Educational Technology Leadership Program - Course Catalogue
Master of Arts in Educational Technology Leadership (ETL)
The following courses are required courses:EDUC 6114 - Introduction to Quantitative Research (3 credits)
EDUC 6368 - Power Leadership and Education (3 credits)
EDUC 6371 - Policy Making in Education (3 credits)
EDUC 6401 - Applying Educational Media and Technology (3 credits)
EDUC 6402 - Computers in Ed. and Human Development (3 credits)
EDUC 6403 - Educational Hardware Systems (3 credits)
EDUC 6404 - Managing Computer Applications (3 credits)
EDUC 6405 - Developing Multimedia Materials (3 credits)
EDUC 6406 - Instructional Design (3 credits)
Elective Courses - (choose three of the following courses):
EDUC 6421 - Critical Issues in Distance Education (3 credits)
EDUC 6422 - Instructional Needs Analysis (3 credits)
EDUC 6424 - Learning, Technologies and Organizations (3 credits)
EDUC 6425 - Developing Effective Training with Technology (3 credits)
EDUC 6426 - Computer Interface Design for Learning (3 credits)
EDUC 6427 - Advanced Instructional Design (3 credits)
EDUC 6428 - Developing Digital Professional Portfolios (3 credits)
Graduate Certificates
Graduate Certificate in E-Learning
EDUC 6401 - Applying Educational Media and Technology (3 credits)
EDUC 6405 - Developing Multimedia Materials (3 credits)
EDUC 6406 - Instructional Design (3 credits)
EDUC 6421 - Critical Issues in Distance Education (3 credits)
EDUC 6424 - Learning Technologies and Organizations (3 credits)
EDUC 6426 - Computer Interface Design for Learning (3 credits)
Graduate Certificate in Instructional Design
EDUC 6401 - Applying Educational Media and Technology (3 credits)
EDUC 6406 - Instructional Design (3 credits)
EDUC 6422 - Instructional Needs Analysis (3 credits)
EDUC 6426 - Computer Interface Design for Learning (3 credits)
EDUC 6427- Advanced Instructional Design (3 credits)
Graduate Certificate in Multimedia Development
EDUC 6405 - Developing Multimedia Materials (3 credits)
EDUC 6406 - Instructional Design (3 credits)
EDUC 6426 - Computer Interface Design for Learning (3 credits)
EDUC 6427 - Advanced Instructional Design (3 credits)
EDUC 6428 - Developing Digital Professional Portfolios (3 credits)
Graduate Certificate in Training and Educational Technology
EDUC 6368 - Leadership in Education (3 credits)
EDUC 6406 - Instructional Design (3 credits)
EDUC 6422 - Instructional Needs Analysis (3 credits)
EDUC 6424 - Learning, Technologies and Organizations (3 credits)
EDUC 6425 - Developing Effective Training with Technology (3 credits)
Graduate Certificate in Leadership in Educational Technology
EDUC 6368 - Leadership in Education (3 credits)
EDUC 6371 - Policy Making in Education (3 credits)
EDUC 6401 - Applying Educational Media and Technology (3 credits)
EDUC 6403 - Educational Hardware Systems (3 credits)
EDUC 6424 - Learning, Technologies and Organizations (3 credits)
Graduate Certificate in Integrating Technology into Education
EDUC 6401 - Applying Educational Media and Technology (3 credits)
EDUC 6402 - Computers in Education and Human Development (3 credits)
EDUC 6404 - Managing Computer Applications (3 credits)
EDUC 6405 - Developing Multimedia Materials (3 credits)
EDUC 6406 - Instructional Design (3 credits)
Course Descriptions
EDUC 6114 - Introduction to Quantitative Research
This course is designed to promote development of a conceptual understanding of research design and quantitative analysis options for the consumer of research. In addition, this course will cover appropriate use of vocabulary and interpretation of research findings and critique of research articles and/or development of a small-scale proposal.
EDUC 6368 - Power Leadership in Education
This course will address the following issues: the nature of power, leadership, and education; the relationship of power, leadership, and education leadership models and styles and related issues including:
- Developing strategies for leadership
- Building the learning organization
- Research perspectives on leadership
- Organizational transformation
- Reconceptualizing teaching and learning
Students accepted to an ETL Certificate program prior to Spring 2011 must complete 5 courses (15 credit hours). Students accepted to an ETL Certificate program Spring 2011 or later must complete an additional 6th course (shown below) for a total of 18 credit hours.
