Academic Profile
Program
Georgia State University College of Education
Masters of Science in Instructional Design and Technology
Graduated:December 2011
GPA: 4.15
Research and Career Interests
Interests include mobile learning, distance learning & global education, interactive learning technology & museum educational programs, and psychology of learners & learning. These interests directly correlate to my desire to discover and implement creative and innovative tools in education that engage learners by addressing the diverse circumstances and learning styles that impact the transfer of new knowledge and skills.
Graduate Program Overview
The M.S. major in Instructional Design and Technology provides students with the basic knowledge, skills, and attitudes required to perform as instructional technologists. An instructional technologist is a professional educator who can combine knowledge of the learning process, knowledge of instructional systems theory, and knowledge of various forms of media and learning environments to create the most effective and efficient learning experiences. The program is designed for individuals interested in working in the field of instructional technology in a wide variety of education, training, and development areas such as those found in P-12 schools, business, and industry. To meet the individual needs and interests of the instructional technology students, the program provides a maximum amount of flexibility in course selection. In addition, ample opportunities are provided for applying the competencies learned in the classroom to job-related situations.
Completed/Current Coursework
EPRS 7900 Methods of Research in Education (In Progress, Fall 2012)
An introduction to critical reading of educational research, including the study of research methods, procedures, design, and data analysis. Research in any discipline or field constitutes an organized effort to solve problems, to advance knowledge and to test theories. Teachers and other professionals should be able to access research reports, interpret, evaluate, and apply the findings. The goal of the course is for the student to develop an understanding of and value: (a) The evaluation and use of published research studies, (b) the scientific study of education, (c) the major research methods used in education, and (d) the basic statistical and measurement techniques used in education.
EPY 7080 The Psychology of Learning and Learners
This course provides an overview of major behavioral, cognitive, and sociohistorical approaches to learning with consideration of learning across the life span. Basic learning processes (e.g., classical and operant conditioning, social cognitive theory), cognitive processes (e.g., memory, comprehension, metacognition) and developmental theorists (Piaget and Vygotsky) will be included. Diversity in learning will also be discussed.
Sources for individual differences in learning are discussed. The primary goals of this course are to (1) give students an overview of major theories and research findings in learning and (2) give students a greater appreciation of the possible application of these theories to the field of education, the classroom, and the real world.
EPY 8070 Understanding and Facilitating Adult Learning (In Progress, Fall 2012)
This course examines the nature of the adult learner and presents an in-depth look at current theories of adult learning during the young and middle adult years. Practical applications of these principles are provided in terms of formal and informal settings. The goal of this course is for students to be able to: (a) develop an appreciation of the heterogeneity of adult learners, (b) critically examine theories and issues related adult learning, and (c) communicate both orally and in writing information regarding adult learning theory.
IT 7100 Design of Performance and Instructional Systems
This course provides students with the skills and knowledge needed to apply current principles of learning and instruction to designing learning and performance systems. Students create an instructional or performance system in a real world context. Design of Performance and Instructional Systems is designed to help prepare students at the graduate level to be reflective professionals, program leaders, and instructional specialists. This course supports the mission of the college by providing leadership and scholarship for the development of a new generation of educational technology professionals.
IT 7150 Analysis of Performance and Instructional Systems
This course provides students with the skills and knowledge needed to conduct all aspects of a well-designed analysis of performance and instruction systems. Students will conduct “real world” analysis of performance problems in school or business settings to determine the most appropriate solution.
IT 7360 Integrating Technology into School-Based Learning Environments
This course prepares teachers to evaluate, select, and integrate technology in the classroom. It goes beyond the basic use of computer programs, and instead focuses on a systematic process for using new technologies to enhance learning. The goals, content, and organization of this course support the graduate teacher education programs within the College of Education and the unit theme, Leadership and Scholarship Focused on Learning and Development. The course also support students in advanced educator preparation programs in making and implementing effective educational decisions based on current data in the following areas outlined in the conceptual framework: 1. commitment to pupils and their learning; 2. knowledge of the subjects they teach and how to teach them, using varied instructional strategies and tools, including technology; 3. managing and monitoring pupil learning; 4. engagement in scholarship and creation of new knowledge about teaching and learning and; 5. active membership in learning communities.
IT 8000 Foundations of Instructional Technology
This course provides students with an overview of the field of instructional technology. It covers historical foundations, current practice, and future directions. It provides students with the big picture of instructional technology and gives them a context for future courses. This course serves as an introduction and overview to Instructional Design and Technology as a discipline. It examines the activities of IDT from an epistemological as opposed to methodological standpoint, giving students the background they need to practice IDT.
IT 8050 Evaluation and Assessment of Online Learning
This course focuses on evaluating and assessing learning in online education and training environments. It is designed to provide students with the knowledge, skills, and abilities they need to determine what and how well students are learning in an online setting. This course helps prepare students to teach online and is intended to help prepare them for the Endorsement in Online Teaching.
IT 8150 Managing Instructional Technology Projects
This course provides students with the skills and knowledge required to successfully manage complex instructional technology projects in school and business settings. Students learn and apply current theories, principles, and concepts to real world projects. This course involves students in a series of learning activities that requires students to design, develop, implement, and evaluate project management plans, tools, and techniques.
IT 8200 Diffusion and Adoption of Technological innovation
This course provides students with the theoretical foundations of adoption and diffusion of technological innovations in educational categories, and the role of personality and communication in change agency. Students complete a case study in which they examine and analyze the adoption and diffusion of an educational “real-world” technological innovation in their choice of settings.
IT 8440 eLearning Environments
This course focuses on working with the internet as it applies to teaching and learning. Specifically, students work in the following four overlapping areas of the internet: (1) the theoretical foundations and issues affecting e-learning, (2) the cognitive and affective experiences of students in e-learning environments, (3) the design and development of e-learning, and (4) the current state of research and practice regarding e-learning. The goal of this course is for the the student to be able to design, develop, implement and evaluate an effective eLearning environment. Additionally, the student will be able to discuss the relative merits of different types of eLearning environments based on these six categories: (1)Study of Theories and Issues, (2) Being a Student in an On-line Environment, (3) Being a Designer and Developer of On-Line Learning, (4)Being a Teacher in an online environment, (5) Being an Evaluator of WBI Materials and Resources, and (6) Mind Expansion.
IT 8660 Instructional Design Internship
This work/study experience provides students with the opportunity to apply theories, concepts, and principles of instructional technology presented in regular classes. Supervised work/study experiences in school or business settings are selected with faculty approval. Internship may extend beyond one term.