ObjectivesThe M.A. Program in Educational Technology prepares students for careers at all level of education—K through 12 systems, universities, corporate, government and non-profit environments—as well as for further study in the field. We do so by providing students with a firm grounding in the theories of learning, human performance technology and instructional design,, research methods and the technology of education.
Practical experienceThere is an internship option associated with this course.
Academic titleMaster of Arts in Educational Technology
Course descriptionMulti-Media Courseware for Distance Education (3 credits)
ETEC 503/703
This course will consider the theoretical and practical aspects involved in producing mixed-media
courseware for distance education (DE). Among the theoretical aspects, students will be exposed
to a variety of topics including:
• instructional design principles applied to distance education;
• adapting conventional materials into DE formats;
• effects of delivery systems on selection of DE materials;
• choosing lead medium and supporting it with a variety of mixed-media resources;
• methods of providing access to interpersonal support
• cost-effectiveness of production and delivery of DE courseware;
• provision for formative and summative evaluation of courseware effectiveness
From a practical perspective, each class member will develop and present a project proposal for a
mixed-media DE course. Details of the proposal should include items such as market study and
needs assessment; target learning groups(s); course objectives; suggested content, delivery
strategy, description and rationale for mixed-media components; local tutorial and inter-personal
support and provision for formative and summative evaluation. Four member teams will be
formed to work on projects selected from the list of individual presentations. Each team is
expected to have a variety of media production backgrounds (e.g., desktop publishing, audio/video
production, computer networking), and experience in instructional design and formative
evaluation. The end-product of each team will be a prototype mixed-media unit or module, and
description of how it will be implemented, for either a formal course or training exercise.
Prerequisites:
ETEC 512/712--Human Performance Technology (6 credits)
ETEC 513/613 --Learning Theories (3 credits)
Fundamentals of Educational Technology (3 credits) ETEC 504/604
This course provides an overview of salient advances in theory, research and practice of
educational technology. The goal of the lectures is to provide students with a theoretical basis for
various decision-makings in the use and evaluation of educational technologies. The discussions
are organized to increase the interactions between students and the instructor, and to enable every
student to raise issues in which they are interested. In addition, various computer technologies
will be demonstrated to illustrate the different types of technologies available and the way in
which they can be used to support teaching and learning.
Outline of Topics
• The evolution of the field
• The potential contributions of technology for teaching and training
• The characteristics and selection of instructional media
• The integration of educational technology into the classroom
• Innovations and trends in educational technology (.e.g., multimedia technologies, virtual
reality, telecommunications)
• Theoretical foundations of educational technology (e.g. models of instructional design,
pedagogical basis for the design of diverse instructional scenarios)
• The evaluation of instructional technologies
Educational Cybernetics (3 credits) ETEC 506/606
Explanation:- Education is enabling people to be more ecolo-socially responsible and to have
greater abstract knowledge and complex skill powers. Cybernetics is the science of
communicontrol systems. Educational cybernetics is how to understand the systems we are in and
are in us better to improve our education and human performance.
AIM:- To enable students to learn to use the basic cybersystemic principles to analyze and
develop socio-technical systems to improve their research and professional practise.
TOPICS:-
1. Personal Scientist perspectives
2. Physical systems: massenergy, `natural boundaries’, direct coupling, dissipation, time’s
arrow, Available and un-available energy. Order out of Chaos.
3. Simplest automata & their duals the simplest games.
4. Learning automata and forms of uncertainty (vagueness, ambiguity etc.).
5. Information is what reduces a learning receiver’s uncertainty, signals, noise.
6. Viability “Control” and the law of requisite variety/ requisite diversity.
7. Feedback:- reinforcing loops and balancing loops.
8. Evolutionarily historically emergent systemic levels.
9. Theories of learning conversations,( p-individuals = subviduals or transviduals).
10. Qualitative, logical and quantitative Modelling and Simulation
Prerequisites
Must have completed 12 Educational Technology graduate credits.
