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Montana Board of RegentsCURRICULUM PROPOSALS
1. Overview
Today, we live in a hyper-connected world where personal and professional connections abound through social and web-based media, distinctions between the virtual and the real have blurred with the superimposition of ‘augmented’ digital realties, and universal access to resources is premised on providing the content online. The technologies that underpin this hyper-connected environment are also developing at a remarkable pace. In order to address these realities, the Graduate School and the School for Extended and Lifelong Learning (SELL) are proposing a new 36 credit interdisciplinary Master of Arts in Online Learning Technologies. The program will be academically housed in the Graduate School as an interdisciplinary degree with SELL providing administrative and instructional design support for faculty who develop and deliver courses in the program. It will be the only program of its kind in the state, and addresses the well-documented need for professionals in diverse fields that intersect technology and education. As a one-of-a-kind within the Montana University System, it will uniquely position University of Montana students to further innovative applications of technology throughout the state and beyond. It will serve the symbiotic goals of helping faculty improve the quality of learning experiences for University students as well as developing professionals sought after in the fields of business, education, information technology, media design, instructional technology, marketing, publishing, advertising, and workforce training. The program will be supported by a 0.25 release time of the Director of Academic Affairs at SELL (Rick Hughes) as well as a sustainable cost-sharing model that will channel a percentage of course revenue from student tuition to pay for instructional costs and student support services. It will also utilize existing resources such as the Learning Management System to deliver the degree fully online. The program takes advantage of a combination of tenured, tenure-track and adjunct faculty in several key units, including Computer Science, Media Arts, Education and Business. The necessity for the program lies in the immediate demand across a broad scope of professions for individuals who possess the skills not only to navigate and utilize current and emerging technologies, but to create the frameworks that will set future direction. As such, it will graduate leaders, collaborators, innovators and entrepreneurs who will be able to help organizations keep abreast of rapid change and provide solutions to diverse needs. It will develop individuals well-placed to meet the demands of the Global Century.
2. Provide a one paragraph description of the proposed program. Be specific about what degree, major, minor or option is sought.
The Master of Arts in Online Learning Technologies will have its academic base in the Graduate School and will have administrative support from the School of Extended and Lifelong Learning. The degree will be based in four areas of study including: Fundamentals of Digital Technology and Online Learning, Content Creation, Ethics/Project Management, and Practical Application. The degree consists of ten 3 credit courses and one 6 credit professional project for a total of 36 credits. The 3 credit practicum provides an opportunity for students to apply their knowledge to a relevant educational context such as supporting faculty develop an online or blended learning experience or developing an application in support of specific organizational outcomes. The number of credits is consistent with other online Masters degrees offered at the University (Curriculum Studies – 33 credits; Educational Leadership – 36 credits; Music Education – 30-36; Public Administration – 36 credits; Public Health – 42). A notable element of the program is the 6 credit capstone project, which requires students to integrate their course experiences into the effective completion of an e-learning project. This includes project analysis, design, management, creation of content or educational framework, implementation, and evaluation. It also requires students to communicate effectively and maintain good working relationships throughout the process. All courses would be new preparations and delivered asynchronously online.
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3. Need
A. To what specific need is the institution responding in developing the proposed program?
This proposal is in response to the dramatic growth in the need for individuals to understand and utilize digital technologies in their everyday working environments, and the need for formal education and specialization in the techniques and capabilities of that emerging paradigm. As observed in ‘Future Job Growth in Montana’ (Swanson 2012), projected job growth falls most heavily in areas that require applications of technology to meet organizational needs: “including: office and administrative support (79,143 jobs in 2020); management services (20,289 jobs); business and financial operations (18,690 jobs); arts, design, entertainment, sports, and media (9,610 jobs); architecture and engineering (7,868 jobs); life, physical, and social sciences (7,805 jobs); computer and mathematical (7,535 jobs); and legal services (5,216 jobs)” (Swanson, 2012, p. 22). This will constitute “30 percent of all jobs projected for Montana in 2020” (Swanson, 2012, p. 22). In the last decade at the University of Montana, the development of web-enhanced, blended and online courses has also been robust. Over 250 online courses are offered every fall and spring semesters, and there are now 5 online Masters degrees available in the areas of Curriculum Studies, Educational Leadership, Music Education, Public Administration, and Public Health. This growth is more broadly in line with national trends: “students taking at least one online course continued to increase at a robust rate. There were 572,000 more online students in fall 2011 than in fall 2010 for a new total of 6.7 million students taking at least one online course.” (Allen and Seaman, 2012, p. 17). At present, the University has no system in place to meet the learning needs of those who will be involved with the design and development of technology enhanced solutions, and this program would meet that need. It will do so in the context of developments in the learning sciences and informed ethical practice, providing the research-based and conceptual frameworks to guide the successful completion of projects in complex work environments.
