Learning Design and Technology

Units: 3

Introduction to the Learning, Design, and Technology master's program at North Carolina State University and to the field of instructional design and educational technology, with an investigation of relevant careers, important theories and models guiding practice, and noteworthy research findings by area.

Offered in Fall and Summer

Units: 3

Examination of contemporary approaches that educators can use to help their students construct cultural understanding in education settings through investigations and technical representations of culture with emerging tools [e.g., mapped cultural tours, AR/VR heritage exhibition, documentary, social media, games, fabrication, data analytics and visualization].

Offered in Fall Only

Units: 3

Characteristics and selection of various media for instruction and their use in educational settings. Design and production of instructional materials. Analysis of research in the field. Individualized projects and assignments. Application of grounded research and theory concerning learning to design of instructional materials. Structured projects and practical experiences used to transfer design principles and evaluate instructional products.

Offered in Fall and Spring

Units: 3

Examination and application of behavioral, cognitive, and constructivist theoretical frameworks underlying the design and development of advanced technology-enhanced learning environments.

Offered in Fall Only

YEAR: Offered Alternate Odd Years

Units: 1 - 6

Supervised opportunities to design, test, and revise learning design and technology solutions in authentic, field-based settings.

Offered in Fall and Spring

TYPE: Internship Course

YEAR: Offered Alternate Odd Years

Units: 3

This course is about evaluation of instructional technology programs, which is the systematic process of collecting and analyzing data in order to determine whether and to what degree program goals have been or are being achieved.

Offered in Fall and Spring

Units: 3

This course covers how different forms of media are used, produced, and disseminated for instruction as well as how technologies can help and hinder the learning process. The course explores how media, text, and technology intersect and benefit students who anticipate authoring or sharing instructional media and texts as well as how materials are authored and managed in an instructional context. Course activities focus on issues related to the open learning movement [e.g., open courseware, open software, open educational resources] and the ways in which technology is used to make instructional media and texts available to a wide audience. The course includes a focus on technologies used to create and share media/texts and concerns related to copyright, authorship, and sharing.

Offered in Spring and Summer

YEAR: Offered Alternate Odd Years

Units: 3

Examination of emerging technologies as applied in educational settings with a focus on related research, case studies, theoretical underpinnings, and strategies for effective integration.

Offered in Spring and Summer

Units: 3

This course will explore the creation, development, distribution, and application of video as an instructional modality in various settings. It will cover the theoretical, technical, and practical aspects of creating effective educational videos, which includes the planning, production, editing, and distribution of video content for different audiences and learning goals. Students will learn about different video formats and styles and the tools and techniques used to create them. Additionally, students will learn how to take an instructional design based approach to planning, creating, and distributing videos with a focus on the impact and effectiveness of video content and how it integrates into different teaching and learning contexts.

Offered in Fall Spring Summer

Units: 3

Examination of learning theories and research-based principles to design and apply appropriate digital tools to create maximally effective educational products.

Offered in Spring Only

TERM: Offered in Fall and Spring

Units: 3

Study and application of principles related to digital learning program planning, facilities and resource management, and staff development in K-12 settings.

Offered in Fall Only

YEAR: Offered Alternate Even Years

Units: 3

In-depth study of topical problems in Learning Design and Technology selected from areas of current concern to practitioners in education.

Offered in Fall Spring Summer

Units: 3

Survey of theory and research grounding popular informal after-school technology environments, such as computer clubhouses, music studios, video clubs, coding camps, robotics clubs, and makerspaces. Examination of strategies for planning experiential, hands-on activities supportive of informal learning, sourcing necessary materials, outfitting spaces, facilitating student design and collaboration, and engaging the community and other resources to sustain facilities/clubs.

Offered in Fall Only

Units: 3

Introduction to distance education foundations, models, and underlying theories. Analysis of distance education research findings, research and evaluation methods, and management in varied settings--virtual schools, higher education, continuing education, and corporate e-learning. Application of distance education standards and research-based findings to the design of original course plans and materials prototypes, including appropriate recommendations for online teaching and community building, online student support, and online student assessment.