Human Performance Technology (6 credits) ETEC 512/712
Human performance technology is a set of methods for identifying and solving problems, or
realizing opportunities, related to the performance of people. It may be applied to individuals,
small groups, or large organizations. The goal of this course is to provide students with the
knowledge and skills necessary to understand performance problems and opportunities in order to
prescribe appropriate interventions. The first part of the course will concentrate on the
diagnostician’s role of performance technologists. This includes the application of performance
assessment tools and techniques used in business and industry, education, and other organizations
to define problems and to select appropriate interventions. These interventions could be
instructional or non-instructional in nature, depending on the problem identified. The second part
of the course will focus on performance enhancement interventions with special emphasis on the
design of instructional systems.
Upon successful completion of the course, students will be able to:
• define an organization in terms of systems components
• plan and conduct a performance assessment that identifies problems and/or opportunities and
describes alternative methods for enhancing human performance
• design instructional interventions for a variety of media and instructional settings
• identify and describe a variety of non-instructional interventions such as organizational
design, culture change, personnel selection, motivational feedback, incentive systems, and
performance support systems
• evaluate interventions, and
• apply consulting models and interpersonal skills important for interacting effectively with
clients
Learning Theories (3 credits) ETEC 513/613
Overall Goals of the Course
The primary goal of the course is for students to develop a critical understanding of classic and
contemporary theories of learning. Secondary course goals include enhancing students’ abilities
to: read and evaluate the primary literature in the area; b) present and write within the discipline;
c) evaluate applications of theory to practice; and d) collaborate professionally including via
computer conferencing.
Course Structure
This is not primarily a lecture course. You will learn through reading the textbook as well as
primary sources, through discussion and debate and through student presentations.
The course will follow the textbook. Primary sources will be used to supplement the readings in
the textbook. During the first weeks of the semester, I will present the key information and
facilitate the class; afterwards, you will take over and student teams will be responsible for
teaching each class. The presentations and discussion will strive to elaborate upon and apply
learning principles to the design and delivery of effective learning environments.
Theory and Practice in Educational Communication (3 credits) ETEC 514/614
This course covers the basics of developing content for various types of educational programs in a
broad range of educational settings, primarily in higher education and adult education classrooms.
Applying principles of effective textual, visual and oral communication, the student will develop
teaching materials for a variety of instructional contexts, including classroom lessons, instructor
and student manuals, online sessions, and podcasts. The course also introduces methods for
facilitating and supporting teaching, such as class management techniques, presentation
technologies, and course management systems.
Topics in Human Performance Technology (3 credits) ETEC 515/715
There have been (and will be) various topics offered under this heading. Topics are
subject to change.
This course has been designed to further develop the skills and knowledge students acquired in
ETEC 512/712.
Some of the topics that have been covered in the past include:
-Communication and interpersonal skills for consultants
-Creating self-instructional packages
-Motivational design techniques
-Instructional design models
-The identification, design and implementation of non-instructional interventions
Prerequisite
ETEC 512/712--Human Performance Technology (6 credits)
Topics in Learning Theories (3 credits) ETEC 516/616
There have been (and will be) various topics offered under this heading. Topics are
subject to change.
Examples of possible topics:
-design for learning
-advanced learning theories
-learning applied in a corporate setting
Prerequisite:
ETEC 513/613—Learning Theories
Principles of Educational Message Design (3 credits) ETEC 535/635
This course covers the theory-based practice of designing messages in educational and
performance improvement media. An instructional intervention might have an appropriate
instructional strategy, but how can we ensure that the message really gets through to the intended
learners? This course explores ways to create messages within instructional programs that are
written and illustrated using effective information design techniques. The course emphasizes the
importance of tailoring messages to convey the technical aspects of the content in a way that
interests, engages and even surprises learners. This course also deals with how to assess whether
messages have the intended impact. It draws on relevant theory, research and practice in the fields
of learning and design, as well as the emerging disciplines of information design, human-computer
interface, interactivity and media theory.
Evaluation of Educational Materials (3 credits) ETEC 536/636
This course is designed to provide you with basic knowledge and skills that you need for
evaluating various instructional materials. Although the focus of the course is on formative and
summative evaluation, but some basic approaches and issues in educational evaluation will also be
addressed. This course consists of two major themes: the evaluation techniques (i.e., evaluation
models, methods and approaches), and applying evaluation techniques to various instructional
materials (educational audio/video products, educational computer applications, etc
Prerequisite
ETEC 512/712 -- Human Performance Technology (6 credits)
Educational Simulation and Gaming (3 credits) ETEC 537/637
This course examines the role of games and simulations in educational settings. Students study
the learning models and theories that underpin the cognitive, motivational and affective qualities
of these instructional strategies. They learn to evaluate, design and develop and appropriate game
and/or simulation for a specific learning context.