Engagement on projects that require individuals to synthesize theory and practice is the intended hallmark of the program. As such, the program will foster creative individuals able to contribute to the work of existing organizations or begin their own entrepreneurial work in the state. In recent years, Montana has become home to a burgeoning community of start-ups, including Submittable, Orbital Shift, Design Missoula, TerraEchos, and Goomzee to name a few. These Montana based start-ups have taken shape around providing technological solutions in the fields of marketing, publishing, web development, programming and media design. While these start-ups are based in Montana, they make use of resources that exist because of the hyper-connected nature of today’s economy. For example, Team KAIZEN, an application and game design company based out of Great Falls, develop their products by utilizing programmers from Italy and Russia and project managers in California. Montana is a great state to live, but decent paying job opportunities for graduates can be hard to find. This degree offers a pathway for creative individuals to work in this state and create or find job opportunities in their local communities. Graduates of this program would also be prepared to make significant contributions at other universities, public schools, corporations, government and the military.
Furthermore, the program will provide a means to pursue pedagogical innovation in line with ongoing research in neuroscience, psychology and education. Over the last decade, technology applications in support of learning have changed the potential of education to more adequately meet individual learning needs within a defined curriculum. Audio, video and multi-media content can be readily created and housed online, live-interaction can occur through web-conferencing, and individualized pathways and learning options can form points of departure and exploration. Designing the program with Universal and Media Design principles in mind whilst utilizing the best of the tools and technology in the service of learning will create a program of the highest quality and engage students
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in ways that are personally conducive to growth and learning. Moreover, the degree will provide opportunities for students to engage in learning that is in tune with their lives. As people engage with digital media on a daily basis, so too will they be immersed and engaged in the digital, hyper-connected world of this degree program.
The degree will also provide the flexibility for non-traditional students to continue to meet work and family obligations while furthering their employment prospects. It is critical to note that non-traditional students are becoming a more important population from which to recruit new students due to the decline in the total number of high school graduates. The Western Interstate Commission for Higher Education (WICHE) provides the following projections for Montana in their 2012 report, ‘Knocking at the College Door: Projections of High School Graduates’:
Montana’s graduating classes have been in a slow decline since 1999-2000, having declined about 8% to about 10,500 graduates by 2008-09, the last reported year. Projections indicate that they will continue to decline and stay below 10,000 graduates through 2023-24. Despite some gains in the later years, graduates in Montana are not projected to return to the levels of the early 2000s during these projections. (Prescott & Bransberger, 2012, p. 1)
In addition, the Department of Education’s National Center for Educational Statistics’ report, ‘Projections of Education Statistics to 2021, Fortieth Edition’ provide the following summary:
“Enrollment in postsecondary degree-granting institutions of students who are 18 to 24 years old increased 52 percent between 1996 and 2010; and is projected to increase 10 percent between 2010 and 2021. Enrollment in postsecondary degree-granting institutions of students who are 25 to 34 years old increased 45 percent between 1996 and 2010; and is projected to increase 20 percent between 2010 and 2021. Enrollment in postsecondary degree-granting institutions of students who are 35 years old and over increased 32 percent between 1996 and 2010; and is projected to increase 25 percent between 2010 and 2021.” (Hussar & Bailey, 2013)
B. How will students and any other affected constituencies be served by the proposed program?
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In the area of applied digital technology, students will be best served by being able to demonstrate tangible skills with direct relevance to the work place. Testimony to this is the rise of Open Badge credentialing, where 21st century skills are verified by achieving badges that represent the demonstration of competencies at requisite levels. While there is substantial and growing commitment to Open Badges, most industries and businesses continue to recognize and privilege the value of a degree, especially by an accredited and well-respected institution. The Master of Arts in Online Learning Technologies will provide the practical and applied work necessary to demonstrate the kinds of skills needed by employers. The 3 credit practicum and 6 credit capstone project course work are designed to have students create ‘deliverables’ for real-world projects. The degree also provides the theoretical background that will permit critical thinking of the highest order. Students will have a credential that is recognized throughout the state and beyond.
