2017-2018 Catalog

Instructional Design and Technology

 http://education.und.edu/teaching-and-learning/idt/

FACULTY: Borysewicz, Grabe, W. Hung (Graduate Director) and Van Eck

Degrees Granted: Master of Science (M.S.), Master of Education (M.Ed.) and Graduate Certificates

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 School of Graduate Studies, and NDUS rules and policies. The IDT program currently offers a Master of Science, a Master of Education, a Certificate in K-12 Technology Integration, a Certificate in eLearning, and a Certificate in Corporate Training and Performance. IDT also offers a doctorate through the Teaching and Learning Ph.D. program, in which IDT is an area of emphasis (see Teaching and Learning in the graduate catalog).

The IDT master’s and certificate programs are available for on-campus and distance delivery, making it possible to attain these degrees via distance delivery, on-campus attendances, or a combination of both. 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.

Asynchronous sessions (those done at the time and place of the students’ choosing each week) are handled through a course management system. Students use these tools to read material loaded by the teacher, turn in assignments, communicate through message boards, participate in discussions through threaded discussion tools, take tests, and receive their grades. There are assignments and participation activities every week, whether the class meets live or not. In this way, students get the best of both worlds: the flexibility of online learning and the personal contact and connection of face-to-face instruction.

Details pertaining to admission and degree requirements can be found in the Degrees section.

Master of Science (MS)

Mission Statement and Program Goals

The primary mission of the Instructional Design and Technology (IDT) program is to prepare graduates for service in education, business, government, and industry who will enhance instruction and learning through the use of instructional design and technology. Graduates will be able to design curriculum, training, and human performance solutions using any medium and for any subject area, environment, or learner. Graduates of the doctoral program will be qualified to work as university faculty in IDT.

The Master of Science (MS) 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. This degree is available in two tracks. The MS (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 MS (scholarly project option) is intended for those students who prefer to emphasize the development and evaluation of instructional materials.

Master of Education (MEd)

Mission Statement and Program Goals

The primary mission of the IDT program is to prepare graduates for service in education, business, government, and industry who will enhance instruction and learning through the use of IDT. These graduates will be able to design curriculum, training, and human performance solutions using any medium, and for any subject area, environment, or learner.

The Master of Education (MEd) degree is primarily intended for students who plan to work in an education environment, including K-12 schools and 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 technology integration. 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 practices. 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 or address a theoretical construct in the same way that a thesis does.

Master of Science (MS)

Admission Requirements

The applicant must meet the School of Graduate Studies’ current minimum general admission requirements as published in the graduate catalog.

  1. 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 programs.
  2. A 3.5 or better grade point average for all graduate work.
  3. Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the graduate catalog.
  4. Two essay questions as part of the application process.

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.

Degree Requirements

Students seeking the MS degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the IDT program.

  1. At least one-half of the credits must be at or above the 500 level.
  2. A maximum of one-fourth of the credit hours required for the degree may be transferred from another institution.
Required Courses
Core coursework in IDT 9
Additional coursework in IDT area of emphasis9
Foundations coursework in education or psychology3
Scholarly tools/research 6
Electives3
Internship2
Scholarly project or thesis2-4
Total (34-non-thesis or 36- thesis)

The IDT degree options are based on the same set of program components:

  1. Program core component: New courses presenting IDT content.
  2. Research component: Development of research skills.
  3. Foundations component: Fundamental background in psychology.
  4. 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 the MS degree program will be required to complete 18 credit hours of coursework in IDT subject matter. This requirement includes:

Core Coursework
IDT 500Survey of Instructional Design3
IDT 520Instructional Systems Analysis and Design3
IDT 525Development, Implementation, and Evaluation of Instructional Materials3
Area of Emphasis
Select three of the following:9
Theories and Models of Instructional Design
Special Topics in Instructional Design and Technology
Readings in Instructional Design and Technology
Research in Instructional Design and Technology (MS must take scholarly tool, does not count toward cognate)
Directed Studies in Instructional Design and Technology
K-12 Emphasis
Technology-Based Instruction: Applications and Methods
Digital Media and the Internet in Schools
Corporate Emphasis
Instructional Design Consulting
Human Performance Technology
Computer- and Web-Based Instruction
Introduction to Computer-Based Instruction
Advanced Computer-Based Instructional Development
Instructional Simulations and Games
Introduction to Web-Based Instruction
Foundations
Any EFR Foundations course 3
Scholarly Tools
EFR 509Introduction to Educational Research3
IDT 592Research in Instructional Design and Technology1-3
Internship
IDT 584Internship in Instructional Design and Technology2-4
Thesis/Scholarly Project
Select one of the following:2-4
Independent Study
Scholarly Project
Thesis
Total Credits29-35

Master of Education (MEd)

Admission Requirements

The applicant must meet the School of Graduate Studies’ current minimum general admission requirements as published in the graduate catalog.

