M.S. Instructional Design
The School of Education & Social Services' online M.S. in Instructional Design provides an advanced study in the systematic design of instruction.
The dynamic online program prepares you to design, develop, implement ,and evaluate efficient and effective instructional experiences for a variety of settings, including corporate training, military, adult learning, and higher education.
Instructional design courses prepare graduates to:
- Apply adult learning theory to course development
- Enhance the ID process and use it to solve real-world situations
- Use research-based practices to inform instructional strategy
- Develop a variety of instructional strategies and skills to be used in the design process
- Effectively use instructional technology and media for teaching and learning
- Evaluate training and instruction to ensure efficient and effective instruction and course improvement
Courses are guided by professional standards in the field, and focus on the development of specialized skills to develop curricula for the 21st century learner.
Instructional Design Courses (36 credits)
- Course Name
EDU 523 Introduction to Instructional Design 3
An introduction to the systematic design of instruction. Topics include goal analysis, subordinate skills analysis, determining entry behaviors, contexts for learning, performance objectives, formative assessment, summative assessments, and motivational activities.
EDU 524 Assessing and the ID Process 3
An introduction to gathering and interpreting data applicable to various aspects of improving human performance for the purpose of making management and instructional decisions. Topics include training/learning needs assessments, and best practices for assessing knowledge, comprehension, and transfer of knowledge, in relation to workplace learning and how these relate to return on investment.
EDU 527 Adult Learning Theory 3
This course is designed to give Master of Science in Instructional Design students the opportunity to explore various psychological theories of learning. There will be an emphasis on the application of these theories in adult settings in education, training, and professional development. Using both group and individual projects, the students will gain the ability to apply the principles of instructional design in educational, military, and corporate settings.
EDU 532 Instructional Strategies 3
Applies learning theory to course development. Topics include the use of media for teaching/learning, active learning, instructional theories, and best practices for development of both synchronous and asynchronous courses.
EDU 541 Production of Educational Media 3
This course will serve as an introduction to the effective use of instructional technology and media. Topics include planning for use of instructional media, graphics, audio and motion media, one-way and two-way communications, audio conferencing, videoconferencing, computers as tools for learning, producing, and evaluating the effectiveness of instructional technology and media.
Prerequisites: EDU 523
EDU 543 Advanced Instructional Design 3
This course is designed to help students explore the fundamentals of the instructional design process, including application of the principles of learning theory and instructional strategies to the instructional design process. Students will analyze, evaluate, and apply the principles of instructional design to develop educational and training materials for the resolution of instructional problems. Learners will engage in a variety of individual as well as team-based learning activities to complete each phase of the instructional design process as well as develop prototype instructional products.
Prerequisites: EDU 523, EDU 527, EDU 532
EDU 552 Diffusion and Adoption of Innovations: Change Management 3
The study of the diffusion and adoption of innovations including models of change, research-based practice, adaptation due to contextual constraints, and the challenges particular to the adoption of technology in educational settings. Topics include systems theory, models of change, and issues of implementation.
EDU 576 Applied Project in Instructional Design 3
This course is designed to be a capstone project in which the student will use all the skills, attitudes, and knowledge acquired from the program curriculum to address an important problem or launch a program initiative related to the field of instruction design. The objective of this course is primarily outcomes assessment for the Graduate Program. For successful completion of this course and the Master of Science in Instructional Design degree requirements, students must demonstrate both a mastery of the curriculum content and an articulated ability to apply what has been learned to professional endeavors.
EDU 544 Graphics and Design Concepts in eLearning 3
This course will focus on graphics and design concepts and how to apply and evaluate them in online instruction and interactions. Students will apply design principles to develop effective instructional graphics and learning interactions, develop storyboards for linear and branched instruction, use current technologies, and illustrate their design knowledge by developing various instructional graphics for online learning.
EDU 630 Quantitative Educational Assessment 3
This course considers introductory classical and modern measurement theory and practice, classroom test construction and improvement, and standardized testing applications.
EDU 670 Action Research 3
This course is designed to introduce students to action research, a qualitative approach to research. Students will develop an understanding of the research statistical foundations, and design, analysis, and evaluation of an action research project. Students will engage in an action research project on a topic that is appropriate to their discipline.
EDU 548 e-Learning 3
This course addresses the complex and multifaceted issues associated with the design, development, and implementation of e-learning programs. Students will explore instructional strategies and tools for development and delivery as well as teaching strategies, and management issues from both the faculty and institutional perspectives.
Total Credits 36