C. What is the anticipated demand for the program? How was this determined?
There is substantial demand for this program as evidenced by current student interest and the drivers in economic change shaping the work force in the coming years. Through conducting informal surveys of existing students on the proposed curriculum, we have had interest from a starting cohort of at least 5 students. These students are primarily in Education, Computer Science and Media Arts, but individuals with backgrounds in Philosophy, Journalism, and the applied sciences also have unique perspectives to contribute to this applied degree. A more broad-based marketing of the program would undoubtedly result in further interest. The program is also modeled on the evolution of the School of Media Arts at The University of Montana, which began with a handful of students and two tenure track faculty members in 1997. Adapting to the rapid changes in digital technology and the internet culture this niche program began attracting students in significant numbers. Today the undergraduate program in the School of Media Arts turns away more students than it accepts. We anticipate similar demand.
Discussions with local business leaders, such as Alex Phillip (GTCS Research), James Grunke (MEP), and Wolf Ametsbichler (Missoula Job Service), have also highlighted the need for individuals with a highly technical skill-set able to provide technology-enhanced solutions. We also did a national internet search of other similar programs and found a blended program offered by Pepperdine University (see attached documents). According to their 2011-2012 Annual Report, they enrolled 22 new graduate students that year and graduated 21 students during the previous academic year. Given the ubiquity of the web-environment, the market for these graduates is ever present and worldwide.
4. Institutional and System Fit
A. What is the connection between the proposed program and existing programs at the institution?
The Master of Arts in Online Learning Technologies will have its academic base in the Graduate School, which has an established tradition of offering interdisciplinary programs in order to meet specific needs not served by existing academic programs at the institution. Interdisciplinary programs at the institution recognize that a great deal of cutting edge work happens in the interstices between disciplines (IIP prospectus). The degree will provide a structured pathway to complete work at the intersections of Computer Science, Media Arts, Education and Business. It will also serve President Engstrom’s statement that we must to do more to meet the Association of American Colleges and Universities’ essential outcome of Integrative Learning:
“The fact is, we only rarely have in place mechanisms for integrating the sciences with the
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humanities, business with the arts, or those wonderful general education courses with one another. We rarely ask our students to think about questions that require a truly interdisciplinary approach. However, I am delighted to report that we have an ongoing dialogue on our campuses, involving some exceptional thinkers, on how we change education to provide students with an experience that does meet these outcomes. Our challenge is to accelerate that discussion and to implement practices to ensure that all students have access to those outcomes. And while AAC&U focuses upon baccalaureate education, we need to recognize the importance of this discussion at the two-year level and at the graduate level.”
(Engstrom, 2011, Inaugural Speech, retrieved from http://umt.edu/president/Biography/inauguration/address.php )
B. Will approval of the proposed program require changes to any existing programs at the institution? If so, please describe.
No.
C. Describe what differentiates this program from other, closely related programs at the institution (if appropriate).
N/A. The program will be unique at the University of Montana.
D. How does the proposed program serve to advance the strategic goals of the institution?
The program advances the strategic goals of the institution in several key ways. First of all, the program addresses the key strategic issue of ‘Education for the Global Century’ through developing additional opportunities for interdisciplinary collaboration and scholarship. As noted in the strategic plan, “The University aspires to produce graduates who lead in all realms of society: creating cultural events and arts performances, engaging in leading edge science, fostering entrepreneurship, creating new technologies, and serving society through educational, political, government, and business leadership” (p. 9). As the program will primarily serve an audience that is not currently being reached, it is anticipated that it contribute meaningfully to the strategic indicator of increasing UM graduate enrollments by 1000 by 2020.
