Department of Instructional Design and Technology | The University of North Dakota

Master of Science: Our Philosphy

Our M.S. program is modeled after the leading institutions in instructional design and technology, and adheres to the Association for Educational Communications and Technologyu (AECT) NCATE standards published in 2001 as the "Standards for the Accreditation of Programs in Educational Communications and Instructional Technology." In addition, we recognize that not all performance problems in the corporate workplace are learning-related. Accordingly, we also build in human performance technology (HPT) into our program and throughout our courses.

While we use a variety of models, theories, and approaches to instructional design, our ID curriculum relies primarily on the Gagne, Wager, Golas, and Keller (GWGK) model. Robert Gagne is one of the founding members of the field of instructional design, and the GWGK model is ued by many corporate and organization-based instructional designers. We also work with other design models such as the Dick & Carey and Tripp and Bichelmeyer Rapid Prototyping models, which are also common in the workplace.

Upon completion of the M.S. degree, you will be able to solve a variety of learning and human performance problems in the workplace through the design of print, video, facilitated, web- and/or computer-based training, and through the application of performance improvement technologies such as job aids and electronic performance support systems. Read through the course of study below and click on the course links to read more information about the M.S. degree in IDT. (Note: It may be helpful to download and view the program advising sheet along with this list.

IDT Core Courses (9 credits)
	*All of the Following:*
	IDT 500	Survey of Instructional Design	3
	IDT 520	Instructional Systems Analysis & Design	3
	IDT 525	Instructional Systems Development, Implementation & Evaluation	3
	Additional Area of Emphasis IDT Courses (Choose 9 credits)
	IDT 550	Theories & Models of Instructional Design	3
	IDT 590	Special Topics in IDT	3
	IDT 591	Readings in IDT	1-3
	IDT 593	Directed Studies in Instructional Design & Technology (Practicum)	1-3
	K-12 Emphasis
	IDT 510	Technology-Based Instruction: Applications & Methods	3
	IDT 540	Digital Media and the Internet in Schools	3
	Corporate Emphasis
	IDT 560	Instructional Design Consulting	3
	IDT 570	Human Performance Technology	3
	Computer- and Web-Based Instruction
	IDT 530	Introduction to Computer-Based Instruction	3
	IDT 535	Advanced Computer-Based Instructional Development	3
	IDT 545	Instructional Simulations & Games	3
	IDT 580	Introduction to Web-Based Instruction	3
	Scholarly Tools/Research Component (3 credit hours)
	EFR 509	Introduction to Education Research	3
	Foundations (3 credit hours)
	PSY 501	Psychological Foundations of Education	3
	Internship (2 credit hours)
	IDT 584	Internship in Instructional Design	2
	Scholarly Tools/Research Component (3 credit hours)
	IDT 592	Research in IDT *May Not Be Counted Toward Emphasis*	3
	Elective (3 credit hours, must be approved by advisor)
	Scholarly Project Option (2 credits):
	IDT 995	Independent Study (Research Study)	2
	OR
	Thesis Option (4 credits):
	IDT 998	Thesis	4
	Course Descriptions 500. Survey of Instructional Design. 3 credits. Prerequisites: None. This course provides students with an in-depth overview of the field of Instructional Technology. Topics include the history and critical issues of the field; a description of instructional design; applications of instructional technology, and associated areas of research. Grading: Regular. Back 510. Technology-Based Instruction: Applications and Methods. Pre-requisites: None. 3 credits. A study of the various methods for using technology to deliver and/or support instruction: tutorials, drills, simulation, interactive video, instructional games, intelligent computer-based instruction, performance support systems, job aids, testing, distance learning, intelligent tutoring systems, and instructional management systems. Grading: Regular. Back IDT 520. Instructional Systems Analysis and Design. 3 credits. Prerequisites: None. The first course in a two-course required sequence, IDT520 is a study of methodologies for analyzing and designing instruction. Topics include needs analysis, job/task analysis, and assessment of instructional outcomes. IDT 525 is the second required course in this two-course sequence. Back 525. Development, Implementation, and Evaluation of Instructional Materials. Prerequisites: Program Major; IDT 520. 3 credits. This course focuses on the development, implementation, and evaluation of instructional materials that have been created according to instructional design principles. The second course in a two-course sequence, this course completes the instructional design process begun in IDT520. After completing this two-course sequence, students will have the skills needed to conduct the full instructional design process in a variety of settings, and with a variety of learners, modalities, and domains. Grading: Regular. Back 530. Introduction to Computer-Based Instruction. Prerequisites: IDT 520. 3 credits. An examination of the technology (hardware and software) for developing and delivering computer-based instruction (CBI). A study of the characteristics of high-quality CBI, addressing such topics as program structure, user interface, navigation, message/screen design, use of graphics, response analysis, feedback strategies, error checking, branching, and computer-managed instruction. Grading: Regular Back 535. Advanced Computer-Based Instructional Development. Prerequisite: Program Major; IDT 520 & IDT 530. 