At the end of this course students will be able to:
• analyze and evaluated the instructional value of a game or simulation
• determine an appropriate game or simulation strategy for a specific educational context
• explain the affective and motivational qualities of instructional games and simulations,
using specific theories and models of learning
` design and develop a prototype of a computer-based educational simulation/game, using the
concepts and skills covered in the course
• To use a WIKI as an online collaborative learning environment to describe the theories,
people and issues related to the design and use of educational games and simulations
Prerequisites
ETEC 512/712--Human Performance Technology (6 credits)
ETEC 513/613--Learning Theories (3 credits)
Introduction to Qualitative and Case Study Research (3 credits)
ETEC 546/646
Qualitative research provides an alternative to experimental and survey research for
collecting empirical data. Qualitative or “non-numerical” research provides insights that differ in
nature and scope to those of experimental and survey research. This course
introduces you to the theories and methodologies of qualitative research, as well as the
analysis and reporting of results of qualitative studies. Specifically, this course:
• Begins by providing the foundation of qualitative research. Its underlying philosophy
fundamentally differs from experimental and other quantitative approaches and, as a result,
researchers view hypotheses, literature reviews, research results, and similar research
fundamentals from a significantly different vantage, and use them for different purposes.
• Continues by describing the design of qualitative research studies, addressing such issues
guiding questions, choosing participants, analyzing data, and ensuring the trustworthiness of
results
• Explores a variety of qualitative research methods (and when feasible, provides you with an
opportunity to try them for yourself); including those used in academic studies, like
ethnography, case study research, and narrative analysis, and those used in business settings,
such as usability tests and focus groups.
• Explains how to analyze the data of qualitative studies and report the results
• Considers broader issues in qualitative research, such as critical and action research, and
meta-analysis of qualitative studies
Fundamental Methods of Inquiry for Educational Technology (6 credits)
ETEC 548/648
This course introduces students with little or no experience in research to the nature of design and
analysis. In early sessions, emphasis will be placed on:
• determining the kinds of questions that can be answered by research,
• reviewing the philosophical and methodological underpinning of various methods of inquiry,
• stating research problems and questions,
• defining research variables,,
• choosing designs that are appropriate to the questions they are intended to address.
The course will begin with an overview of the underpinnings of research and development
activities in education, covering theoretical and epistemological issues as they pertain to the field
in general and educational technology in particular. Concepts and methods in research design
(experimental, quasi-experimental, correlational and qualitative) will then be treated, including
descriptive and inferential statistics, ethnographic and qualitative data collection techniques, and
historical and case-based methods. Emphasis will fall on the logic of research design,
demonstrated through practical work on problems, exercises, critiques, a research proposal and
project. The major research project, largely completed in the second term, will emphasize the
methodological approach best suited to respond to the student’s research interests. This course
includes weekly lectures and labs.
Course Goal and Assignments
The overall goal of this course is to enable the student to read and critique the research literature,
understand the rationale behind various educational enterprises, and design and carry out research
in the field. Evaluation will be based on students’ achievement on assigned problems, critiques of
research articles, a literature review, research proposal and project, and exams.
Topics in Methods of Enquiry (3 credits) ETEC 549/649
There have been (and will be) various topics offered under this heading. Topics are
subject to change.
Topics that have been offered in the past:
-Correlational Methods
Prerequisite
ETEC 548/648--Fundamental Methods of Inquiry for Educational Technology
(6 credits)
Global Perspectives in E-Learning (3 credits) ETEC 555/655
Is technology culturally neutral? This course will provide opportunities to explore a range of
issues in global e-learning including opportunities for expanding learning markets to concerns
related to the digital divide. In order to test this question, we examine the use of information and
communication technologies across cultures, in multicultural environments and also compare and
contrast the use of educational technology in different contexts. The course will examine key
issues across different regions by means of the theory of communal constructivism, where
learners are expected to learn both with and for each other. Creating course content will take place in a number of face-to-face and online environments including Moos, Wikis, VLEs etc.