Second, the program will help foster a dynamic learning environment at the institution. By providing practical opportunities for the graduate students to work with faculty on the design and application of web-enhanced, blended and online learning opportunities as well as specific research-focused projects, the program will foster creativity in pedagogy and learning. We anticipate development in faculty competencies with technology-enhanced learning as well as a core benefit in student satisfaction and retention. In practical terms, the degree will also help achieve the strategic benchmark of placing the University in the top quartile of peer-institutions in terms of online courses and degree programs offered online (p.14).
Finally, the degree will further serve to foster diversity at the institution through its student body as well as its roots within a hyper-connected digital culture. By providing a flexible means for non-traditional (and traditional) students to study at the University, the composition of the classes is expected to include individuals from various educational backgrounds at various points in their lives and careers. One of the key aspects of the program will be to include guest participants who are proven innovators, entrepreneurs, and thought leaders in the field of digital technology. Guest speakers will be drawn from both the academic and non-academic world, furthering the University of Montana’s outreach into local and national business and non-profit communities. By including local, national and
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international community members throughout the program, students will connect with diverse fields and employment opportunities.
E. Describe the relationship between the proposed program and any similar programs within the Montana University System. In cases of substantial duplication, explain the need for the proposed program at an additional institution. Describe any efforts that were made to collaborate with these similar programs; and if no efforts were made, explain why. If articulation or transfer agreements have been developed for the substantially duplicated programs, please include the agreement(s) as part of the documentation.
No similar programs are offered in the state.
5. Program Details
A. Provide a detailed description of the proposed curriculum. Where possible, present the information in the form intended to appear in the catalog or other publications. NOTE: In the case of two-year degree programs and certificates of applied science, the curriculum should include enough detail to determine if the characteristics set out in Regents’ Policy 301.12 have been met.
The Master of Arts in Online Learning Technologies degree will be based in four areas of study (see below) and consist of nine 3 credit courses, one 3 credit practicum, and one 6 credit professional project for a total of 36 credits.
Prerequisites: The Master of Arts in Online Learning Technologies degree will require a Bachelor’s degree from an accredited university and a demonstration of competency in multi-media software programs and devices, including the Adobe Creative Suite. In addition, it will require a solid understanding of the current digitally networked environment including social media platforms, cloud computing applications, and internet-based technologies. Applicants from all fields will be considered for admittance.
CORE CURRICULUM REQUIREMENTS*The curriculum plan for the degree consists of the following areas of study and required courses. All courses are new preparations and can be delivered by existing faculty at The University of Montana. Graduation requirements would consist of successful completion of courses 1 through 10 and a 6 credit Professional Project that would be overseen by a Graduate Committee.
FUNDAMENTALS OF DIGITAL TECHNOLOGY AND ONLINE LEARNINGA comprehensive overview of the historical development of online education, the basics of digital technology and the internet, online learning platforms and devices and universal design.
1. CI 5XX: Development of Online Learning 3cr.Description: An introduction to the development of online education, e-learning, and the emerging capacities of digital technologies. The course covers the historical development of online education, the basics of digital technology, the Internet, and instructional design principles and techniques. It will also frame contemporary and emerging trends in the application of digital technology.
2. MAR 5XX: Online Learning Platforms and Devices 3cr.Description: This course covers learning management systems overview (Moodle, Blackboard, D2L etc.), cloud computing, virtual environments, mobile technologies and the applications and integrations of desktop computers, laptops, and mobile devices.
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3. CI 5XX: Universal Design 3cr.Description: This course focuses on the need for media, content and applications to be designed with inclusiveness in mind. Content will cover universal design principles and their real-world applications in various contexts. Analysis and creation of content and media using accessible tools and industry standard software applications will be covered. Students will participate in communities of practice engaged with promoting and creating accessible and universally designed solutions.
CONTENT CREATIONA project-based approach to the design and development of multi-media content, application of interactive media, implementation of online social media platforms, and the integration of emerging digital technologies.
4. MAR 5XX: Integrating Social Media 3cr.Description: This project-based course covers the applications and integrations of social media platforms including Facebook, Twitter, and Google+. It expands on the principles and techniques introduced in the Online Learning Platforms and Devices course, and explores emerging trends such as crowd-sourcing.
5. MAR 5XX: Developing Multi-Media Content 3cr.Description: This project-based course centers on the design and development of multi-media content including digital still image, motion design, and audio/video production. It covers the pre-production, production and post-production process.