  1. 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 programs.
  2. A 3.5 or better grade point average for all graduate work.
  3. Satisfy the School of Graduate Studies’ English Language Proficiency requirements as listed in the Graduate Academic Information section of the graduate catalog.
  4. Two essay questions as part of the application process.

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.

A basic knowledge of the microcomputer and substantial skill in using standard applications to produce work products (word processing, spreadsheet, drawing/painting, graphing, and other common applications).

Degree Requirements

Students seeking the MEd degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the IDT program.

  1. At least one-half of the credits must be at or above the 500 level.
  2. A maximum of one-fourth of the credit hours required for the degree may be transferred from another institution.
Required Courses
Core coursework in IDT9
Additional coursework in IDT area of emphasis6
Foundations coursework in education and psychology6
Scholarly tools/research 3
Electives6
Internship2
Scholarly Project/Independent Study2
Total Credits34

The IDT degree options are based on the same set of program components:

  1. Program core component: New courses presenting IDT content.
  2. Research component: Development of research skills.
  3. Foundations component: Fundamental background in psychology.
  4. 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 the MEd degree program will be required to complete 15 credit hours of coursework in IDT subject matter. This requirement includes:

Core Coursework
IDT 500Survey of Instructional Design3
IDT 520Instructional Systems Analysis and Design3
IDT 525Development, Implementation, and Evaluation of Instructional Materials3
Area of Emphasis
Select two of the following:6
Special Topics in Instructional Design and Technology
Readings in Instructional Design and Technology
Research in Instructional Design and Technology
Directed Studies in Instructional Design and Technology
K-12 Emphasis
Technology-Based Instruction: Applications and Methods
Digital Media and the Internet in Schools
Corporate Emphasis
Instructional Design Consulting
Human Performance Technology
Computer- and Web-Based Instruction
Introduction to Computer-Based Instruction
Advanced Computer-Based Instructional Development
Instructional Simulations and Games
Introduction to Web-Based Instruction
Foundations
PSYC 501Psychological Foundations Educ3
EFR 500Introduction to the Foundations of Education3
Scholarly Tools
EFR 509Introduction to Educational Research3
Internship
IDT 584Internship in Instructional Design and Technology2-4
Scholarly Project
IDT 997Independent Study2
IDT 995Scholarly Project2
Total Credits30-32

Degree Delivery Options

The IDT master’s and certificate programs are available for on-campus and distance delivery, making it possible to attain these degrees via distance delivery, on-campus attendance, or a combination of both. 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.

Asynchronous sessions (those done at the time and place of the students’ choosing each week) are handled through a course management system. Students use these tools to read material loaded by the teacher, turn in assignments, communicate through message boards, participate in discussions through threaded discussion tools, take tests, and receive their grades. There are assignments and participation activities every week, whether the class meets live or not. In this way, students get the best of both worlds: the flexibility of online learning and the personal contact and connection of face-to-face instruction.

PhD Area of Emphasis in IDT

IDT also offers a doctorate through the Teaching and Learning PhD program, in which IDT is an area of emphasis. For details on this option, see the Teaching and Learning PhD program section in the graduate catalog.

IDT Certificate Programs

IDT offers three 12-credit certificates. The certificates provide minimum competencies in the field of instructional design within a given subset of the field (technology integration, corporate training, or eLearning). Certificates are intended for those already working in some capacity as an instructional designer but who lack an advanced degree in instructional design. Those seeking the full set of professional competencies of an instructional designer across all areas in preparation for entering the field of instructional design are encouraged to apply to one of the IDT master’s programs instead. Courses taken for a certificate may also be transferred into any of the IDT master’s programs at a later date.