EDUC 6371 - Policy Making in Education
This course is designed to help prepare leaders of education and training technology to be effective actors in the policy processes of local schools, corporations, and non-profit organizations. Policy is one of the primary means by which leadership is exercised. The course will help students to discern the premises underlying various policies, to participate effectively in the policy process, and to understand the potential and limitations of policy.
EDUC 6401 - Applying Educational Media and Technology
This course is a foundation class for the Master's Degree program in Educational Technology Leadership at The George Washington University. It provides an introduction to the theory and practice of educational technology. While the primary focus of the course is on the use of technology in school settings, the course will also be relevant to persons involved in training and adult education. The intent of the course is to provide a general understanding of instructional theory and media, and enable educators to make more rational choices regarding technology. Not only are the key characteristics of different media surveyed, principles and issues concerning their appropriate use are also discussed.
EDUC 6402 - Computers in Ed. and Human Development
This course is designed to give students appropriate foundational knowledge and skill for advanced work in educational computing. Students will be asked to develop a practical, but critical, understanding of the educational issues surrounding the use of computers in the classroom and in training settings including:
- History of educational computing: its impact on practice & sentiments
- Research perspectives on the current state of educational computing
- Developing a philosophy of educational computing
- Educational criteria for hardware/software selection and evaluation
- Developing worthwhile computer related activities for the classroom The course is conducted at a distance by means of streaming video and regular interaction on the internet. Convenient access to a computer equipped with a modem and telecommunications software is necessary to take this course as well as an internet account (including web access).
- Examine the different types of portfolios that exist
- Define what a digital portfolio is
- Describe the typical components of a digital portfolio
- Describe the advantages and disadvantages to using a variety of hardware and software for creating digital portfolios
- Describe the process for developing a digital portfolio
- Develop advanced skills and knowledge in the design, development, integration and use of multimedia resources by creating a professional digital portfolio
- Develop several assignments that will lead to the completion of their portfolios. Design a web-based digital portfolio
- Critique the content of their peers' digital portfolios
EDUC 6403 - Educational Hardware Systems
This course is designed to acquaint the student with computers, networks, and related hardware systems that are currently used in instructional programs and formal educational settings found in K-12, post secondary education, and business training and presentation environments. Each of the topics presented will contain background information about the topic, the basics for understanding how the hardware operates, and suggestions regarding the selection and use of each hardware system.
EDUC 6404 - Managing Computer Applications
This course provides managers and emergent professionals in all sectors of the economy with the essential computer application knowledge, competencies, and skills needed in most work settings. This course addresses topics important in improving productivity through effective use of computer technology. During the course, students will develop a Strategic Management Plan (SMP) for a selected topic that can be implemented in a work setting they have selected.
EDUC 6405 - Developing Multimedia Materials
This course is designed to acquaint students with the design, development, integration, and use of multimedia resources in education and training settings. Students will examine and critique multimedia technologies, develop instructional materials, and create a unit/module that applies instructional design theory.
Students accepted to an ETL Certificate program prior to Spring 2011 must complete 5 courses (15 credit hours). Students accepted to an ETL Certificate program Spring 2011 or later must complete an additional 6th course (shown below) for a total of 18 credit hours.
Prerequisites: None currently indicated.
EDUC 6406 - Instructional Design
The purpose of this course is to introduce graduate students to the systematic design of instruction. Students are expected to learn how to plan, develop, evaluate, and manage the instructional process effectively. The course covers various elements of instructional design (ID) process, including needs assessment, instructional problems, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, instructional delivery, evaluation instruments, instructional resources (media selection), formative evaluation, project management and summative evaluation.
The philosophy of this course is that you can best attain competence in, and overall understanding of, the ID process by doing it. Thus, a mix of activities are planned that require a high level of active participation. For most students, especially those with no prior background in ID, EDUC 6406 demands a major commitment of time and effort. Prototype design project and documentation reports of the project are the major product outcomes of the course.
EDUC 6421 - Critical Issues in Distance Education (3 credits)
Distance Education represents a major structural change in education: the way it is designed, taught, and delivered. This course examines the historical, conceptual, theoretical, and practical issues associated with distance education. It is intended to provide a foundation for research and practice in the domain of distance education, as well as related areas (e.g., adult learning, educational systems design, school administration & policy).
EDUC 6422 - Instructional Needs Analysis (3 credits)
This course provides an introduction to the role of Needs Assessment as part of an overall approach to design and development of instructional projects. The intent of the course is to provide a general understanding of the fundamentals of well-designed needs assessments as they relate to the design of training and education. Needs assessment methods are discussed, as well as approaches to stakeholder identification, instruments for data collection, data analysis and deriving solutions from the data that meet the customer's requirements.