6. MAR 5XX: Interactive Media 3cr.Description: This course focuses on the applications and integrations of video conferencing, distance collaboration, open source applications, and basic HTML 5 and Processing programming.
7. MAR 5XX: Emerging Technologies in Online Education 3cr.Description: This course looks at the emerging trends and technologies in online education including mobile devices & applications, cloud computing, wireless, augmented reality, and artificial intelligence.
ETHICS / PROJECT MANAGEMENTAn in-depth look at effective organizational practices and the ethics of online learning and eLearning design.
8. BMIS 5XX: Project Management 3cr.Description: This course is an introduction to the processes of project management for instructional design and e-learning projects. The course will cover principles of organization, methods of planning, and techniques for effectively implementing projects with multiple stakeholders. Focusing on real-life projects, this course will engage students in organizing, scheduling and monitoring progress using project management software.
9. CI 5XX: Change Management /Ethics 3cr.Description: This course addresses the value-laden nature of technology and what it means to construct technological solutions that both address and construct social need. Further recognizing the culturally situated nature of technology, the course will address managing change among diverse
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individuals. Students will engage in project-based change implementations that permit the safe, legal and ethical creation and use of online content.
PRACTICAL APPLICATIONSPractical real-world application of the principles and techniques covered in the preceding courses.
10. MAR 5XX: Practicum 3cr.Description: This practicum gives the student the opportunity to assist faculty in the design, development and implementation of an actual online educational course or project.
11. MAR 5XX: Professional Project 6cr.Description: For their Professional Project each student will work with their committee to design, develop and implement an online educational course or project.
*A more detailed outline of Course Information is provided in Appendix A.
B. Describe the planned implementation of the proposed program, including estimates of numbers of students at each stage.
The program is intended to be launched in Fall 2014, with marketing and advising students into the program occurring from program approval forward. The identified cohort will initially come from informal conversations with interested parties and via word of mouth. We anticipate enrollment following a trajectory similar to that of the Media Arts program, with 4-6 students participating in the first year, growing to approximately 40 students in year four.
Enrollment Projections Fall 2014
Fall 2015 Fall 2016 Fall 2017
3-5 10-15 20 (with demand exceeding instructional positions)
40 multiple sections
6. Resources
A. Will additional faculty resources be required to implement this program? If yes, please describe the need and indicate the plan for meeting this need.
It is anticipated that the program will run with the core faculty and additional adjunct hires. Core faculty are identified below. Instructional costs will be funded by the growth in enrollments and revenue from the mechanism of student tuition being channeled back to the program. A funding model for the program has been approved by the Provost. In addition, The Director of Academic Affairs for SELL (Rick Hughes) will have a 0.25 release time to serve as program director, including student advising. Additional online support services will be provided through existing UM resources such as the Office for Student Success, Business Services and the Registrar. Support services such as the Writing Center and the Mansfield Library will be embedded within the educational experiences of students as has been piloted with the Exploration of Online Learning. SELL will provide marketing expertise and outreach for the program.
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Faculty
Rick Hughes, Professor, School of Media ArtsMark Shogren, Professor, School of Media ArtsGreg Twigg, Associate Professor, School of Media ArtsShawn Clouse, Associate Professor, School of Business AdministrationYolanda Reimer, Professor, College of Arts and SciencesMorgen Alwell, Associate Professor, Phyllis J. Washington College of Education and Human SciencesLisa Blank, Professor, Phyllis J. Washington College of Education and Human SciencesMartin Horejsi, Associate Professor, Phyllis J. Washington College of Education and Human Sciences
B. Are other, additional resources required to ensure the success of the proposed program? If yes, please describe the need and indicate the plan for meeting this need.
Additional administrative support will be provided through SELL as necessary, including student and faculty support as well as marketing and financial projection and management. Existing resources are sufficient to cover program expenses.
7. Assessment
How will the success of the program be measured?
The success of the program will initially be based on student enrollment and the quality of instruction and support services available to students. Achievement of a zero impact on existing financial resources in its first year is a primary consideration in growth. The scope will broaden in year 1 of the program to include course and program assessment milestones in line with institutional assessment practices, including the review of the goals and objectives of the program as well as the student educational experiences for attaining those goals and objectives. Given the nature of the rapidly emerging digital ecosystem, curriculum review and adjustment will take place on a regular and continuous basis.