IDT Certificate in K-12 Technology Integration

Required Courses (6 credits):

IDT 520Instructional Systems Analysis and Design3
IDT 525Development, Implementation, and Evaluation of Instructional Materials3

Two Additional Courses from the Following (6 credits):

IDT 510Technology-Based Instruction: Applications and Methods3
IDT 540Digital Media and the Internet in Schools3
IDT 545Instructional Simulations and Games3

Total credits 12

IDT Certificate in eLearning

Required Courses (6 credits):

IDT 520Instructional Systems Analysis and Design3
IDT 525Development, Implementation, and Evaluation of Instructional Materials3

Two Additional Courses from the Following (6 credits):

IDT 530Introduction to Computer-Based Instruction3
IDT 545Instructional Simulations and Games3
IDT 580Introduction to Web-Based Instruction3

Total credits 12

IDT Certificate in Corporate Training and Performance

Required Courses (6 credits):

IDT 520Instructional Systems Analysis and Design3
IDT 525Development, Implementation, and Evaluation of Instructional Materials3

Two Additional Courses from the Following (6 credits):

IDT 545Instructional Simulations and Games3
IDT 560Instructional Design Consulting3
IDT 570Human Performance Technology3

Total credits 12

Courses

IDT 500. Survey of Instructional Design. 3 Credits.

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.

IDT 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.

IDT 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.

IDT 525. Development, Implementation, and Evaluation of Instructional Materials. 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, odalities, and domains. Prerequisites: Program major or permission of instructor; IDT 520.

IDT 530. Introduction to Computer-Based Instruction. 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. Prerequisite: IDT 520.

IDT 535. Advanced Computer-Based Instructional Development. 3 Credits.

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 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. Prerequisites: Program Major; IDT 530.

IDT 540. Digital Media and the Internet in Schools. 3 Credits.

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. Prerequisites: IDT 510 and IDT 520.

IDT 545. Instructional Simulations and Games. 3 Credits.

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. Prerequisite: Program major or permission of instructor.

IDT 549. Graduate Seminar in Instructional Design and Technology. 3 Credits.

Seminar on critical reading and writing related to scholarship in the field of Instructional Design and Technology. Prerequisite: Program major or permission of instructor.

IDT 550. Theories and Models of Instructional Design. 3 Credits.

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. Prerequisite: Program major or permission of instructor.

IDT 560. Instructional Design Consulting. 3 Credits.

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. Role-play, response to an RFP, and discussion of modern approaches to managing the consulting process will be primary activities in this course. Prerequisites: Program major or permission of instructor; IDT 520.

IDT 570. Human Performance Technology. 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. Prerequisites: IDT 500 and IDT 520.

IDT 580. Introduction to Web-Based Instruction. 3 Credits.

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. Prerequisites: Program major or permission of instructor; IDT 520.

IDT 584. Internship in Instructional Design and Technology. 2-4 Credits.

The internship is a culminating experience in which the student assumes responsibility for an instructional design and technology project. Repeatable to 4 credits. Repeatable to 4 credits.

IDT 590. Special Topics in Instructional Design and Technology. 1-3 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. Repeatable to 3 credits.

IDT 591. Readings in Instructional Design and Technology. 1-3 Credits.

Selected readings with oral and written reports.

IDT 592. Research in Instructional Design and Technology. 1-3 Credits.

Supervised research in areas of student interest. Repeatable to 3 credits.

IDT 593. Directed Studies in Instructional Design and Technology. 1-3 Credits.

Individual project work in the design and development of technology-based instruction. All projects will require a final report. Repeatable to 3 credits. Repeatable to 3 credits.

IDT 995. Scholarly Project. 2 Credits.

The scholarly project demonstrates critical analysis and application of information and experiences gained throughout the program of study.

IDT 996. Continuing Enrollment. 1-12 Credits.

Repeatable. S/U grading.

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.

IDT 998. Thesis. 4-9 Credits.

The thesis is an original research project completed. Repeatable to 9 credits. Repeatable to 9 credits.

Office of the Registrar

Tel: 701.777.2711
1.800.CALL.UND
Fax: 701.777.2696

Twamley Hall Room 201
264 Centennial Drive Stop 8382
Grand Forks, ND 58202-8382