3 credits. This course is designed to extend the CBT/CBI design and development skills acquired in IDT530. Students will study advanced CBT/CBI techniques and applications such as artificial intelligence, intelligent tutoring systems, electronic performance support systems, authoring tools, learning objects, pedagogical agents, SCORM compliant programming, simulations and games, the use of CBT/CBI for research purposes, and learning management systems (LMS). In addition to studying these areas, students will build a CBT/CBI unit that implements one or more of these applications. Grading: Regular. Back 540. Digital Media and the Internet in Schools. 3 credits. Prerequisites: IDT 510, 520. This course builds on the theories and approaches to technology integration first introduced in IDT 510. Students will gain practice developing lesson plans and examples of student artifacts with specific media such as digital video, digital audio, digital photography, and the Internet. Students will gain competency in generating and using media according to the principles of technology integration, rather than technology use. Grading: Regular. Back 545. Instructional Simulations & Games. 3 credits. Prerequisites: Program major or permission of the instructor. This course provides an in-depth study of the theoretical, philosophical, and practical issues surrounding the use of simulations and games in learning environments. Methods and approaches for integrating commercial games into learning environments and for developing new simulations and games around content will be examined. Grading: Regular. Back 550. Theories & Models of Instructional Design. 3 credits. Prerequisites: Program major or permission of the instructor; IDT 520. This course focuses on pedagogical theories from education and psychology as they relate to instructional design, and on alternate models of instructional design. Topics include epistemological views of knowledge, major schools of thought on the nature of learning, a survey of instructional and learning theories, and a survey of instructional design models. Particular emphasis is placed on the interrelation of theories, models, and practice in the field of instructional design. Grading: Regular. Back 560. Instructional Design Consulting. 3 credits. Prerequisites: Program major or permission of the instructor; IDT 520. This course trains students in the theoretical (e.g., needs analysis, change agency, data-driven decisions, solution specification) and practical (e.g., management of client relationship, project management skills, budgeting) of instructional design consulting. Roleplay, response to an RFP, and discussion of modern approaches to managing the consulting process will be primary activities in this course. Grading: Regular. Back 570. Human Performance Technology. Prerequisites: IDT 500 & 520. 3 credits. An overview of the Human Performance Improvement (HPI) and Human Performance Technology (HPT) models and processes. Particular emphasis on determining whether instructional interventions or performance improvement interventions are called for, models and techniques for identifying performance gaps, specifying solutions, measuring results, and managing or adjusting the improvement. Job aids, electronic performance support systems, authoring tools, and other performance technologies will be covered. Grading: Regular. Back 580. Introduction to Web-Based Instruction. 3 credits. Prerequisites: Program major or permission of the instructor; IDT 520. This course trains students to design and develop web-based instruction, including basic web site design tools and theory, design and development of online learning with course management systems, supporting technologies in web-based instruction, pedagogical approaches to the design and development of online learning environments. Grading: Regular. Back 584. Internship in Instructional Design and Technology. 2 to 4 credits. The internship is a culminating experience in which the student assumes responsibility for an instructional design and technology project. Back 590. Special Topics in Instructional Design and Technology. 1 to 3 credits. An in-depth study of a selected topic in instructional design and technology. Topics will vary with faculty expertise and current issues. Some topics would include simulations, instructional applications of the world wide web, performance support systems, adaptive testing, intelligent tutoring systems, and hypermedia applications. Back 591. Readings in Instructional Design and Technology. 1 to 3 credits. Selected readings with oral and written reports. Back 592. Research in Instructional Design and Technology. 1 to 3 credits. Supervised research in areas of student interest. Back 593. Directed Studies in Instructional Design and Technology. 1 to 3 credits. Individual project work in the design and development of technology-based instruction. All projects will require a final report. Back 995. Scholarly Project. 2 to 3 credits. The scholarly project serves as a captsone experience and requireds the student to identify a real world learning or performance problem and address it as a professional instructional designer would. This includes the full analysis, design, development, implementation, and evaluation process and documentation first learned in IDT 520 and 525 and later demonstrated in other IDT courses taken as part of the degree. Work is to be conducted autonomously under the supervision of the IDT fac ulty evaluation committee. Back 997. Independent Study. 2 credits. The independent study requires the student to investigate a topic related to the major field of study and to prepare a formal report summarizing this investigation. Back 998. Thesis. 4 to 9 credits.The thesis is an original research project completed under the supervision of a thesis committee. Back

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