Introduction to Educational Computing (3 credits) ETEC 560/660
The aim of this course is to provide students with an understanding of the theoretical and practical
issues related to computer applications in educational and training settings. Topics that will be
covered include:
• the history of educational computing
• the different varieties of computer-based applications and systems
• development methodologies
• evaluation methodologies
• application of learning theory and principles of cognitive science to the design of computerbased
environments for learning.
Methods
Lectures, seminars, demonstrations, labs
Prerequisites
Students are expected to have completed a basic computer literacy course or have demonstrated
basic computer skills.
This course is a prerequisite for:
ETEC 562/662--Computer Based Systems (3 credits)
ETEC 564/664--Computer Assisted Instruction (3 credits)
ETEC 568/668--Design, Development and Production of Computer- Based Multimedia (6 credits)
Social Computing and Computer-Supported Collaborative Learning and Working
(CSCL/W) (3 credits) ETEC 562/662
Supporting learning and performance through (a) non-training and (b) training solutions is in the
core of the practice of Educational Technology. A third area is co-emerging: The internet and its
services are utilized for many applications that attempt to foster cognitive and intellectual
developments. Besides specifically designed learning environments in their many shapes and
purposes, the internet also gave raise to new social phenomena and their respective tools (like
instant messaging, discussion boards, blogging, wiki movement(s), and gaming).
In this course, students will examine theoretical bases for using social interaction as methods for
learning, and explore key functions and approaches for using computers for collaborative learning.
Learning designers and community managers in the field of computer-supported collaborative
learning/work (CSCL/W) try to harness the power of these 'social' tools in integrating elements
into educational environments and workplace settings. They face relatively new questions about
the social awareness, social ability, and important contextual factors of social interaction in
mediated interaction, especially in the creation, design, and sustainable support of communities of
practices. In designing and supporting communities, the emphasis is to support people in their
self-chosen initiatives of learning and their building of new social networks and strengthening
existing ones. The class will examine social phenomena facilitated through web-technology and
the possibilities and limitations for integrating social aspects into educational and workplace
settings.
Computer Assisted Instruction (3 credits) ETEC 564/664
The ETEC 564/664, Computer-Assisted Instruction, is designed to engage graduate learners in
Educational Technology in a discussion of the current trends in computer-assisted instruction
(CAI) applications and learning technologies, including those relevant in (a) school, college and
university-based educational environments, as well as (b) human performance technology-related
industrial and business settings.
Readings are compiled from databases managed by the Association for Advancement of
Computing in Education (AACE), Association for Educational Communications and Technology
(AECT), online editions of relevant educational technology and e-learning-based journals, and
web-based white papers. Readings and class discussion focus on the following topics: e-learning
overview; e-learning design issues and strategies; learning technology standards and meta-data
tagging; re-usable learning objects; human resource issues and competency models; learning
content management systems and learning management systems; organizational impact of learning technologies; usability; content management strategies; blended learning; and best practices in elearning.
Prerequisites
ETEC 513/613--Learning Theories (3 credits)
ETEC 560/660--Introduction to Educational Computing (3 credits)
Introduction to Digital Media (3 credits) ETEC 565/665
This course introduces educational technology students to new concepts in the ever changing area
of digital media. A core emphasis in the course is to set the concepts in relation with theory and
practice of educational technology. This will be accomplished by the introduction of different
software applications and a strong focus on evaluation of technological concepts for their
usefulness for the practice of educational technology. The course has three special emphasis: a)
introducing students to especially open source products and an open source framework of
technology integration, b) an information literacy model that emphasizes an acttive citizenship
role in participating in the web, and c) providing a practical framework of keeping personally upto-
date with the changes in technology. Students will be able to install open source desktop &
server-side applications and will be able to utilize key concepts in order to engage in a design
project.
Prerequisite:
ETEC 560/660—Introduction to Educational Computing (3 credits)
Modeling and Simulation (3 credits) ETEC 566/666
The purpose of this course is to enable you to design, develop and evaluate instructional modules
(learning objects) which involve the learners in modeling a complex dynamic system and/or
involve them in running and discussing computer-based simulations. The models may be of
science systems, training systems, schools, or business systems and may or may not involve
dynamic role-play. The simulations based on the models may be purely parameter-controlled or
may even involve real-time role-play via avatars (MMORPGS), etc.
