This page contains course synopses and learning outcomes of the courses under the MIDT programme by OUM.
Semester 1
1. HMID 5003 Principles & Practices of Instructional Design
Course Synopsis
This course introduces students to instructional systems design processes focusing on the ADDIE Model. Thereafter students would be taken thoroughly through about 6 major Instructional Design Models vis-à-vis the principles and practices. The course will also briefly discuss the other components of the model, namely analysis, development, implementation and evaluation. At the end of the course, students should be able to confidently discern the difference between ISD and ID and select an instructional design model to suit the instructional environment more so a technological oriented one.
Course Learning Outcomes
At the end of the course, you should be able to:
- Differentiate clearly between Instructional Systems Design and Instructional Design.
- Apply key principles of instructional systems design to show similarities and differences in technology and non-technology environments.
- List key components of Analysis Phase and for each component; state the main criteria when given varied instructional settings.
- State the key principles of Instructional Design Phase.
- State varied ways Instructional Design can be practiced.
- Compare and contrast between Gagne and ASSURE Model of Instructional Design.
- Determine if Dick & Carey or Smith & Ragan Model of Instructional Design is more appropriate when given different instructional scenarios.
- Compare and contrast between Merrill and Reigeluth's Model of Instructional Design.
- Explain how the environment where a model or procedure is used influences both the choice of a model and the way in which a model is used.
- Discuss the limits of and problems which are inherent in using models for the design of instruction.
- Explain key steps in the Development Phase.
- Apply strategies that increase the odds for successfully implementing programs. Distinguish between formative evaluation and summative evaluation.
2. HMIR 5103 Research in Instructional Design & Technology
Course Synopsis
The emerging field of instructional design and technology (IDT) is generating a wealth of significant research. In this class, students will refine their skills regarding how to access, critique and synthesize published research reports with an emphasis on those that are specifically directed to issues around designing instruction and instructional materials using technology. The emphasis will be on using research to have a positive impact on professional practice.
Course Learning Outcomes
At the end of the course, you should be able to:
1. Locate primary sources, including research reports, related to IDT in general and related to specialized topics.
2. Identify the key elements of research reports, as well as the features of each element that indicate that the research is credible, valid and reliable.
3. Critically examine research reports related to a coherent topic so as to identify themes and trends in a specific area of IDT.
4. Describe the broad paradigms of research that are typically used in IDT, focusing on key attributes that allow each to contribute to the IDT knowledge base.
5. Outline several major strands of IDT research.
6. Relate specific research to practical implications for IDT.
7. Explore ways that research outside of IDT (e.g., in cognitive psychology) can influence IDT practice.
3. HMLT 5203 Applying Theories of Learning to Instructional Technology
Course Synopsis
Course Synopsis
Various theories of learning exist to explain how learning occurs and how, based on certain theories of learning, instructional plans are developed. The course will focus on principal theories of learning such as behaviorism, cognitivism and constructivism and how they are applied to improving learning using various instructional technologies. The student will also be able to incorporate various learning processes when designing instruction using a variety of media, including web-based applications.
Course Learning Outcomes
At the end of the course, you should be able to:
- Provide the characteristics of learning and explain how people learn.
- Explain the various theories of learning and instruction in terms of similarities and differences and their applications in instructional technology.
- Describe contemporary learning issues in instructional technology.
- Design for effective learning.
- Report on one current/latest online instructional media in depth develop/evaluate an e-learning resource/tool to ascertain the theories applied and report its potential effectiveness.
4. HMIC 5503 Managing Intellectual Capital
Course Synopsis
This course focuses on a systematic approach to corporate learning regarding the deployment and management of IC, IP and KP in an organization. The student will be trained, based on industry case studies, into how to connect learning and performance objectives of organizations in the knowledge-based economy.
Course Learning Outcomes
At the end of the course, you should be able to:
1. Differentiate between different terminologies when addressing issues related to Intellectual Capital.
2. Recognize and identify intangible assets in a learning organization (based on the analysis of an industry-based case study) as main assets of business innovation.
3. Plan for the dissemination and use of knowledge processes within a learning organization, thus maximizing efficiency of knowledge flow.
4. Plan and implement learning & communication activities in alignment with an organization’s performance objectives regarding IC, IP and KP.
5. HMLC 5303 Learning Communities & Social Pedagogical Networks
Course Synopsis
This course introduces students to various theories of learning that are of particular interest in relation to understanding and designing for learning in online communities and social pedagogical networks. In relation to this, we also discuss which ethical and social concerns arise from such practices and how we can conceptualize and deal with these. In addition to engaging with theoretical readings and discussions, students will have the opportunity to explore and experiment with a range of social software or web 2.0 tools throughout the course by engaging in group work where they will use such tools to design a personal learning environment for a particular educational context of their own choice. The final examination encompasses a discussion of differences and similarities of the theoretical perspective on learning that have been presented in the course.