EDUC 6424 - Learning, Technologies and Organizations
Technology is reshaping how organizations work and how learning takes place in the workplace. This course examines such changes in the context of educational technology leadership and knowledge management incorporations, government/military agencies, associations, schools and universities. In addition to providing an overview of how and why technology impacts the world of work, emerging technological roles and expectations will be discussed. Of particular interest are the interactions among and between management, employees, and customers.
EDUC 6425 - Developing Effective Training with Technology(3 credits)
Technology is reshaping how organizations work and learn. This course will give educational technology leaders valuable skills in making effective use of technology in developing, delivering, and evaluating training. In our rapidly changing environment the ability to present training that uses technology to inform, motivate, and prepare learners is crucial.
The foundations for these skills come from instructional design, technology utilizations, media-selection, communications, organizational behavior, and the application of advanced educational technologies. The course has been designed around the belief that critical thinking is vital to a world in which personality and image often substitute substance and thought.
In general terms we can say that the goal of this course is the understanding, planning and production of highly effective technology-rich training that meet institutional and organizational needs.
EDUC 6426 - Computer Interface Design for Learning (3 credits)
The purpose of this course is to introduce graduate students to human-computer interaction (HCI) in general with particular emphasis on HCI issues in education. HCI is defined as the processes and actions that a user employs to interact with a computer in a given environment (Preece, et al., 1994). At the core of HCI is computer interface or user interface design.
This course will examine general design issues important to both computer and non-computer interfaces. It will also review theories, principles, and guidelines related to HCI. Additional interface design topics include usability testing, interface presentation style, printed manuals, online help, computer-supported cooperative work, hypermedia, and World Wide Web design.
Students will be exposed to leading authors and researchers in the HCI and related fields. Students will participate in a mix of activities which are planned to provide a high level of active participation. An HCI project and research paper are the major product outcomes of the course.
EDUC 6427 - Advanced Instructional Design (3 credits)
The purpose of this course is to advance graduate students in the systematic design of instruction through the study of rapid design and development strategies. In today's training and education environment instructional designers are routinely pressured to speed up the instructional design process in order to meet organizational demands. Rather than simply skipping steps, EDUC 6427 will focus on the development the skills necessary for rapid (yet still systematic) instructional design.
Students accepted to an ETL Certificate program prior to Spring 2011 must complete 5 courses (15 credit hours). Students accepted to an ETL Certificate program Spring 2011 or later must complete an additional 6th course (shown below) for a total of 18 credit hours.
Students are expected to learn how to plan, develop, evaluate, and manage the rapid design of effective instructional materials. The course covers various elements of instructional design (ID) process, including needs assessment, instructional problems, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, instructional delivery, evaluation instruments, instructional resources (media selection), formative evaluation, project management and summative evaluation. Similar to EDUC 6406 Instructional Design (the prerequisite for all students), in EDUC 6427 we will again systematically study each step though this time we will develop the knowledge and skills necessary to implement each step in rapid format while still accomplishing desired objectives.
The philosophy of this course is that you can best attain competence in and overall understanding of the ID process by doing it. Thus, a mix of activities are planned to provide a high level of active participation. For most students especially those with no prior background in ID, EDUC 6427 demands a major commitment of time and effort. A proto-type design project and documentation report of the project is the major product products of the course. In addition, you will be expected to work with other students in teams in the application of rapid instructional design procedures.
Students accepted to an ETL Certificate program prior to Spring 2011 must complete 5 courses (15 credit hours). Students accepted to an ETL Certificate program Spring 2011 or later must complete an additional 6th course (shown below) for a total of 18 credit hours.
EDUC 6428 - Developing Digital Professional Portfolios (3 credits)
This course is designed for students to develop advanced skills and knowledge in the design, development, integration, and use of multimedia resources by creating a professional digital portfolio.
Students accepted to an ETL Certificate program prior to Spring 2011 must complete 5 courses (15 credit hours). Students accepted to an ETL Certificate program Spring 2011 or later must complete an additional 6th course (shown below) for a total of 18 credit hours.
Prerequisites: EDUC 6405 is a prerequisite, or its equivalent, as determined by the instructor.
GW Graduate School of Education and Human Development (GSEHD) is ranked highly in the U.S. News and World Report for online graduate education programs in 2012 - #8 for admissions selectivity, #30 for student engagement and accreditation, and #40 for student services and technology.