Claire C. Cavallaro
Education Classroom Building 531
Master of Science in Instructional Design and Technology
(On-line offering only)
JoAnn Carter-Wells (Reading)
Karen Ivers (Elementary and Bilingual Education)
Barbara Glaeser (Special Education)
Joyce Lee (Educational Leadership)
Ula Manzo (Reading)
Chris Street (Secondary Education)
The Master of Science in Instructional Design and Technology is an interdisciplinary program housed within the College of Education and draws upon a team of outstanding faculty with expertise, training, and experience in instructional technology and its applications for teaching, learning and curriculum development.
Benefits of the program include:
- The degree represents a comprehensive, high quality, affordable program staffed by a team of outstanding and dedicated faculty with expertise and experience in instructional technology and educational practice, backed up with strong program and administrative support.
- The program is completed in 21 months (2 courses per term segment).
- The course work in the program is 100 percent online, with 2 required on-campus meetings (two on-campus trips for a total of 2 days).
- The program promotes collaboration, professional networking, and team-building among peers, faculty, staff, and other professionals.
- Graduates of the program will gain valuable knowledge and skills in the development, design, evaluation, and implementation of a wide variety of instructional technologies applicable to a wide range of settings (K-12, postsecondary education, military, business/industry). Furthermore, graduates will obtain expertise in the enhancement of teaching and learning based on sound and current educational research, theory, and practice and will be well positioned in a competitive job market.
ADMISSION AND PROGRAM REQUIREMENTS
New students are admitted once a year for the fall term segment that begins in August. Deadline for completing on-line applications is March 1st, as is the postmark deadline for mailed applications. However, this deadline may be changed based upon enrollment projections. Please check the program website for current information at http://msidt.fullerton.edu.
Minimum state and program requirements for admission to conditional classified standing in the program include the following:
- Hold a baccalaureate from an accredited institution of higher education.
- Have earned a minimum grade-point average of 3.0 in the last 60 semester units attempted as documented by two official copies of transcripts from all higher education institutions attended.
- Good standing at the last college attended.
- For international students from countries where English is not the official language, have a TOEFL score of 575.
- Submission of a written self-assessment essay. Students must submit a written essay on issues such as why they would be good candidates for the program, including their experience and/or commitment to online learning environments, and curriculum development, how they will manage their time, their level and types of technology skills, their technology access, ability to work independently and professional goals.
- Successful passage of a phone or face-to-face interview designed to assess their level of technology knowledge, skills, and abilities to be an online learner.
- Technology requirements may be found on the program website, http://msidt.fullerton.edu.
- Knowledgeable in the use of a personal computer (PC or Macintosh) including the ability to do the following. These skills and knowledge will be ascertained through either a phone or face-to-face interview:
a. Locate, create, move, copy, delete, name, rename, and save files and folders on hard drives and on secondary storage devices such as floppy disks;
b. Use a word-processing program that runs on a PC or Macintosh computer to create, edit, format, store, retrieve, and print documents;
c. Use an electronic mail system to receive, create, edit, print, save, and send an e-mail message with and without an attached file
d. Use an Internet browser to search the World Wide Web; and
e. Use databases, spreadsheets and multimedia applications.
Continuation and completion of the program requires:
- Registration, attendance, and successful completion of the on-campus "Boot-Up Camp" and the Midpoint Symposium (program requisites).
If circumstances force a student to fall out of their original cohort schedule, they will be permitted to continue in the program, but will default to the next cohort cycle provided they remain in good academic standing.
Special accommodations for disabled students will be made on an individual student, as-needed basis in compliance with the CSUF Catalog (online catalog at http://www.fullerton.edu/disabledservices/handbook/SupportiveServices.htm). Please contact the instructor and Program Coordinator if this applies to you.
