- This class is a one unit seminar on ways to use data (no matter the source) to improve school performance. The focus can be quite varied; we NEED data to for sound decision-making whether we're tackling academic achievement, professional growth, community outreach, parent engagement, administrative support, or technology needs. The list is endless!
We'll cover ways data may be generated (as well as from whom and over what period of time)--as well as how it can be analyzed, displayed, and shared. Thus data accessibility will be be the operative phrase that drives what we study and the projects we complete. We've cover the ethics of data gathering/analysis/dissemination and how good intentions can go terribly away.
At the end of this course, you'll think of data as far more than test scores. You'll be familiar with tools common to the K-12 environment, how they tend to be deployed, and your role in ensuring they are used appropriately/well. - Requirements for the Master of Arts degree in Education include a course that orients students to methods/strategies for conducting educational research--whether the inquiry focus is basic, applied, or evaluation.
- Graduate Course - Seminar in Education
- This graduate-level survey course introduces the field of educational technology and the theory and practice of instructional design.
- This graduate-level survey course introduces the field of educational technology and the theory and practice of instructional design.
- This graduate-level survey course introduces the field of educational technology and the theory and practice of instructional design.
- Systematic design of products for education and training.Use of cognitive task analysis to determine instructional content.Development of instructional goals and product specifications.Rapid prototyping of instructional products.
Prerequisites: EDTEC 540 and 541; satisfactory performance on the department writing exam or completion of Rhetoric and Writing Studies 503W with a B+ or better. - Systematic design of products for education and training.Use of cognitive task analysis to determine instructional content.Development of instructional goals and product specifications.Rapid prototyping of instructional products.
Prerequisites: EDTEC 540 and 541; satisfactory performance on the department writing exam or completion of Rhetoric and Writing Studies 503W with a B+ or better. - Designing learning in 3-D virtual environments.
