IDOL Courses
ED851 Principles of Learning and Instructional Design (4 Credits)
ADDIE Design Model (Flash Presentation) to be added
This course provides an introduction to instructional design from a theory-based treatment of the instructional design process, including the design of instructional strategies. The discipline of instructional design is covered in detail and is concerned with the systematic and reflective process of translating learning challenges and principles of learning and instruction into learning solutions, instructional materials, activities, information resources, and evaluation.
The instructional designer is a problem-solver, one who creates tailor-made solutions to education and training problems. These solutions are characterized by two distinctive attributes. First, they are systemic, that is, they will take into account all the relevant variables that may have an impact in the final outcomes. For example, some of these variables include the nature of the learning challenge; the characteristics of the learners and their learning context; the specific instructional goals and objectives; the instructional delivery strategy, the learning materials; and the final evaluation and revision of the entire instructional strategy.
The second attribute of an instructional design solution is that the resulting instruction will not necessarily be instructor-lead. In addition to or instead of the presence of an instructor, learning can occur though self-instructional materials, interactive media, and/or distance learning technologies.
In general terms, the instructional design process is divided into five phases: analysis, design, development, implementation, and evaluation (ADDIE, for short). This course emphasizes the acquisition of knowledge and competencies in the first two phases of the process: analysis and design.
ED722 Interface Design (4 Credits)
Go to Eileen's Interface Design Website
In this course we are exploring the concepts of how interface design impacts online education. Almost all communication in online learning is visual. For this communication to be effective, the instructional designer must consider both functionality and appeal. In addition, this course addresses topics such as screen layout, color, navigation, and the use of graphics and video.
The course also deals with the non-visual interfaces of sound and user input via keyboard, mouse, voice, and touch. Learners will receive practical guidance for designing effective and attractive interfaces. Throughout this course, learners develop an instructional website to demonstrate their knowledge of the course goals and outcomes.
ED7210 The Delivery of Distance Education (4 Credits)
This course provides discussions and experiences leading to an understanding of current delivery systems for distance education including interactive television, satellite dissemination, and wireless networking.
This course focuses on how distance education programs are delivered, and how those delivery mechanisms are shaped and constrained by instructional design, curriculum, teaching, and learning practice. We will undertake this study via the method of comparative analysis. The course also offers an opportunity to experience the potential of collaborative work at a distance.
ED7211 Designing Online Instruction (4 Credits)
This course focuses on four areas: design, factors affecting learning, communication, and project management. In addition, the course provides a detailed examination of common instructional methodologies such as tutorials and simulations.
There are two basic forms of online learning: classes facilitated by an instructor and instructorless (or self-paced) programs. This course teaches how to create instructorless (or self-paced) programs which are often multimedia courses or segments, usually found on CD-ROM or on Web sites.Both forms have their place in an instructional designer's repertoire, and sometimes instructor-led courses incorporate self-paced segments as part of the instruction.
This course will show you how to use text, images, sound, and video to deliver your message and content in meaningful ways. The goal of this course is to equip you with skills to design, organize, and produce multimedia projects of all kinds, especially instructorless (or self-paced) programs.
One aspect that underlies the design process is an understanding of how people learn and what factors affect such learning both positively and negatively.
This course also deals with communication—communication between you and your client or customer, and communication between members of your team. Complex multimedia projects are often assembled by teams, or by a composite of individuals working as a team. Because multimedia design and development is very complex, it is essential that everyone involved in a project know what is going on. Generally, this means that all communication must be written or drawn and made available to all parties, rather than existing in the heads of team members, which can often result in misunderstandings.
ED724 Project Management for Multimedia Development (4 Credits)
The design and development of online multimedia courses require the coordination of a variety of people doing very different tasks. Each member of the project team has to produce what is required in a timely fashion within a prescribed budget. This course deals with a wide range of issues in project management, including budgeting and final roll out. The course provides insights and tools that will help the instructional designer effectively manage a project.
In this course, you will learn the definition of a project, gain an understanding of the processes involved in project management, and discover just what it is that a project manager does to make sure the project is a winner.
ED7504 Leadership for Instructional Design (4 Credits)
This course provides opportunities for instructional designers to examine the leadership and management skills necessary for effective design and delivery of Web-based instruction. Through the development of a professional portfolio, instructional designers participate in assessments that evaluate collaborative team planning, decision making, problem-solving and change management.
