Programme of Study
This programme has challenged my problem-solving and creativity skills and will do the same for you. It has taught me to integrate theory research and technology applications to improve organisational performance. I have improved my design, analysis evaluation and research skills. I can create, assess, manage and update organisations' training programmes and evaluate human performance.
Overall, this Instructional Design and Technology programme has broaden my skills needed to support technological advancement and training in formal educational settings and multinational corporation training programmes, through distance learning or face-to-face.
Below are audio and text summaries of this masters's programme.
OOl6001
Graduate introduction to online learning
Course Summary:
The programme starts with an online course that leads learners through a familiarization process with features of the UWIOC learning platform. However, I was familiar with this platform through my undergraduate studies. Therefore, I found it very useful as it reiterated previous knowledge and gained insight into some new features. Additionally, I found the unit very intuitive, and it helped me through the additional courses throughout the Master's Programme.
EDID6501 Learning Theory & Instructional Theory
Course Objectives:
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Explain the central tenets of the three main theoretical camps
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Differentiate among theories of behaviourism, cognition and constructivism
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Discuss the contributions various learning theories made to instructional design
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Devise personal definitions of learning, especially as it relates to 21st-century learning
Course Summary:
A fitting way to dive into my journey as an instructional designer, learning and Instructional theory set the tone for the rest of the master's programme. However, multiple learning theories and principal foundational paradigms today influence most instructional design models. Behaviourism, cognitivism, and constructivism are the most popular foundational Schools of thought. These abstract frameworks describe how knowledge is received and processed. At the same time, instructional theory prescribes how to better help people learn. What has stuck with me is the vast number of contributors and models available to help learners across the spectrum. For example, goal-based learning, microworld and problem-based learning scenario-based learning all impact learning for different types of students. As a matter of fact, I have employed some of these strategies in my teaching profession and as a swim and first aid instructor.
EDID6502
Analysing Human Performance
Course Objectives:
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Describe the role and significant responsibilities of the human performance analyst.
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Describe the theoretical underpinnings of performance, performance analysis, and training
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Identify the appropriate type of analysis to complete in a given situation
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Create an analysis plan for conducting performance, gap, root cause and training analyses
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Select appropriate data collection tools and methods
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Match correct causes to specific drivers/barriers associated with a performance problem.
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Generate a set of solutions to the learners' own identified performance gap (Final Project)
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Generate an analysis plan for conducting a training analysis, including information requirements, sources of information, analysis tools and methods and presentation of results.
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Apply a training analysis plan to the Island Bank Case Study.
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Assess personal and group participation against established criteria
Course Summary:
Analysing Human Performance course guarantees that you leave with an understanding that most performance issues are usually related to the environmental conditions and not always an individual's capability or lack thereof. This course aims to identify different analysis types suited for performance improvement. Most importantly, the analysis application must suit the work environment and culture to ensure you identify performance gaps and causes to remedy the institution's problem. This is done through a systematic data collection process for performance analysis and ultimately suggests appropriate intervention for the performance gaps identified.
EDID6503
Instructional Design Models and Strategies
Course Objectives:
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Select, modify or create an instructional design model for a given project
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Given a specific context, apply instructional approaches to various instructional or training settings based on course goals and objectives, target audience and delivery media.
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Compare and contrast instructional theories that underlie current instructional design models.
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Examine the impact of [technology] media on the design and development process.
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Select instructional strategies and methods based on course objectives, target audience and delivery media for different environments.
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Create and/or select an instructional design model appropriate for their work environment.
Course Summary:
Instructional Design Theories, Models and Strategies combine design skills, instructional models and theories and introduce you to instructional design. Essentially it is the backbone of the Instructional Design graduate programme as it deepens your understanding of many instructional models, strategies, and theories suited for schools and workplaces. You will explore the principles of effective instructions and compare and contrast a comprehensive list of instructional strategies. In addition, this course offers you insight into various instructional models. However, the ADDIE seems to be the most popular.