Topics:
1) why models and simulations—basic theory
2) which kinds of models, which kinds of simulations for a given educative purpose
3) notational representations
4) dynamic system representations
5) game representations
6) virtual reality simulations
7) modeling and simulation project management
8) formative evaluations
Knowledge Management (3 credits) ETEC 567/667
Knowledge management is an area of research and application that spans the boundaries of
organizational science and our own field of human performance technology. Put succinctly,
knowledge management is about how an organization ensures that the right knowledge is available to the right individuals at the right time. In order to accomplish this goal, knowledge management theory addresses the whole life cycle of knowledge: creation, dissemination, utilization, evaluation. Broadly speaking, the whole notion of knowledge management fits with the
framework of the knowledge economy, and the concept of knowledge as an asset and a strategic
resource. At a more detailed level there are important links with other, older literatures including
those concerning, for example, the learning organization, the agile organization, the virtual
organization and to areas of technology such as document management and the more recent
specialty of content management.
Designing and Developing Web-Based Interactive Instruction (3 credits)
ETEC 569/669
This course provides an introduction to the theoretical and practical components in the design and
production of web-based interactive programs and materials. The instruction will focus on
planning and producing of web-based interactive material and learning environments. It includes
introductions into web-design, design for interactivity and usability testing. Students will be
introduced to web-development tools, including authoring tools for web pages, flash,
programming languages, and the production of data-base driven web-based solutions.
Prerequisites
ETEC 512/712--Human Performance Technology (6 credits)
ETEC 513/613--Learning Theories (3 credits)
ETEC 565/665—Introduction to Digital Media (3 credits)
Human Resources Development (3 credits) ETEC 576/ 676
Human Resource Planning and Policy (HRPP) generally deals with the matching of abilities to
employment opportunities in such a way as to maximize personal, social and economic benefits.
In an institutional context--educational systems or government agencies--HRPP means the
development and evaluation of academic programs, training courses or employment support
policies (e.g., unemployment insurance) that will meet projected needs for skills and knowledge.
In a corporate context, HRPP covers a wide range of interrelated functions: forecasting,
recruitment, training, job evaluation, work design, organizational design, compensation, career and
succession planning.
This course offers an overview of research and practice in this very broad field. Part of the
approach will be theoretical, presenting the basics of “human capital theory” (the notion that
education and training are investments) and more recent research on “organizational capital” (the
notion that organizations can be designed to learn). Part of the approach will be practical, using
case studies to critically examine current techniques for developing and deploying human
resources.
Planning and Producing Audio Visual Programs (6 credits) ETEC 583/683
This course introduces the theoretical and practical components of the design and production of
audiovisual materials for instructional purposes. Coursework focuses on planning and producing
audio-visual materials from the perspectives of theory-based design, storyboarding, and
evaluation.
Prerequisites
ETEC 512/712--Human Performance Technology (6 credits)
ETEC 513/613--Learning Theories (3 credits)
ETEC 565/665—Introduction to Digital Media (3 credits)
Designing and Developing Print-Based Instruction (3 credits) ETEC 584/684
This course intends to introduce educational technology students to all aspects of print-based
design. It is neither, exclusively, a theory nor a production course, but a blending of the two within
the text design role of the instructional designer. It includes topics related to the aesthetics of
design and layout, instructional strategies appropriate to the medium of text, elements of
typography and typesetting, selection and/or creation of illustrations, table, graphs, etc., copyright
and other aspects specific to this medium. Students will learn PageMaker 5.0 to a medium level of
skill through a tutorial created especially for this course.
Prerequisites
ETEC 512/712--Human Performance Technology (6 credits)
ETEC 513/613--Learning Theories (3 credits)
ETEC 565/665—Introduction to Digital Media (3 credits)
Digital Media Studio (3 credits) ETEC 585/685
This course introduces educational technology students to new concepts in the ever changing
domain of digital media. As a core feature, the course relates these concepts to theory in human
cognition by examining different software applications (such as Photoshop, Quicktime) with an
emphasis on evaluating their usefulness in the practice of educational technology.