Offered in Spring Only

Units: 3

As the use of digital resources continues expand in education, an unprecedented amount of new data is becoming available to educational researchers and practitioners. In response, Learning Analytics [LA] has emerged over the past decade as an interdisciplinary field encompassing Learning [e.g. educational technology, learning and assessment sciences], Analytics [e.g. visualization, computer/data sciences], and Human-Centered Design [e.g. usability, participatory design]. This course will provide students with an overview of the field, examples of its use in educational contexts, and applied experience with widely adopted tools and techniques for working with and exploring data. As participants gain experience in the collection, analysis, and reporting of data throughout the course, they will be better prepared help educational organizations understand and improve learning and the contexts in which learning occurs.

Offered in Fall Only

Units: 3

This class is meant to teach the practical side of machine learning for applications in mining educational data. There will be a heavy project focus, and when you have completed the course, you should be fully prepared to attack new problems using machine learning in the field of education.

Offered in Fall Only

Units: 3

This course will provide students with an overview of text mining as an analytical approach in education research, examples of its use in educational contexts, and applied experience with widely adopted tools and techniques [e.g. topic modeling and sentiment analysis]. Students develop practical skills in the collection, analysis, and reporting of text data form sources such as Learning Management Systems, social media, and other online sources. Students can complete projects using a programming approach with R, a popular free open source software program for data science, or using non-programming point-and-click tools [i.e., SAS Visual Text Analytics].

Offered in Spring Only

Units: 3

Although social network analysis and its educational antecedents date back to the early 1900s, the popularity of social networking sites like Twitter and Facebook have raised awareness of and renewed interests in networks and their influence. As the use of digital resources continues expand in education, data collected by these educational technologies has also greatly facilitated the application of network analysis to teaching and learning. This introductory course is designed to prepare researchers and practitioners to apply network analysis in order to better understand and improve student learning and the contexts in which learning occurs. This course will provide students with an overview of social network theory, examples of network analysis in educational contexts, and applied experience with widely adopted tools and techniques. As participants gain experience in the collection, analysis, and reporting of data throughout the course, they will be better prepared help educational organizations understand and improve both

Offered in Spring Only

Units: 3

Introduction to the Learning, Design, and Technology master's program at North Carolina State University and to the field of instructional design and educational technology, with an investigation of relevant careers, important theories and models guiding practice, and noteworthy research findings by area.

Offered in Fall and Summer

Units: 3

Characteristics and selection of various media for instruction and their use in educational settings. Design and production of instructional materials. Analysis of research in the field. Individualized projects and assignments. Application of grounded research and theory concerning learning to design of instructional materials. Structured projects and practical experiences used to transfer design principles and evaluate instructional products.

Offered in Fall and Spring

Units: 3

Examination and application of behavioral, cognitive, and constructivist theoretical frameworks underlying the design and development of advanced technology-enhanced learning environments.

Offered in Fall Only

YEAR: Offered Alternate Odd Years

Units: 1 - 6

Supervised opportunities to design, test, and revise learning design and technology solutions in authentic, field-based settings.

Offered in Fall and Spring

TYPE: Internship Course

YEAR: Offered Alternate Odd Years

Units: 3

This course is about evaluation of instructional technology programs, which is the systematic process of collecting and analyzing data in order to determine whether and to what degree program goals have been or are being achieved.

Offered in Fall and Spring

Units: 3

This course covers how different forms of media are used, produced, and disseminated for instruction as well as how technologies can help and hinder the learning process. The course explores how media, text, and technology intersect and benefit students who anticipate authoring or sharing instructional media and texts as well as how materials are authored and managed in an instructional context. Course activities focus on issues related to the open learning movement [e.g., open courseware, open software, open educational resources] and the ways in which technology is used to make instructional media and texts available to a wide audience. The course includes a focus on technologies used to create and share media/texts and concerns related to copyright, authorship, and sharing.

Offered in Spring and Summer

YEAR: Offered Alternate Odd Years

Units: 3

Examination of emerging technologies as applied in educational settings with a focus on related research, case studies, theoretical underpinnings, and strategies for effective integration.

