*MIT 500. Instructional Systems Design: Theory and Research (3).  Advanced instructional design theory and research focus on analysis of theoretical foundations of instructional design and their application in design practice.  Examines multidisciplinary and multicultural influences upon instructional theory and development.  Explores a broad range of current design research and theory, and future directions in design theory and practice.

*MIT 510. Design and Development of Instructional Technology (3). Prerequisite: Instructional Systems Design: Theory and Research. Emphasizes skills and understanding necessary to create effective, efficient, and appealing instruction in any content area and with any medium, including live instruction. Addresses both "process" and "product." Process is concerned with activities and media required to create and deliver the instruction. Product is concerned with what the instruction should accomplish. Students will lead a team that designs, produces, implements and evaluates an instructional system developed for a field site. Team leaders ensure the quality and integrity of the design and report.

*MIT 511. Multimedia Design and Development (3). Focus on systems, communication, aesthetic and learning theories applicable to designing instructional products.  Provides an overview of multimedia strategies and tactics using multimedia and instructional communication.  Each student will demonstrate basic proficiencies across a wide spectrum of multimedia.   Emphasis will be on visual, audio and typographic design as well as the appropriateness of these solutions for specific instructional goals.  The use of advanced electronic technologies will also be emphasized.

*MIT 520. Managing Instructional Development (3). Examination of principles of planning, scheduling, allocating resources, budgeting, proposal preparation, cost control and personnel management for instructional projects.  Students negotiate an effective design project plan, how to implement that plan, and how to control and monitor project activities.  Case studies will be used as a basis for exercises and discussions.  Each student will develop a plan that meets specific criteria.

*MIT 530. Evaluation and Change in Instructional Development (3). Introduction to evaluation techniques associated with educational evaluation media and materials, courses, curricula, students or other elements in educational programs.  Various units of the course will focus upon particular evaluation techniques.

MIT 501. Motivation in Instructional Design (3). Reviews and analyzes theories of motivation in relation to instructional design strategies.  The primary emphasis is on the motivation to learn and techniques for stimulating and sustaining learner motivation.

MIT 502. The Systematic Approach to Performance Improvement (3). Introduction to theories and techniques for solving training and non-training problems in business, industry, and other performance-oriented organizations.  Projects include needs assessment, analysis, solution selection, and job and task analysis.

MIT 512. Computer Applications in Education (3). Introduction to the use of microcomputer applications as they apply in education settings.  Includes hands-on experiences with computer-assisted instruction, computer-managed instruction, and administrative uses.

MIT 513. Computer-Based Instruction (3). Examination of authoring systems to develop computer-based instruction.   Students develop skills in producing programs to meet instructional needs, integrating the use of peripherals including scanners, video and audio digitizers, and videodiscs into hypermedia applications.  Four- to six-hour weekly lab required.

MIT 514. Distance Education (3). Prerequisites recommended: MIT 500: Instructional Systems Design: Theory and Research and MIT 510: Design and Development of Instructional Technology.  Focus on theories and models of tele-education at home, work, and school.  Students design, develop, and evaluate instructor-led and learner-directed tele-lessons for integrated electronic dissemination systems.  Additional topics will include social, economic and organizational context of learning at a distance.  Three hour week lab required.

MIT 521. Diffusion and Implementation of Educational Innovations (3). Investigation of the literature and research base in diffusion of innovations.  Application of theoretical and research findings to the diffusion of technological innovations is emphasized.

MIT 522. Organization & Management of Instructional Technology Programs (3). Examination of the planning and management of successful training and development projects.  Topical areas include organizing and managing human resources, scheduling, budgeting, team structures, defining project requirements, and quality assurance. Analytical tools will be utilized to enhance project planning, scheduling, monitoring, and control, including software designed to support project managers.

MIT 531. Assessment of Learning Outcomes (3). Examination of the nature and purpose of measurement and assessment of learning outcomes.   Particular attention is paid to the concepts of reliability, validity, norms, interpretation of scores, response sets, fairness in testing and performance assessment, and norm-referenced vs. criterion-referenced tests.  A variety of instruments that are used to measure or assess human attributes and behaviors are studied.

*MIT 540 & *MIT 541.  Colloquium I and II (1). Examines issues, theory, research, and practice shaping the field of instructional technology.  A particular topic is emphasized each time the course is offered.  Students review issues, identify trends, debate theory application, and develop researchable questions.

*MIT 542. Internship (1). Interns with the approval of their advisors and the program director select an appropriate internship experience with an off- or on-campus organization, which provides opportunity to apply knowledge gained from the courses.

*MIT 599 Thesis or MIT 598 Portfolio (3). Students have two options.  Option one requires a traditional thesis proposal and presentation of an original piece of research.  Option two requires submission of a portfolio which will present evidence of student's successful completion of one or more instructional development projects that singularly or together cover the spectrum of instructional systems design process.

Dr. Edna H. Mory
Last updated 8/25/99