Prerequisites:
ETEC 565/665—Introduction to Digital Media (3 credits)
Plus one of the following:
ETEC 569/669--
ETEC 583/683—Planning and Producing Audio Visual Programs (6 credits)
ETEC 584/684—Designing & Developing Print-Based Instruction (3 credits)
Administration of Educational Technology Units for Education and Training Systems
(3 credits) ETEC 591/701
Regardless of the environment in which you will work, and the key audiences you will serve, the
business realities in the K-12, higher education, and work place environments affect what
educational technologists can do and the quality of our work.
This course covers the three basic areas of administering educational technology units. First, it
explores project management--that is, the challenges of scheduling and budgeting projects,
ensuring that they meet the design plans, and that the challenges that arise during the
project are addressed with the least impact on the end result. Second, it explores people
management--that is, the challenges of staffing projects with people who have appropriate skills,
and coaching them to the highest levels of performance. Last, this course explores business
management--that is, the challenges in ensuring that educational technologists successfully
compete for work assignments and receive the resources needed to accomplish that work.
Fundamentals of Distance Education (3 credits) ETEC 592/702
This course is an overview of salient issues and advances in theory, research and practice of
distance education. It is an overview of the field that is intended to help you begin thinking about
distance education (henceforth, DE) systems and making judgments about the strategies and
technologies that will facilitate teaching and learning processes (i.e., what, when and hoe to use
technology, how technology transforms distance teaching and learning paradigms).
The purpose of this course is to help students acquire a clearer understanding of the area of DE
and the major issues related to the design and implementation of instructional programs. In this
way it is a “survey course”. It also aims to help students better define the role of educational
technology in both the organization and development of DE systems. Several institutions in
distance education will be examined—how they began and changed and how they are currently
coping with, and using, the Internet and the World Wide Web. Since computer conferencing has
become such an important feature of most modern distance education courses, a portion of this
course will be devoted to the growing literature on cooperative and collaborative learning in an
online environment.
Project Management ETEC 594/704
Project Management will focus on the components of a project and of project
management as a discipline, as well as project management as a process and as
a system. We will identify and demonstrate the skills, techniques and software
tools required in successful project management. Specific examples of real life
projects will include: creating and managing online communities for the visually
impaired, directing educational software development, keeping a rock band on
the straight and narrow, costing and directing a movie, managing international
funded research projects and educational repositories, as well as other topics so
to reflect the experiences and interests of the students in the class. The class will
be taught in a communally constructed way in that students will learn with and for
each other.
Philosophical Aspects of Educational Technology (3 credits) ETEC 607
(Cross-listed with ESTU 601--Educational Concepts and Research)
Effective educational research requires careful reflection about both the concepts we are
investigating and the concepts we are implicitly or explicitly using in our investigation. This
course is concerned with ideas and procedures for clarifying and testing educational concepts. In
the first part of the course, we will examine some general notions about educational language
falling under such headings as slogans, metaphors, terms and distinctions; and, we will examine
some ideas relevant to educational theory from the “new philosophy of science”. In the second
part of the course, students will participate in group projects investigating areas of educational
research (to be selected by the instructor) current in theoretical “flux”.
Educational Systems Analysis (3 credits) ETEC 653
Educational technology and human performance innovations frequently fail to yield desired
outcomes for reasons that have nothing to do with instructional designs, seductiveness of media,
nor even with needs analysis, but rather are failures of cybersystem design and products of
systemic action processes. In this course we will carry on together creating knowledge that
extends and strengthens what you have already learned in ETEC 648 and ETEC 606 and/or on the
job.
Content
“Participatory systems analysis” here, means both that the system analysts should be/include
actual participants in the systems which they improve. And it also means that the post-graduate
students in this course are participants in inventing the course to better suit us all together. (We
are generating really new knowledge not just transmitting old information to new heads.) There
will be interbibliography and resource search assignments and a substantial quantitative systemic
analysis assignment. WEB-CT will be used as a virtual workspace/resource space. (We want to
compare it with First Class.)
Core Topics
• Balancing--goodness (love, ethics, aesthetics) versus effectiveness and efficiency goals
through multi-level learning conversations
• The limits of qualitative analysis of ET and HPT systems
• Choosing and using matrix tools for canonically representing complex systems (e.g., j-
MAPS/EXCEL, etc.)
