, students share journal entries, do assigned readings and participate in discussions. Students develop a comprehensive portfolio based on explicit criteria, including samples of work and course projects. NOTE - for co-op/capstone course: If you are currently employed, you may yse your work at your current place of employment to fulfull this requirement, but typically you must go above and beyond your current job function.

EDAM 528 - Research Methodology in Action Research (3 credits)

Provides rationale, theoretical constructs and methodology for conducting Action Research within a school and/or classroom setting. Significant practical applications for other school practitioners.

EDUC 511 - Computer Skills for Teachers (3 credits)

Presents major instructional design concepts students will use in developing their own curricular materials. Describes and discusses various kinds of teacher-developed instructional tools in relation to appropriate instructional task or learning environment. Primarily uses the Macintosh microcomputer and appropriate authoring systems. Provides extensive hands-on instruction and experience using various authoring systems to create many different kinds of instructional tools. Students must be experienced with the Macintosh.

EDUC 522 - Evaluation of Instruction (3 credits)

Provides study and experience in quantitative and qualitative assessment. Methods for assessing student learning include informal test procedures such as rating scales, checklists, observations, and student self-assessment and formal test procedures such as essay tests, developmental criteria and rubrics, teacher-made objective tests, and standardized tests. Authentic alternative assessments include journals, portfolios, and performance assessments. Processes and problems in test construction and analyzing, summarizing, and reporting student outcomes are examined. Standards for validity and reliability are studied. Qualitative research includes gathering data through observations, interviewing, documentation, and triangulation in field settings. Includes a field component.

EDUC 523 - Diagnostic Teaching (3 credits)

Focuses on teaching that attempts to identify the student's level of performance and all the relevant information that contributes to that performance. Involves analysis of material to be learned and implementation of instruction that integrates the learner's cognitive and emotional development with the appropriate part of the knowledge or task to be learned. Investigates various learning styles, including field-dependent/independent, convergent/divergent thinking, right/left brain activity, reflective/impulsive personalities, risk-taking/cautious, and attention to locus of control. Includes analysis and application of generic influences on cognitive, social, emotional, psychomotor, and physical aspects of learning. Investigates curriculum in terms of its psychological nature and selection and development of instructional strategies that enhance learning and prevent learning problems. Provides opportunities to work with elementary and secondary school students in the Drexel Diagnostic Mathematics Learning Laboratory.

EDUC 525 - Multimedia in Instructional Design (3 credits)

Investigates learning theory and its implications for interactive multimedia formats, including the relationship of instructional design principles to selection of media elements (text, video, sound, animation, and graphics) for high-quality design. Examines human-computer interface principles, navigation features, and visual thinking using a wide range of educational software examples. Criteria for software assessment and virtual classrooms are reviewed. Students design and write a software prototype as a group design project. Complex issues and concepts in technology and education are analyzed.

EDUC 533 - Virtual Learning (3 credits)

Examines the impact of distance learning and multimedia technologies on the educational systems of teachers, administrators, librarians, and other professionals in schools responsibility for technology and professional development. Online discussion groups, video conferencing, and Web-based instruction will be used to form a virtual learning community.

EDUC 534 - Developing Educational Leaders Using Technology (3 credits)

Addresses leadership and team building competencies that instructional technologist need to work collaboratively with teacher, administrations, parent groups, and the community. Will use technologies that facilitate cimmunication and team building.

EDUC 535 - Research & Evaluation of Emerging Technologies (3 credits)

Course will focus on teaching and learniing technology standards, general applications of technology. basic technology and skills. Will examine and critique educational software and learning technologies, and though research, develop criteria for technology.

INFO 520 - Professional and Social Aspects of Information Services (3 credits)

Surveys the professional, social, ethical, and legal issues that affect information service professionals and organizations. Addresses such topics as information law, access, ownership, and censorship. Studies professional organizations and the sociology of professions.

INFO 640 - Managing Information Organizations (3 credits)

Applies theories and techniques of management to libraries, information centers, and information enterprise, concentrating on political processes, leadership, communication, human resources, organizational structure, decision making, planning, and control. Also includes elements of project management.

INFO 688 - Instructional Role of the Information Specialist (3 credits)

Examines the instructional role of the information professional. Emphasizes the planning, implementation, and evaluation of instruction for the purpose of information education.