Course Learning Outcomes
This course introduces students to various theories of learning that are of particular interest in relation to understanding and designing for learning in online communities and social pedagogical networks. In relation to this, we also discuss which ethical and social concerns arise from such practices and how we can conceptualize and deal with these. In addition to engaging with theoretical readings and discussions, students will have the opportunity to explore and experiment with a range of social software or web 2.0 tools throughout the course by engaging in group work where they will use such tools to design a personal learning environment for a particular educational context of their own choice. The final examination encompasses a discussion of differences and similarities of the theoretical perspective on learning that have been presented in the course.
Course Learning Outcomes
At the end of the course, you should be able to:
1. Critically evaluate the existence of ethical issues in online communities of practice.
2. Identify learning community tools, practices, and principles.
3. Compare and contrast the benefits of learning communities and social networks from the standpoint of different views on learning.
4. Evaluate different networking tools and their impact on pedagogical designs.
5. Design learning environments rich with Web 2.0 or higher technologies and associated activities.
6. Evaluate various online interactions and compare the level of online support and motivation.
7. Design online communities to maximize learning for different settings.
8. Design learning interactions for global education communities.
9. Explain and demonstrate the educational benefits of podcasts, wikis, blogs, virtual worlds, simulations, and other social networking software.
Semester 3
6. HMDD 5603 Design & Development of Interactive E-content
Course Synopsis
This course will provide a practical grounding in the design and development of interactive e-learning. You will learn about pedagogic considerations and standard processes that are used in e-Learning design and development.
We will explore:
- The ways in which we absorb information, learning styles, and how the different types of interactive multimedia formats address each.
- How media types and learning styles can be combined in a single interactive exercise to improve comprehension and retention of material.
- Standard processes used to design and plan for e-Learning development including treatments, standards documents and storyboards.
Course Learning Outcomes
At the end of the course, you should be able to:
1. Explain the differences and similarities between Instructional Design for classroom learning and e-Learning.
2. Design and develop e-Learning content presentations.
3. Explain the differences and similarities between a front-end analysis for classroom learning and e-Learning.
4. Conduct a brief front-end analysis.
5. Write goals and learning outcomes.
6. Write content outlines, multimedia treatments, standards documentation and storyboards.
7. Determine your AVT index (audio, visual, tactile/kinesthetic) and explore the similarities and differences in AVT indices within the class as a whole.
8. Compare and contrast the various modes of multimedia delivery.
9. Explain how each mode is best suited to a particular type of material or learning style.
10. Explore seven models of particular multimedia interactive formats (templates) for learning.
11. Apply design strategies to include each format into an interactive exercise, and evaluate their strengths and weaknesses.
12. Design activities that incorporate multiple formats and media elements.
13. Explore modes of assessment (self and graded) into multimedia activities.
14. Evaluate designs.
7. HMOA 5403 Online Assessment Methods
Course Synopsis
This course is designed to enable learners to understand, use & apply online instructional assessment methods in the assessment of student learning so that results can be understood in a holistic manner. This includes using the most suitable performance-based online instructional assessment techniques, feedback procedures and evaluation tools. The course will provide opportunities for students to plan and design formative and summative OIA tools and coordinating evaluation methods using approaches such as e-portfolios, task-based products and online forum discussions. The course will also cover legal implications and challenges of online assessments.
Course Learning Outcomes
- Provide an understanding of what constitutes the conceptual framework of online instructional assessment.
- Given two different adult learning institutions, compare and contrast their online instructional assessment based on 10 key qualities of online assessment by Morgan & O’Reilly.
- Demonstrate understanding of e-portfolio.
- Differentiate and create the types, tools and techniques of online instructional assessment (OIA) and evaluation.
- Design and apply feedback protocols relative to specific OIA tools.
- Evaluate various assessment tools using established concepts, strategies and approaches to OIA.
- Plan and design formative and summative OIA.
- Relate OIA to various established evaluation methods.
- Design basic examples of a variety of online assessment resources.
- Evaluate possibilities of legal implications in online instructional assessments.
8. HMTT 6003 Instructional Technology Development Tools
Course Synopsis
Students will be taken through two sets of major tools - programmable tools (preferably flash) and ready-made templates (CourseLab…). The blended approach will give students the dexterity to use the tools in accordance with the strengths and constraints of the content. Students will also be trained to master a collection of tools, most of which are computer-based, to be used throughout participation in their design and development of learning environments. Authoring/Multimedia tools such as programming, scripting, modeling, and project development applications (Inspiration, PowerPoint, Sketchpad and Photoshope) along with Web development applications (HTML editors like Dreamweaver and FrontPage) will be exposed to students to deliver one or more mini-projects that demonstrates their competency with these tools by the end of semester.
Course Learning Outcomes
- Demonstrate proficiency with HTML code.
- Demonstrate ability to read CSS code.
- Demonstrate proficiency in Flash.
- Demonstrate proficiency in the core functions of Dreamweaver/Frontpage.
- Demonstrate proficiency in basic web design, usability, and accessibility.
9. HMHP 5903 Human Performance Technology
Course Synopsis
Students examine the foundations, process models, interventions, professional practice issues and future trends in the field of human performance technology (HPT) which aims to improve performance in the work place or in learning situations. This course provides students with methods of identifying and solving human performance problems in organizations. Students will apply human performance theory, models, and techniques and conduct human performance analyses in preparation for effective design of instructional and non-instructional interventions.
