California State University, Fullerton

Instructional Design and Technology

PROGRAM COORDINATOR
JoAnn Carter-Wells

PROGRAM OFFICE
College Park 570

PROGRAM WEBSITE
http://msidt.fullerton.edu

PROGRAM OFFERED
Master of Science in Instructional Design
and Technology (online offering only)

PROGRAM COUNCIL
Shariq Ahmed (Information Technology)
JoAnn Carter-Wells (Reading)
Cynthia Gautreau (Elementary and
Bilingual Education)
Karen Ivers (Elementary and Bilingual Education)
Barbara Glaeser (Special Education)
Joyce Lee (Educational Leadership)
Chris Street (Secondary Education)

INTRODUCTION
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 design with applications for teaching, learning, training and curriculum development.

Benefits of the program include:

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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 www.csumentor.edu is March 1 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:

1. Hold a baccalaureate from an accredited institution of higher education,

2. 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

3. Good standing at the last college attended

4. For international students from countries where English is not the official language, have a TOEFL score of 575.

5. 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 in online learning environments and curriculum development or training; time management skills, their level and types of technology skills, their technology access, ability to work independently and professional goals.

6. Successful passage of a phone or face-to-face interview designed to assess their level of technology knowledge, skills, abilities to be an online learner and professional goals.

7. Technology requirements may be found on the program website, http://msidt.fullerton.edu.

8. Knowledgeable in the use of a personal computer (PC or Macintosh), including the ability to demonstrate the following skills and knowledge, which will be ascertained through a phone or face-to-face interview:

a. Locate, create, move, copy, delete, name, rename and save file 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, conduct research through CSUF library resources; and

e. Use databases, spreadsheets and multimedia applications.

Continuation and completion of the program requires:

9. 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 online catalog (http://www.fullerton.edu/disabledservices/handbook/SupportiveServices.htm). Please contact the instructor and Program Coordinator if this applies to you.

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STUDY PLAN REQUIREMENTS
The Master of Science in Instructional Design and Technology requires 30 units of approved graduate courses and takes a total of five term segments, (21 months) to complete. The schedule runs year-round as follows:

August
On-Campus Boot-Up Camp (1 day/Saturday)

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 early 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)

October
On-Campus Midpoint Symposium (1 day/Saturday)

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 early 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). Necessary understanding of operating systems, hardware and networking environments to develop instructional tools and products using a multimedia authoring tool.
Units: (3)

IDT 510    Research Practices in Instructional Design and Technology

Description: Prerequisite: completion of orientation program for M.S. in Instructional Design and 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.
Units: (3)

IDT 520    Instructional Design Issues for Technology-based Instruction

Description: Prerequisite: IDT 505. 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.
Units: (3)

IDT 525    Instructional Approaches in Learning and Cognition

Description: Prerequisites: IDT 510 and concurrent enrollment in IDT 520. Behavioral, cognitive, constructivist learning theories, related concepts and their implications for designing instruction. Develops critical thinking about desirable cognitive outcomes when designing educational experiences.
Units: (3)

IDT 530    Planning, Designing, Developing and Evaluating Technology-based Instruction

Description: Prerequisite: IDT 520. 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.
Units: (3)

IDT 535    Instructional Strategies for Pre-K through Adulthood

Description: Prerequisites: IDT 525 and concurrent enrollment in IDT 530. Training in instructional strategies for Pre-K through adulthood. Emphasizes current research on instructional strategies and assistive technologies in a variety of instructional contexts.
Units: (3)

IDT 540    Web-based Teaching and Learning

Description: Prerequisites: IDT 530 and successful completion of Midpoint Symposium. Design, development and implementation of Web pages and sites for instructional purposes. Emphasizes issues surrounding using the World Wide Web for instruction.
Units: (3)

IDT 545    Emerging Technologies and Issues in Instruction

Description: Prerequisites: IDT 530, IDT 535 and concurrent enrollment in IDT 540. Theoretical basis, issues and strategies for improving teaching and learning through the use of emerging technologies.
Units: (3)

IDT 550    Practicum in Instructional Design and Technology

Description: Prerequisites: concurrent enrollment in IDT 597 and consent of Program Coordinator. Strategies for effectively implementing and evaluating instructional design and technology to improve learning; includes significant field work assignments in work-related settings.
Units: (3)

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.
Units: (3)

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