Offered in Spring and Summer

Units: 3

This course will explore the creation, development, distribution, and application of video as an instructional modality in various settings. It will cover the theoretical, technical, and practical aspects of creating effective educational videos, which includes the planning, production, editing, and distribution of video content for different audiences and learning goals. Students will learn about different video formats and styles and the tools and techniques used to create them. Additionally, students will learn how to take an instructional design based approach to planning, creating, and distributing videos with a focus on the impact and effectiveness of video content and how it integrates into different teaching and learning contexts.

Offered in Fall Spring Summer

Units: 3

Examination of learning theories and research-based principles to design and apply appropriate digital tools to create maximally effective educational products.

Offered in Spring Only

TERM: Offered in Fall and Spring

Units: 3

Examination of contemporary approaches that educators can use to help their students construct cultural understanding in education settings through investigations and technical representations of culture with emerging tools [e.g., mapped cultural tours, AR/VR heritage exhibition, documentary, social media, games, fabrication, data analytics and visualization].

Offered in Fall Only

Units: 3

Study and application of principles related to digital learning program planning, facilities and resource management, and staff development in K-12 settings.

Offered in Fall Only

YEAR: Offered Alternate Even Years

Units: 3

In-depth study of topical problems in Learning Design and Technology selected from areas of current concern to practitioners in education.

Offered in Fall Spring Summer

Units: 3

As the use of digital resources continues expand in education, an unprecedented amount of new data is becoming available to educational researchers and practitioners. In response, Learning Analytics [LA] has emerged over the past decade as an interdisciplinary field encompassing Learning [e.g. educational technology, learning and assessment sciences], Analytics [e.g. visualization, computer/data sciences], and Human-Centered Design [e.g. usability, participatory design]. This course will provide students with an overview of the field, examples of its use in educational contexts, and applied experience with widely adopted tools and techniques for working with and exploring data. As participants gain experience in the collection, analysis, and reporting of data throughout the course, they will be better prepared help educational organizations understand and improve learning and the contexts in which learning occurs.

Offered in Fall Only

Units: 3

This class is meant to teach the practical side of machine learning for applications in mining educational data. There will be a heavy project focus, and when you have completed the course, you should be fully prepared to attack new problems using machine learning in the field of education.

Offered in Fall Only

Units: 3

This course will provide students with an overview of text mining as an analytical approach in education research, examples of its use in educational contexts, and applied experience with widely adopted tools and techniques [e.g. topic modeling and sentiment analysis]. Students develop practical skills in the collection, analysis, and reporting of text data form sources such as Learning Management Systems, social media, and other online sources. Students can complete projects using a programming approach with R, a popular free open source software program for data science, or using non-programming point-and-click tools [i.e., SAS Visual Text Analytics].

Offered in Spring Only

Units: 3

Although social network analysis and its educational antecedents date back to the early 1900s, the popularity of social networking sites like Twitter and Facebook have raised awareness of and renewed interests in networks and their influence. As the use of digital resources continues expand in education, data collected by these educational technologies has also greatly facilitated the application of network analysis to teaching and learning. This introductory course is designed to prepare researchers and practitioners to apply network analysis in order to better understand and improve student learning and the contexts in which learning occurs. This course will provide students with an overview of social network theory, examples of network analysis in educational contexts, and applied experience with widely adopted tools and techniques. As participants gain experience in the collection, analysis, and reporting of data throughout the course, they will be better prepared help educational organizations understand and improve both

Offered in Spring Only

Units: 3

Survey of theory and research grounding popular informal after-school technology environments, such as computer clubhouses, music studios, video clubs, coding camps, robotics clubs, and makerspaces. Examination of strategies for planning experiential, hands-on activities supportive of informal learning, sourcing necessary materials, outfitting spaces, facilitating student design and collaboration, and engaging the community and other resources to sustain facilities/clubs.

Offered in Fall Only

Units: 3

Introduction to distance education foundations, models, and underlying theories. Analysis of distance education research findings, research and evaluation methods, and management in varied settings--virtual schools, higher education, continuing education, and corporate e-learning. Application of distance education standards and research-based findings to the design of original course plans and materials prototypes, including appropriate recommendations for online teaching and community building, online student support, and online student assessment.

Offered in Spring Only