Course Learning Outcomes
Upon completion of this course, students will be able to apply the following:
- Analyze human work performance problems and outcomes
- Identify instructional and non-instructional solutions for improving human work performance
- Select performance solutions from HR tools such as training, electronic performance support systems, job aids, knowledge management, change management, job restructuring, recruitment and selection policies, and more.
- Create powerful instructional strategies based upon effective contemporary learning and training theories
- Select the most effective instructional strategies for given objectives
- Identify the most appropriate and feasible assessment measure for a given learning and training objective
- Align any learning goals and objectives to the best assessment measures
- Meet the instructional needs of diverse learners through instructional support.
10. HMID 6303 Current Trends & Issues in Instructional Technology
Course Synopsis
This course provides an overview of current and future applications of technology in learning environments, focusing on examining what the experts and practitioners in the field are doing and saying and the concerns they express. At the end of the course, students should be sufficiently aware of the current ‘state of the art’ technologies, be able to identify and critically evaluate current trends in the use of these technologies to support learning and make an informed decision about the types of technologies that would be relevant and appropriate for their respective organizations.
Course Learning Outcomes
Students will be able to:
- Use different new databases and web-searching techniques to create meaningful learning experiences as applied to diverse sets of learners.
- Devise various blended learning permutations, based on current technologies that are deployed.
- Plan for efficient use of free software and courseware to suit for new demands on learning time.
- Appraise repositories of e-content for suitable content, re-deploy content and use the content in different technological environments.
- Devise strategies that will maximize learner participation in open information communities.
- Devise strategies that will enhance the impact of personalized learning using new technologies.
11. HMPD 6204 Research Project Design
Course Synopsis
Instructional design in any setting can be the subject of systematic inquiry — research — through which improvements and innovations can be made. The benefits of research are most readily assured when the project is conscientiously designed. Students in this class will review existing literature about a topic, and identify how the research they design can provide meaningful contributions to the field. They will then go through the process of developing a research proposal, including formulating a researchable question and designing a study to advance their understanding of the question’s focus. This class is intended to help students understand the research process, both as an academic endeavor and from the point of view of program monitoring and development. Students who choose to do so can use their approved design from this class in Conducting Research in Instructional Design & Technology.
Course Learning Outcomes
Students will be able to:
- Locate and summarize prior research related to identified research field, with emphasis on specific topics.
- Identify and evaluate researchable questions in their field, with a focus on researchable topics that are not already addressed thoroughly in the existing literature.
- Describe areas within a research topic that cannot be addressed fully with existing research results.
- Generate research questions for which new data and evidence are needed.
- Evaluate research methods with an emphasis on identifying a method that is appropriate to a given research question.
- Compare and contrast research instruments and other data collection techniques for their applicability to a specific research question.
- Identify a suitable study context for a specific research question.
- Select a research instrument and/or data collection technique that is suitable to a specific research question and study context.
- Identify areas of interplay between the research question, the methods selected and the study context.
- Provide meaningful editorial and substantial input to drafts of research proposal done by others (i.e. take part in peer review), including comments on elements such as the literature review, suitability of the question for research, appropriateness of methods, and ethical attributes of the plan.
- Respond appropriately to comments on own work provided by others.
- Construct a complete research proposal that is suitable for human-subjects review approval.
12. HMVS 6502 Virtual Seminar: Critique and Review of Electronic Portfolio
Course Synopsis
Throughout the MIDT students will maintain an electronic portfolio in which they gather evidence of ways that they have addressed the program and class outcomes. While there will be some artifacts required of every student, most of the decisions regarding what artifacts are included will be made by the students themselves. Importantly, the student’s capstone project (i.e. report from their research project or practicum experience) will be a required element in the portfolio. Those capstone projects will be presented in a gallery in a virtual world, in which each student will make a presentation using an avatar in that world. Students will also respond in meaningful ways to the projects and presentations of their peers, relating their responses to program concepts, principles and outcomes. Course
Course Synopsis
Throughout the MIDT students will maintain an electronic portfolio in which they gather evidence of ways that they have addressed the program and class outcomes. While there will be some artifacts required of every student, most of the decisions regarding what artifacts are included will be made by the students themselves. Importantly, the student’s capstone project (i.e. report from their research project or practicum experience) will be a required element in the portfolio. Those capstone projects will be presented in a gallery in a virtual world, in which each student will make a presentation using an avatar in that world. Students will also respond in meaningful ways to the projects and presentations of their peers, relating their responses to program concepts, principles and outcomes. Course
Course Learning Outcomes
Students will be able to:
1. Identify appropriate artifacts for a portfolio.
2. Relate portfolio artifacts to a systematic scheme (e.g., professional standards).
3. Evaluate portfolio artifacts (own and others) relative to criteria implied by the systematic scheme.
4. Organize portfolio artifacts in a meaningful way.
5. Transfer artifacts to common electronic formats.
6. Meta-tag electronic artifacts.
7. Display electronic portfolio (online) using one of several options.
8. Plan future artifacts.
9. Present a completed project as a case study in instructional design with technology.
