Guide Instrument Development in the Affective Domain (Evaluation in Education and Human Services)

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Students develop a learning game in a studio environment. Design and development of models and interfaces for simulations, including devices, discrete and continuous models, and branching scenarios. Principles of multimedia learning applied to video productions for the web or digital media. Emerging digital technologies and their potential impact on learning in different settings as well as evaluation and implementation of new technologies.

Individually designed research and practical projects developed with a supervising professor. Course may not be taken more than two times. Design, create, and implement instructionally sound learning environments by using advanced learning management systems to promote learning in face-to-face, blended, and online classes.

ISBN 13: 9789401572613

Design principles and use of multi-dimensional learning environments in various contexts like education, business, and communication by using mobile apps, devices, and tools. With faculty approval, students select a topic, conduct the research, and present the findings. Recommended for those who wish to pursue graduate study in Instructional Technology. Supervised training 60 hours under professionals in organizations; demonstration of design, evaluation, project management, presentation skills, etc.

This course is offered with grades of "S" for Satisfactory or "U" for Unsatisfactory.

Assessment in the Affective Domain Cont..

Review and integration of central practices and theories in instructional technology through discussion involving analysis, design, development, implementation, and evaluation; course deliverable is an electronic portfolio. Prerequisite: Graduate Standing. Technological applications to education, training, and instruction within educational, industrial, and human services settings.

For educators and non-educators interested in exploring technological applications in education. Provides an overview of key issues of human resource management, learning, and talent development in organizations. It will also explore considerations for technical training, soft skills training, compliance, as well as the effects of global environments in organizational learning. Offered Biannually.

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Use of technology tools by school administrators; factors related to leadership and research in technology integration. Design, development and evaluation of learning experiences using the World Wide Web. Student creates and evaluates learning activities using the Web; creation of personal learning portal. Basics of HTML and common authoring tools.

Prerequisite: LDT Developing problem-based instruction by integrating the Internet into the curriculum and lessons. Students examine models for lesson development and investigate how the Internet may be used as a resource in those lessons.

Instrument Development in the Affective Domain : Robert K. Gable :

Introduction to the field of Instructional Technology: careers, job roles, organizations, scholarly literature, requisite technology skills; introduction to course content and initial planning for student's programs. Focus will include: job, task, process, content, learner and contextual analysis. Exploring broad conceptions of design including all activities involved in generating intentional change via artifacts and experiences; design thinking and knowledge.

Exploration and application of techniques, tools and competencies characteristic of expert designers.

Affective Learning and Teacher Evaluation

Topics may include: instructional strategies, program design, advanced analysis techniques, empathic design, rapid prototyping, reducing design cycle time, designing instruction for diverse learner populations and developing designer professional identity. Offered Every Term. Analysis of how adults learn: learner readiness, development, motivation. Developmental and learning theories, memory, creativity, experiential learning, and affective learning. Content based primarily on psychology of teaching and learning of adults; secondarily on application to instruction and training.

Effective teaching methods, 3 rd Ed. Englewood cliffs, NJ: Merrill. Like the cognitive domain, the affective domain is hierarchical with higher levels being more complex and depending upon mastery of the lower levels.


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With movement to more complexity, one becomes more involved, committed, and self-reliant. Note the parallel between external and internal motivation. As one moves from being externally to internally motivated, one moves to higher levels.