Anticipated measures to assess program success include:
Quality of Instruction: Online course evaluations, instructional design milestones. Quality of Support Services: Annual student survey, exit survey, informal feedback. Admissions Counseling: Annual survey, exit survey, student sample focus groups. Job-work placement: Survey. (Goal: UM strategic target 90% employment in related fields.) Ongoing market analysis: Survey.
8. Process Leading to Submission
Describe the process of developing and approving the proposed program. Indicate, where appropriate, involvement by faculty, students, community members, potential employers, accrediting agencies, etc.
The initial discussion about the need for a graduate degree in online learning technologies began in Fall of 2011 with Rick Hughes, Professor of Media Arts, Robert Squires, Director of UMOnline, and Roger
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Maclean, Dean of SELL. The interest was based on feedback from students, select faculty, and national trends that were occurring at peer institutions. The concept of an interdisciplinary degree was discussed because of the wide variety of students and professional fields that would be potential audiences. Placing the degree in a specific academic area has the potential to narrow the scope of the learning experience.
An initial proposal was developed and shared with Provost Brown and discussed with the Dean and Associate Dean of the Graduate School and all of them endorsed the degree and encouraged moving it forward. We then received the support of the Deans of the College of Education and Human Sciences, the College of Visual and Performing Arts, the College of Arts and Sciences, the School of Business Administration and the Mansfield Library. Each academic area will provide courses for the interdisciplinary curriculum. The Provost also supports an initial tuition revenue sharing model in order to initiate the degree.
In addition, the need for this program resulted from a careful review of the processes and procedures of online learning nationally and here at The University of Montana where it became clear that although there was progress in the training of students for the 21st century online environment more needed to be done in order to keep up with the extraordinary rate of growth. Faculty and students immersed in the network culture agreed that an academic program dedicated to applied online technologies was critical to student success in the coming decades. Industry professionals and administrators looking to find creative ways to adapt to shifts in both industry and educational environments consistently viewed the addition of this program as a significant step in the right direction. With rare exception, the feedback was that online learning has become a substantial part of the educational experience, and this program would provide The University of Montana with the opportunity to play a significant role in its evolution.
References
Allen, I. E., & Seaman, J. (2012). Changing course: Ten years of tracking on-line education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/changingcourse.pdf
Hussar, W. J., & Bailey, T. M. (2013). Projections of Education Statistics to 2021 (NCES 2013-008). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Retrieved from http://nces.ed.gov/programs/projections/projections2021/sec5c.asp
Prescott, B., & Bransberger, P. (2012). Knocking at the college door: Projections of high school graduates (eighth edition). Boulder, CO: Western Interstate Commission for Higher Education.
Swanson, L. (2012). Future Job Growth in Montana: Aligning Education and Workforce Development with Expected Future Job Growth. Missoula, MT: O’Connor Center for the Rocky Mountain West.
University of Montana Strategic Plan. UM 2020: Building a University for the Global Century. Missoula, MT: Perry Brown, Chair, University Planning Committee.
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Master of Arts in Online Learning Technologies Appendix A
Course Information
CI 5XX: Development of Online Learning 3cr.Instructor: Martin Horejsi / Robert SquiresEmail: [email protected] / [email protected]
Overview: An introduction to the development of online education, e-learning and the emerging capacities of digital technologies. The course covers the historical development of online education, the basics of digital technology, the Internet and instructional design principles and techniques. It will also frame contemporary and emerging trends in the application of digital technology.
Learning Goals
Recognize historical, economic, and social factors that fostered the development of modern day online learning.
Demonstrate in-depth understanding of various models of systems design. Appraise current applications of technologies on the Internet and in closed networks. Analyze the affordances of contemporary technologies in various contexts.
Learning Outcomes Create a timeline that maps key developments in online education and development of digital
technologies. Present on various models of systems design, i.e. Dick and Carey, ADDIE, 4C/ID models. Utilize and develop technology assessment rubrics to analyze potential affordances and
applications. Participate in and lead various online discussions on unit topics. Create an online presence for the implementation of technologies and critique of ideas. Locate and organize resources to foster a personal learning network. Create a practical framework based on design principles for integrating emerging technologies
into a learning project.