STUDY PLAN REQUIREMENTS
The Master of Science in Instructional Design and Technology requires 30 units of approved graduate courses and takes 5 term segments, (21 months) total to complete. The schedule runs year-round as follows:
On-Campus Boot-Up Camp (1 day)
Session 1: September through December
IDT 505 Hardware and Authoring Environments in Instructional Contexts (3)
IDT 510 Research Practices in Instructional Design and Technology (3)
Session 2: January through mid-May
IDT 520 Instructional Design Issues for Technology-based Instruction (3)
IDT 525 Instructional Approaches in Learning and Cognition (3)
Session 3: May through August
IDT 530 Planning, Designing and Evaluating Technology-based Instruction (3)
IDT 535 Instructional Strategies for Pre-K through Adulthood (3)
On-Campus Midpoint Symposium (1 day)
Session 4: September through December
IDT 540 Web-based Teaching and Learning (3)
IDT 545 Emerging Technology and Issues in Instruction (3)
Session 5: January through mid-May
IDT 550 Practicum in Instructional Design and Technology (3)
IDT 597 Project (3)
INSTRUCTIONAL DESIGN AND TECHNOLOGY COURSES
Courses are designated as IDT in the class schedule.
|IDT 505 Hardware and Authoring Environments in Instructional Contexts|
|Description: Prerequisite: successful completion of summer on-campus orientation (Boot-Up Camp). Provide students with necessary understanding of operating systems, hardware, and networking environments to develop instructional tools and products using a multimedia authoring tool.|
|IDT 510 Research Practices in Instructional Design and Technology|
|Description: Prerequisites: Completion of orientation program for M.S. in Instructional Design & Technology (IDT). Survey course on terms and accepted procedures in qualitative and quantitative inquiry as they apply to instructional design and technology. Students conduct controlled portions of IDT research and prepare preliminary proposals for larger projects.|
|IDT 520 Instructional Design Issues for Technology-based Instruction|
|Description: Prerequisite: IDT 505. Focuses on the systematic design of instructional courseware, including analysis, media selection, design, development, and evaluation. Topics include learning principles, learner characteristics, instructional strategies, screen design, response analysis, feedback, and interactivity.|
|IDT 525 Instructional Approaches in Learning and Cognition|
|Description: Prerequisite: IDT 510 and concurrent enrollment in IDT 520. Focuses on behavioral, cognitive, constructivist learning theories, related concepts, and their implications for designing instruction. Develops students’ critical thinking about desirable cognitive outcomes when designing educational experiences.|
|IDT 530 Planning, Designing, Developing, and Evaluating Technology-based Instruction|
|Description: Prerequisite: IDT 520. Focuses on application of computer-based instructional design principles to develop new methods and materials for technology-based instruction. Topics include computer-based instruction, project management, planning, assessment, design principles, and development tools. Students will design multimedia courseware.|
|IDT 535 Instructional Strategies for Pre-K through Adulthood|
|Description: Prerequisite: IDT 525 and concurrent enrollment in IDT 530. Provide students with training in instructional strategies for Pre-K through adulthood. Emphasis on current research on instructional strategies and assistive technologies in a variety of instructional contexts.|
|IDT 540 Web-based Teaching and Learning|
|Description: Prerequisites: IDT 530 and successful completion of Midpoint Symposium. Focuses on the design, development, and implementation of Web pages and sites for instructional purposes. Emphasis on issues surrounding using the World Wide Web for instruction.|
|IDT 545 Emerging Technologies and Issues in Instruction|
|Description: Prerequisites: IDT 530, IDT 535 and concurrent enrollment in IDT 540. Focuses on the theoretical basis, issues, and strategies for improving teaching and learning through the use of emerging technologies.|
|IDT 550 Practicum in Instructional Design and Technology|
|Description: Prerequisites: concurrent enrollment in IDT 597 and consent of Program Coordinator. Provides strategies for effectively implementing and evaluating instructional design and technology to improve learning; course includes significant field work assignments in work-related settings.|
|IDT 597 Project|
|Description: Prerequisites: concurrent enrollment in IDT 550 and consent of Program Coordinator. Individual research on an empirical project, with conferences with the instructor, culminating in a project. |