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Educational Technology Leadership Program - Course Catalogue

The following courses are required courses:

EDUC 230 - Managing Computer Applications (3 credits)
EDUC 231 - Educational Hardware Systems (3 credits)
EDUC 232 - Applying Educational Media and Technology (3 credits)
EDUC 234 - Computers in Education and Human Development (3 credits)
EDUC 263 - Instructional Design (3 credits)
EDUC 265 - Developing Multimedia Materials (3 credits)
EDUC 268 - Leadership in Education (3 credits)
EDUC 271 - Policy Making in Education (3 credits)
EDUC 295 - Quantitative Methods II: Research Design and Data Analysis (3 credits)

Elective Courses - (choose three of the following courses):

EDUC 236 - Critical Issues in Distance Education (3 credits)
EDUC 237 - Instructional Needs Analysis (3 credits)
EDUC 239 - Learning, Technologies and Organizations (3 credits)
EDUC 261 - Developing Effective Training with Technology (3 credits)
EDUC 262 - Computer Interface Design for Learning (3 credits)
EDUC 264 - Advanced Instructional Design (3 credits)
EDUC 266 - Developing Digital Professional Portfolios (3 credits)

Graduate Certificates

Graduate Certificate in E-Learning

EDUC 232 - Applying Educational Media and Technology (3 credits)
EDUC 236 - Critical Issues in Distance Education (3 credits)
EDUC 262 - Computer Interface Design for Learning (3 credits)
EDUC 263 - Instructional Design (3 credits)
EDUC 265 - Developing Multimedia Materials (3 credits)

Graduate Certificate in Instructional Design

EDUC 232 - Applying Educational Media and Technology (3 credits)
EDUC 237 - Instructional Needs Analysis (3 credits)
EDUC 262 - Computer Interface Design for Learning (3 credits)
EDUC 263 - Instructional Design (3 credits)
EDUC 264 - Advanced Instructional Design (3 credits)

Graduate Certificate in Multimedia Development

EDUC 262 - Computer Interface Design for Learning (3 credits)
EDUC 263 - Instructional Design (3 credits)
EDUC 264 - Advanced Instructional Design (3 credits)
EDUC 265 - Developing Multimedia Materials (3 credits)
EDUC 266 - Developing Digital Professional Portfolios (3 credits)

Graduate Certificate in Training and Educational Technology

EDUC 237 - Instructional Needs Analysis (3 credits)
EDUC 239 - Learning, Technologies and Organizations (3 credits)
EDUC 261 - Developing Effective Training with Technology (3 credits)
EDUC 263 - Instructional Design (3 credits)
EDUC 268 - Leadership in Education (3 credits)

Graduate Certificate in Leadership in Educational Technology
EDUC 231 - Educational Hardware Systems (3 credits)
EDUC 232 - Applying Educational Media and Technology (3 credits)
EDUC 239 - Learning, Technologies and Organizations (3 credits)
EDUC 268 - Leadership in Education (3 credits)
EDUC 271 - Policy Making in Education (3 credits)

Graduate Certificate in Integrating Technology into Education
EDUC 230 - Managing Computer Applications (3 credits)
EDUC 232 - Applying Educational Media and Technology (3 credits)
EDUC 234 - Computers in Education and Human Development (3 credits)
EDUC 263 - Instructional Design (3 credits)
EDUC 265 - Developing Multimedia Materials (3 credits)

Course Descriptions

EDUC 230 - 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 231 - 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 232 - 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 234 - Computers in Education 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).

EDUC 239 - 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 263 - 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 263 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 236 - 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 237 - 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 261 - 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 262 - 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 264 - 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 264 will focus on the development the skills necessary for rapid (yet still systematic) instructional design.

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 291 (the prerequisite for all students), in EDUC 264 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 264 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.

EDUC 265 - 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.

Objectives - Students will:

1. Understand and apply advanced principles of web design, instructional design, Universal Design for Learning, usability, graphic design, accessibility, and copyright - particularly examining how these apply to the World Wide Web
2. Explore definitions of and issues about E-Learning
3. Evaluate and utilize Internet resources for designing instruction
4. Develop instructional materials for the WWW
5. Design a web-based unit/module of instruction
6. Develop a project management report based on a unit/module of instruction
7. Evaluate and provide constructive feedback to peers

Prerequisites: None currently indicated.

EDUC 266 - 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.

1. Examine the different types of portfolios that exist
2. Define what a digital portfolio is
3. Describe the typical components of a digital portfolio
4. Describe the advantages and disadvantages to using a variety of hardware and software for creating digital portfolios
5. Describe the process for developing a digital portfolio
6. Develop advanced skills and knowledge in the design, development, integration and use of multimedia resources by creating a professional digital portfolio
7. Develop several assignments that will lead to the completion of their portfolios. Design a web-based digital portfolio
8. Critique the content of their peers' digital portfolios

Prerequisites: EDUC 265 is a prerequisite, or its equivalent, as determined by the instructor.

EDUC 268 - 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

EDUC 295 - Quantitative Methods II: Research Design and Data Analysis
This course is designed to:

Introduce students to educational research and to

Develop skill in the design of a research project.

This course will detail the research process from problem selection to conclusions and generalizations.

The course is conducted at a distance by means of regular interaction on the internet and streaming video. Regular and convenient access to a computer equipped with a modem, internet access, and e-mail capability is required for full participation in this course.