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MAR 5XX: Online Learning Platforms and Devices 3cr.Instructor: Mark Shogren Email: [email protected]
Overview: This course covers learning management systems overview (Moodle, Blackboard, D2L etc.), cloud computing, virtual environments, mobile technologies and the applications and integrations of desktop computers, laptops, and mobile devices.
Learning Goals
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The learning goals for this course include: Understanding the setup and workflow of Moodle, Blackboard, and D2L. Understanding the setup and workflow of cloud computing in general and systems such as
Dropbox in particular. Understanding the capabilities and applications of mobile computing including both hardware
and software. Understanding the capabilities and applications of specific platforms such as smartphones,
pads, and netbooks.
Learning Outcomes Design and develop a skeleton LMS instance from the ground up. Create and demonstrate an organized and integrated virtual library using one of the file sharing
cloud storage platforms. Demonstrate a dynamic learning thread using a combination of mobile devices and
applications.
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CI 5XX: Universal Design 3cr.Instructor: Morgen Alwell / Marlene ZentzEmail: [email protected] / [email protected]
Overview: This course focuses on the need for media, content and applications to be designed with inclusiveness in mind. Content will cover universal design principles and their real-world, research-based applications in various contexts. Analysis and creation of content and media using accessible tools and industry standard software applications will be covered. Students will participate in communities of practice engaged with promoting and creating accessible and universally designed solutions.
Learning Goals
Understand the historical, legal and ethical foundations for inclusive design practices. Articulate a comprehensive rationale for inclusive online education. Ground design decisions based on empirical research in the learning sciences, and practical
demands of the work environment in relation to the Universal Design for Learning framework. Identify practical methods to facilitate and support learners’ meaningful membership
(belonging) and participation (learning) in diverse online environments and with a variety of digital technologies.
Learning Outcomes
Identify legal, philosophical, and ethical requirements leading toward inclusive online learning and e-learning systems and content.
Define and describe universal design for learning principles and inclusive strategies. Assess whether a particular application of a technology meets universal design standards. Participate in and lead various online discussions on unit topics.
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Identify common issues in software design in relation to inclusiveness in regard to a specific application
Identify resources, strategies and learning networks to support designing with inclusiveness in mind.
Assess and refine a philosophy of education and position statement on inclusive technology for all learners.
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MAR 5XX: Integrating Social Media 3cr. Instructor: Mario SchulzkeEmail: [email protected]
Overview: This project-based course covers the applications and integrations of social media platforms including Facebook, Twitter, and Google+. It expands on the principles and techniques introduced in the Online Learning Platforms and Devices course, and explores emerging trends such as crowd-sourcing.
Learning GoalsThe learning goals for this course include:
Understanding the setup and workflow of existing social media platforms in general. Understanding the integration potentialities of existing social media platforms such as
Facebook, Twitter, and Google+. Analyzing and articulating contemporary and emerging trends in social media platforms.
Learning Outcomes Demonstrate an understanding of the various platforms by developing an integrated workflow
chart. Design an educational social media integration that maximizes the potential of current
platforms. Present a cohesive workflow of potential educational applications of emerging platforms.
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MAR 5XX: Developing Multi-Media Content 3cr.Instructor: Greg TwiggEmail: [email protected]
Overview: This project-based course centers on the design and development of multi-media content including digital still image, motion design, and audio/video production. It covers the pre-production, production and post-production process.
Learning GoalsThe learning goals for this course include:
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Understanding the basic pre-production, production, and post-production process. Understanding the best practices and aesthetic capabilities of still image, motion, and audio-
video design. Understanding the capabilities and basic functions of artistic software applications including
the Adobe Creative Cloud, sound and video editing from Apple, and a variety of mobile applications.
Learning Outcomes Develop an integrated workflow chart that clearly defines the production process of a
developed educational environment. Create aesthetically centered educational visualizations that demonstrate an understanding of
the principles of still image and motion design. Create aesthetically centered educational videos that demonstrate an understanding of the
principles of time-based work.
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MAR 5XX: Interactive Media 3cr.Instructor: Justin LewisEmail: [email protected]
Overview: This course focuses on the applications and integrations of video conferencing, distance collaboration, open source applications, and basic HTML 5 and Processing programming.