EDID6504 Prog Evaluation & Course Assessment Methods
Course Objectives:
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Explore the concepts relevant to the processes of assessment and evaluation
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Examine different models and methods of evaluation
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Examine different methods of assessment
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Apply principles of programme evaluation to assess the effectiveness of an educational/training programme
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Represent programmes using log frames and theory of change diagrams
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Apply the principles of performance assessment to develop performance assessment tools
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Design and develop assessment instruments
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Design and develop evaluation instruments
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Plan programme evaluations
Course Summary:
The needs of programmes change over time; therefore, closely examining a programme's goals will prove helpful. Programme evaluation and course assessment methods scrutinise the intended purpose of a project or programme to determine and address the relevance, efficiency and delivery effectiveness. Instructional designers will benefit from a basic understanding of programme evaluation, design, and implementation. You will also gain a general knowledge of data analysis, evaluation reports and ethical issues surrounding programme implementation. Ultimately, this course will equip you to differentiate when you need to evaluate a programme of just the course.
EDID6505 System Approach to Design instructional Material
Course Objectives:
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Describe the role of an instructional designer as a member of a wider team
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Apply current research and theory to the practice of instructional design
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Plan and conduct a needs assessment
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Design an instructional unit
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Analyse and describe the general characteristics of a target population
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Develop practical instructional objectives to address the skills, knowledge and attitudes identified in an instructional analysis
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Analyse the characteristics of existing and emerging technologies and their use in an instructional environment
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Design instruction that reflects an understanding of the diversity of learners
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Develop instructional materials
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Identify ethical and legal dimensions of instructional design practice
Course Summary:
System Approach to Design and Instructional Material builds on EDID6501: Learning Theory and Instructional Design and EDID6503: Instructional Design Theories, Models and Strategies. This course equips learners with the skills to carry out instructional design tasks. In addition, this course allows learners to enhance necessary instructional design competencies through project development and systematic design practice.
EDID6506 Issues, Trends, Innovations and Research in Instructional Design, Information Technology & Distance Education
Course Objectives:
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Examine the issues and trends in ID, IT and DE
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Participate in debates and extend the conversations on issues that have defined these fields
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Develop instructional environments to address educational and training needs
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Differentiate between innovative and non-innovative practices in ID, IT and DE
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Explore ways in which changes in learner needs impact how instruction is designed for education and training settings
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Examine the changes in perspectives regarding research in ID, IT and DE
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Propose various challenges and issues that influence teaching and learning with technology in your organisation
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Propose, based on research, new directions in ID, IT and DE
Course Summary:
This course exposes learners to fields of instructional design, distance education, and emerging instructional technology while examining the trends and issues that impacted them in the past and present and how they will impact them in the future. Noteworthy is the vast array of technology available for developing instructional designers to build their toolkit. In addition, you will explore how they impact instructional designers as they grow training and educational content for their clients.
EDID6507 Needs Assessment for Learning & Performance
Course Objectives:
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Explain the purpose and advantages of a needs assessment
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Describe various types of needs and needs assessment models
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Distinguish the environmental characteristics which influence learning and performance solutions
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Identify and describe actual and desired performance in a given situation and describe the discrepancies between the two.
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Determine and classify the possible causes of a performance problem
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Create a data collection plan
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Select and use appropriate needs assessment tools and techniques to determine the nature and the extent of a performance problem
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Write a needs assessment report
Course Summary:
This course emphasises a critical step in determining the instructional design by examining learning and performance needs using tools and strategies to create assessment instruments. In addition, this course will equip you with the necessary skills to evaluate collected data and provide appropriate instructional or non-instructional interventions/recommendations.
EDID6508 Developing Instructional Media
Course Objectives:
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List different tools for creating knowledge artefacts
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State the purpose of the different tools used in creating knowledge artefacts
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Employ HTML to create and edit websites that reflect the effective practices in media and course design
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Examine the concepts and examples supporting the effective use of instructional media
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Explore the use of open educational resources Skills
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Create and format graphics, podcasts, videocasts, etc., that are formatted, stored, retrieved and repurposed following e-learning specifications and standards
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Integrate Web 3.0 social networking and cloud-based tools into an educational course or programme
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Apply copyright and Open Commons License to products
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Reflect on current uses and best practices for education use of instructional media
Course Summary:
This course focuses heavily on the socio-technical skills needed to develop media for learning. You will be exposed to software and apps that can be used to create and edit artefacts for online/e-learning purposes while ensuring the "no one is left behind" policy is mirrored in the design. In addition, you will build your designing skills, online tools and software list and improve your web-authoring and designing skills while learning about copyrighting laws.
