This course introduces the field of Instructional Design. It addresses the fundamentals of Instructional Design and Technology, including the history of the field, instructional design models and theories, learning theories, performance technology, trends and issues, and career opportunities
This course will provide the student with an understanding of research methods with particular emphasis on the field of Instructional Design and Technology (IDT). Students will apply their understanding of research methods to significant research articles in IDT; thus, expanding their understanding of key areas of research in the field of IDT.
This course prepares students for designing online courses that engage the learners. Students will learn how to create activities for student engagement, design pedagogically sound instruction, and think creatively about online learning. At the end of the course, students will have skills to be able to support and advise their own colleagues in online learning.
This course introduces candidates to the blended/hybrid learning environment. Course content covers its foundations, pedagogy, methodology, the social and ethical issues of acquiring and implementing high-quality resources, and technology operations and concepts. Course content examines the role and best practices for different types of delivery systems.
This course is an overall discovery of assessment principles and practices. It emphasizes assessments’ integral role in teaching and learning. Candidates learn the importance of establishing credible performance standards and communicating students’ progress in accomplishing these standards. Course content highlights include the construction of high quality assessments, both formative and summative assessment, and examines various technology applications appropriate for assessment.
This course emphasizes creating instructional materials using systematic design principles including universal design for learning and user experience design. Emphasis is placed on the creation of instruction materials for effective communication in learning. Readings and discussions of research regarding design of instructional materials will be facilitated in order for candidates to better understand the production of effective instruction. Students will use a variety of technologies to create instructional materials.
This course aims to equip the student with the intellectual tools to make effective, reasoned and justifiable moral decisions relating to the IT domain within appropriate legal and social frameworks. With a strong requirement for reading, research, reflection and debate, it is structured around formal discussions within the subject area and makes use of discussion forums to enable sharing and interaction.
This course will comprise of a review of instructional design principles as well as an overview of the use of a variety of multimedia tools used in education and professional training. The course will focus on the application of instructional design principles and the development of the multimedia instructional programs using a variety of presentation tools.
This course presents Servant Leadership as a foundational model of leadership, a vibrant approach that simultaneously enhances personal growth while improving the professional skills and dispositions of candidates. The model corresponds to the mission of MidAmerica Nazarene University. This course also overviews the background, theories, and framework of servant leadership. Participants will learn about the skills and attributes of servant leaders. They will practice four leadership skills that include facilitating crucial conversations, reframing, project management, and empowering. Candidates will participate in and conduct a leadership project as a capstone project.
This is the culminating course for the Instructional Design degree program. Candidates will design an online course with at least three units in an acceptable Learning Management System (LMS). The course will include listed elements learned throughout this program. Upon completion of the course development process, candidate will present live or through video discussing the development process, research involved, and particular elements and concepts explained. Online course will be evaluated with an online course rubric. Presentation will be viewed by 2-3 faculty members and evaluated with a presentation rubric.