Learning Goals The learning goals for this course include: Understanding the basic pre-production, production, and post-production process as it relates to
interactive media and internet/web content and delivery Understanding the best practices and aesthetic capabilities of real-time audio/video
communication and collaboration Understanding the capabilities and basic functions of interactive media including HTML5 and
Processing
Learning Outcomes Design and develop an educational online interactive internet/web environment Create aesthetically centered educational content for the environment including still image,
motion design, interactive media, and social media components
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MAR 5XX: Emerging Technologies in Online Education 3cr.Instructor: Rick HughesEmail: [email protected]
Learning Goals
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Montana Board of RegentsCURRICULUM PROPOSALS
The learning goals for this course include: Developing an understanding of the emerging trends in digital technology and their application
in educational environments Understanding the best practices and aesthetic capabilities of specific in-development
technologies including augmented reality, interactive media, motion capture, 3D modeling and gaming environments
Learning Outcomes Articulate potential long-term applications of at least two emerging technologies Design and develop an educational project using two of the emerging technologies
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BMIS 5XX: Project Management 3cr.Instructor: Shawn ClouseEmail: [email protected] Overview: This course is an introduction to the processes of project management for instructional design and e-learning projects. The course will cover principles of organization, methods of planning, and techniques for effectively implementing projects with multiple stakeholders. Focusing on real-life projects, this course will engage students in organizing, scheduling and monitoring progress and cost effectiveness using project management software. Learning Goals
Establish skills and techniques to plan, organize and manage projects effectively Understand the significance of human resources and maintaining communication with
stakeholders. Understand and manage cost, and product quality. Knowledge of how to mitigate risks and manage deadlines.
Learning Outcomes
Identify key elements of effective project design. Understand various project management tracking methods, i.e. GANTT charts. Analyze case-based analysis of technology-integration projects. Design a template for managing a project using Microsoft Project. Manage a small technology project i.e. website redesign, or rollout of a new software
application. Interview project management professionals in the Montana chapter of Project Management
Institute or other professional project management organization. Identify a financial plan for the small technology integration project.
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CI 5XX: Change Management /Ethics 3cr.
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Montana Board of RegentsCURRICULUM PROPOSALS
Instructor: Lisa Blank / Nancy Clouse Email: [email protected] u / [email protected]
Overview: This course addresses the value-laden nature of technology and what it means to construct technological solutions that both address and construct social need. Further recognizing the culturally situated nature of technology, the course will address managing change among diverse stakeholders using specific change management models. Students will engage in project-based change implementations that permit the safe, legal and ethical creation and use of online content. Learning Goals
Understand relation of technology implementation to society in terms of key philosophical viewpoints.
Refine appreciation for organizational change based on sound moral and ethical principles. Understand key change models and how to implement change in a variety of organizational
cultures. Develop skills for troubleshooting issues in the change management process.
Learning Outcomes
Analyze key texts in relation to philosophical underpinnings for technology implementation: Heidegger, McLuhan, Siemens and Downes.
Present on an organizational change model, i.e. Kaizen, Lewin’s Change Management Model, Burke-Litwin Change Model, in relation to vision, leadership, culture and dealing with resistance.
Analyze case-based scenarios to resolve change-management dilemmas. Identify organizational culture through research and targeted response questioning. Consult with IT professionals and community leaders on change-management processes and
personal experiences. Create a change management action plan for a particular organization and technology
implementation. Understand creative commons licensing, copyleft, OAC and OER resources.
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MAR 5XX: Practicum 3cr.Instructor: Rick HughesEmail: [email protected]
Overview: This internship gives the student the opportunity to assist faculty in the design, development and implementation of an actual online educational course or project
Learning Goal
Utilizing a project-based approach, students will support the completion of a faculty online or e-learning project.
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Montana Board of RegentsCURRICULUM PROPOSALS
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MAR 5XX: Professional Project 6cr.Instructor: Rick HughesEmail: [email protected]
Overview: For their Professional Project each student will work with their committee to design, develop and implement an online educational course or project.
Learning Goal
Utilizing project and change management planning, students will analyze, design, develop, implement, and evaluate an effective integration of digital technology in the service of learning.