In this course you will learn some practical skills that will help you as a leader in instructional design. You will also learn about leadership styles and have an opportunity to evaluate which ones might fit your situation best. The course has three major components:
- Competencies and Rubrics for Instructional Design.
- Leadership Characteristics.
- Planning and Proposing E-learning Courseware Development.
ED7620 Theoretical Basis of Instructional Design (4 Credits)
This course surveys the major instructional design theories that are applicable to training and education, delivered in a variety of ways. This provides a solid foundation for the rest of the technology-related curriculum.
In this course, we will focus on developing an understanding of the key theories and paradigms that underpin the practice of instructional design. The key outcome of this course will be the building of a personal model of instructional design, based on current theoretical models and paradigms of instructional design and learning, that meets the current or projected needs of your own educational, training, or work environment.
Having established a clear perspective of your own instructional design requirements, we will then focus on specific models for implementing effective learning environments, including a comparison of teacher-centered and learner-centered approaches and the global factors that impact on instructional frameworks. In addition, we will consider emerging theories and paradigms of instructional design, especially those most applicable to e-learning paradigms.
ED815 The Future of Educational Institutions: Topics and Trends (4 Credits)
Based on an examination of the formative ideas which have shaped educational institutions, this course explores both the theory and practice of changing educational institutions to meet future needs. An understanding of the philosophy of American education, as well as a knowledge of institutional change, will be necessary in this course.
Future Tools applied within the course include: Trend Extrapolation, Delphi Technique, Scenario Planning, and Future Trend Tree.
ED846 Instructional Design for Distance Education (4 Credits)
This course introduces learners to the increasing societal demands to deliver education in new and innovative ways. The course enables learners to design instructional applications in a distance education setting.
The course introduces web-based training (WBT) through discussion, readings, projects and research. The focus of this course is from the perspective of a manager or leader of distance education programs. It is critical that managers or leaders of distance education programs have a strong knowledge and experiential base for the design of instruction for WBT.
ED852 Ethics and Social Responsibility in Distance Education (4 Credits)
This course analyzes, from both conceptual and applied points of view, the interaction between education and society. Through an examination of basic assumptions, attitudes, and values, learners build an ethical and legal foundation for understanding the issues and policies related to distance education. This course will involve active participation in discussions of current and future issues related to distance education.
This information is important to any individual who is involved in distance education in any capacity: as a learner, instructor, administrator, or course designer. The course addresses basic concepts of ethics, morality, law, and justice, and issues including course ownership, privacy, intellectual property, freedom of speech, global concerns, and social responsibilities, and other related topics. While the course deals primarily with distance education, it is also fruitful to include discussions concerning more traditional forms of delivery such as face-to-face classroom teaching.
ED8004: Societal and Cultural Change (4 Credits)
This course explores societal and cultural changes and their affect on educational institutions. By developing an Action Plan, learners synthesize how to maximize changes to improve education.
Doctoral learner's writing expectations to be achieved in this course include literature review, annotated bibliography, APA format, and synthesizing ideas of others to create concise, succinctly written papers.
ED8113 Advanced Study in Research Methods (4 Credits)
This course focuses on research methods applicable to disciplines relevant to The School of Education and professional development. Learners analyze the relevance and appropriateness of specific research methodologies in preparation for use in the dissertation.
Final course projects are individualized projects designed in consultation with, and approved by, the course instructor. This project must demonstrate an understanding of the objectives of this course. It must also demonstrate your ability to analyze the literature on the subject you have selected, your ability to analyze its appropriateness to the individualized project, and your ability to make judgments about the project's relevance to your profession.
This project would include a detailed methods section including descriptions of: who might be studied, how they would be studied, the instruments used, the research design and analysis that would be used, and a brief section on expected results.
Meet Eileen
I am a faculty chair at Capella University where I have been teaching online since 2002. My main emphasis is teaching the first course required of learners seeking a Bachelor Degree in Information Technology or in Business. Among my faculty chair activities is course improvements and mentoring other faculty.
Prior to teaching for Capella, I had the opportunity to teach business and technology skills at Michigan 's largest technical school. This is where my passion for integrating technology with soft skills was ignited. This led to new opportunities to author textbooks, publish articles to help teachers, and serve as Michigan's IT Consultant for our state education department.
For more information see Bio of Eileen M Dittmar