• Choosing and using systems dynamics modeling tools for sensitivity analysis and efficiency
improvement (e.g., STELLA, I-think, Dynamo, etc.)
Prerequisites
ETEC 548/648--Fundamental Methods of Inquiry for Educational Technology (6 credits)
Suggested: ETEC 506/606--Educational Cybernetics (3 credits)
Advanced Readings and Research in Educational Technology ETEC 691 I and ETEC
692 II (3 credits each)
These courses are intended to provide students who possess a serious interest in educational
technology an opportunity to deepen their knowledge through intensive research in a restricted
area and to communicate this to others. It may be especially useful for students soon beginning a
thesis as well as those who wish to pursue their own interests (insofar as possible) in aspects of
educational technology not considered in sufficient depth in other courses.
This is essentially a tutorial course, with occasional seminars, for the advanced student. Emphasis
will be placed on conducting one or more individual research projects. When the subject has been
fully prepared the student will be expected to present it as part of a seminar with other students.
The latter, therefore, will be held irregularly.
In conjunction with a faculty member, the student should develop a written outline of his/her
research program. Normally, the research should be in the area in which that faculty member is
actively engaged in (as evidenced by e.g., paper, publications, research grants). If in doubt ask the
Educational Technology Administrative Assistant or the faculty member for a description of
research in progress, past research, special interests, etc.
Note 1
There is a form which must be obtained from the Administrative Assistant which the faculty
member must sign BEFORE YOU REGISTER FOR THE COURSE (ETEC 691 AND ETEC 692
MUST BE TAKEN IN ORDER)
Note 2
Students usually meet individually with the faculty member with whom they are registered.
However, they must be prepared to present research work in a presentation style to other students.
Note 3
See faculty research interests on back cover for potential supervisors.
Special Issues in Educational Technology (3 credits) ETEC 693
There will be various topics offered under this heading. Topics are subject to change. The
topics provided here are examples of areas that have /will be covered.
Some of the topics that have been offered in the past (or in the present) include:
• The Past and Future of Educational Technology
• Education Technology and Popular Culture
• Integrating Technology into Educational Practice
• Exemplary Methods and Potent Practices in Current Research
• Designing and Developing Web-Based Interactive Instruction/Performance Systems
• Self-Regulated Learning
• Corporate Practicum
Internship I Thesis/Thesis Equivalent Option (Option A) (3 credits) ETEC 790
This non-course component will normally consist of a supervised internship activity (135 hours).
Typically an internal internship consists of course or program material design and/or production,
systems analysis and design or participation in a research project. External internships might also
be arranged. They vary with the environment and are typically conducted in industry, schools,
government organizations, etc. A brief report on the activity will be required on completion.
When a student is ready to start an internship, they should consult the internship handbook,
available from the Administrative Assistant.
Internship II -- Non-Thesis Option (Option B) (15 credits) ETEC 791
Normally, internships are completed in the environment in which the student hopes to find
employment (e.g., schools, industry, government, etc.). As a 15-credit, non-course component,
the internship requires a minimum of 675 hours of direct project work, completed on a full- or
part-time basis. Students may create their own internship opportunities. Students are asked to
consult with the Internship Coordinator before committing to an internship.
(Note: Students must minimally have completed all required courses and ideally a total of
30 credits in the program before undertaking this component.)
When a student is ready to start an internship, they should consult the internship handbook,
available from the Administrative Assistant.
Internship Report -- Non-Thesis Option (Option B) (6 credits) ETEC 792
For information on internship report requirements please consult with the Internship Coordinator
as well as your faculty supervisor.
Please consult the Internship Handbook (available from the Administrative Assistant) for
information on preparing and presenting your internship report.
Thesis Proposal/Thesis-Thesis/Thesis-Equivalent Option (Option A) (3 credits)
ETEC 795 and ETEC 796
ETEC 795
Thesis Proposal --Thesis/Thesis-Equivalent Option (Option A) (3 credits)
And
ETEC 796
Thesis or Thesis-Equivalent -- Thesis/Thesis-Equivalent Option
Option A (15 credits)
For information on thesis or thesis-equivalent possibilities, please contact a faculty member. More
information is contained in the front of this handbook under the M.A. program requirements--
thesis/thesis-equivalent.