EDID6509 Designing Learning and Performance Solutions
Course Objectives:
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Analyse the theoretical frameworks and models that underpin each of the learning designs
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Discuss the different learning designs and how they will address learning and performance goals for different needs
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(i.e., argumentation, collaboration in learning and work and performance support)
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Evaluate the decision-making process in determining which solution will best meet a specific need
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Use innovative learning design trends and research to create unique contextual solutions
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Facilitate learning by designing a variety of instructional delivery forms
Course Summary:
This course builds on 6508 Developing Instructional Media. It combines learning theories and models and artefacts development to enhance performance solutions. Instructional Designers will be exposed to situations that will allow them to design a problem-based, collaborative work/learning space or performance-geared solution. I have often utilised these skills gained as a staff of a multi-national corporation in providing training and joint solution based on knowledge gained from this course.
EDID6510 Learning and Knowledge Management Systems
Course Objectives:
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Describe the use of e‐Learning specifications and standards in education
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Evaluate the use of open source tools in distance education
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Discuss the systems that are available to manage course content with confidence
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Discover the technical requirements for launching an LMS, LCMS or CMS based on a specific tool (i.e., Moodle, Canvas, Joomla, Drupal, Angel, Blackboard, Sakai, WordPress, etc.)
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Develop appropriate design strategies for the deployment of content in an LMS, LCMS, or CMS environment
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Develop appropriate learner interaction strategies in an LMS, LCMS, or CMS environment
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Internalise best practices of using an LMS/LCMS or CMS to deliver content and manage the interaction
Course Summary:
Learning and knowledge management systems will become your playing field as an instructional designer. This course will guide you through the use and pedagogical implications of including knowledge and learning management systems. Learners will get a chance to create, save, manage and retrieve digital assets in and Learning Management System/Learning Content Management system and Content Management for various levels of learning institutions or workplaces. This information was timely during the programme as the world faced lockdowns and was moving to e-learning platforms as a solution to teaching challenges during the pandemic.
EDID6511 Facilitating and Managing Learning
Course Objectives:
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Define the project management life cycle (PMLC)
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Identify the different models used to implement learning and performance designs.
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State where the project management life cycle (PMLC) intersects with standard instructional design models
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Identify and contribute to repositories of knowledge that can inform future design projects.
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Calculate and plan project timelines and resources
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Develop monitoring and evaluation of project design skills
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Create and encourage a project delivery team
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Document the project deliverables
Course Summary:
As an Instructional Designer, you will be faced with a project design that will require skills and resources to effectively manage the learning design process. Although the process is very detailed, this course draws on fields such as marketing and management to develop a development structure around the design methods.
EDLS6507 Research Methods
Course Objective:
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Compare and contrast qualitative, quantitative and mixed methods research assumptions
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Describe the elements of inquiry
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Identify the philosophical knowledge claims for the research methodologies
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Design a research proposal using quantitative, qualitative or mixed methods \approaches
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Collect data using questionnaires, interviews, observations, tests and inventories
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Analyse data gathered using qualitative, quantitative and mixed methods techniques
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Apply the appropriate quality criteria to critique selected research studies
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Use data analysis software
Course Summary:
This course is a blanket research methods course that will enable you to navigate issues and strategies involved in the research design, data collection, data analysis and reporting. In addition, the system will briefly cover computer-based analysis of qualitative and quantitative data. Most importantly, it prepares you for what comes next in your design or research project.
EDID6512 Design Project
Project Objectives:
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Use knowledge attained in the course work as the basis for the project
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Integrate all the knowledge, skills and abilities acquired during the tenure of the programme into one document, which includes
o Technologies used
o Strategies employed
o Theories, models and/or paradigm learned
o Solutions created
o Papers written
o Reflection on competencies acquired
Course Summary:
This course encompasses all information learned throughout the programme. It will challenge you to apply knowledge gained through a design or research project. Learners will be exposed to an authentic learning situation as they are supported by project advisors over two terms. You will have to pull on your design skills, authoring skills, evaluation, research project management and problem-solving skills as you develop a design prototype that must be evaluated. You will utilise all aspects of the programme during this project development.
