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All applicants should consult the Admissions Office www. Doctoral Ed. They are also strongly encouraged to arrange for an interview. In making financial aid decisions, CMLTD reviews doctoral applications once a year in late February with the expectation that doctoral students will start during summer or fall sessions. Consequently, doctoral candidates are encouraged to meet the January 2 early deadline. For up to date information about course offerings including faculty information, please visit the online course schedule. Required for incoming students.
Discussion of critical issues; reading of key works; development of project in Communication, Media, and Learning Technologies Design; presentation of work in progress; conversations with leaders in the field. Addresses a wide range of issues concerning equity and access, including differential gender, racial, and ethnic uses of computers.
Examines legal and ethical issues in students' use of technology with an emphasis on improving access and use of technology for all students. A broad, multidisciplinary survey of contemporary perspectives on communication. Topics include: definitions, models and theories of information processing, history of media change, cross-cultural communication, interpersonal communication, and the uses and effects of mass media.
This course will take an aesthetic approach to the exploration of emerging forms of video, including anime, music videos, do-it-yourself video, video sharing websites, and more. Students will be engaged in video production throughout the course. A comprehensive survey of the history of communication, tracing the development of the dominant modes of transmitting knowledge from speaking to writing, from printing to the electronic media.
Introduction to the use and educational implications of online learning, online communities, and the collaborative interchange and activities that take place using information and communication technologies ICT. Analyzes how films explore culture. Discussion of the film as well as the cultural messages portrayed. This course brings a sociocultural lens to issues related to youth including children and adolescents and the evolving terrain of visual media. Students will review research and theories and experiment with media production in this course.
No prior media production experience is necessary. This course examines the relationship between technology, culture and society, with a particular emphasis on new and emerging media.
What can you do with a media and communications degree?
Students learn how to apply educational technology to achieve educational objectives and to manage interpersonal relations in the process. Communicating with computers and humans through programming language in an object oriented style. Uses Java to formalize the concepts behind software structure and construct representative applications.
Introduction to hypermedia products and programming and their role in education. Four-point registration is for hypermedia programming lab. This course examines how computers can structure and present information, evaluates current educational software that uses information, and considers the design of software for integrating information applications into education. Prerequisite: MSTU or equivalent computer experience. Provides students with tools they will need to understand, analyze, and build games. Focus is on gaining an understanding of rules, interactivity, play, social interaction, and all other factors that go into making an innovative and fun game.
Primary focus is on the basic language of games: game play and game design. Course also addresses games from an educational perspective. An examination of the relationship between computers and the writing process. The course explores the effect of electronic text on traditional notions of text, literacy, and communication. Assumes no computing experience. This course examines the different models of the K virtual school and virtual schooling experience in the United States and internationally.
The nature of instructional technology. Systems approaches to planning, managing, and evaluating instructional processes and materials. Emphasis is on instructional design. This course explores ideas about cognition and knowledge representation and how they relate to the use of computers in instruction. Students select a subject area, learn to represent knowledge from it so that it can be implemented in a computer instructional system, and use the knowledge representation to characterize the cognitive prerequisites and consequences of learning to use computers.
The Technology Specialists student practicum supports the school practicum experiences through readings and weekly classes focused on key issues: addressing diversity, classroom project design, technology integration, and professional development. The Practicum provides an opportunity to reflect on classroom experiences, to design technology-integrated projects, and to match the unique skills of each candidate with the unique demands of each placement.
Explores possibilities of virtual worlds for gaming and education. Through readings and theoretical discussions of identity construction, positioning, and social aspects of virtual and traditional communities, participants explore how virtual environments may support teaching and learning and how virtual communities are affecting people's lives. In this course, we consider the cultural implications of media and technologies for education by pairing theoretical frameworks with case studies and other examples of empirical research.
This course introduces the fundamentals of design and development for interactive front-end web applications. Students are provided with tools and theoretical knowledge for understanding and analyzing specific learning problems in order to their develop ideas into multimodal web-based learning experiences, through hands-on projects. UX theory and methods are integrated to ensure that students emerge as authors of well-designed and documented web artifacts.
This course lays the foundation for the computational and design thinking necessary to conceive, plan, and build learning technologies. This course is a prerequisite for Part II. Focuses on theory related to designing, developing, and using multimedia case methodology in education.
Students are encouraged to examine educational case methodology within their interest area. Explores and provides a working knowledge of the technical and theoretical underpinnings of web application development by examining the layers of database construction, web programming, and user interface design. This course will explore learning partnerships that take place between people and technological artifacts robots, agent-avatars. The course examines social components of technological artifacts, introduces current research findings on learning in social interactions with such artifacts, and links these to cognitive factors that influence learning, knowledge construction, design, and assessment.
Emphasis will be placed on the learning effect on the human partner. Small groups of students will work on a project throughout the semester. This course is the second-level course in a sequence beginning with MSTU Students acquire advanced theoretical and technical knowledge needed to design and develop interactive web-based instructional applications grounded firmly in learning theory and design principles.
The course is project-based whereby students delve into specific learning research to produce a theoretical model and well-aligned technical solutions. While the introductory course focuses on basic theory and technical implementation of instructional interactive media, Part II dives deeper into all aspects of the topic. This seminar-based course features an in-depth exploration of a range of research topics related to games in education, especially tailored for students currently involved in game-based research or those who are interested in pursuing a research project in the area.
It provides a forum for students to present, receive feedback, and make progress on their current research. It also permits students with an interest in Serious Games to launch a research project of their own. Experience with game design and programming skills are highly recommended. Analyzes characteristics of such computer-mediated communication systems as networked multimedia, electronic mail, bulletin boards, and computer conferencing and situates these systems in the context of the emerging national information infrastructure.
Students will participate in online communication systems. The course looks at the theoretical bases for, and practical implementation of, different quantitative and qualitative research approaches, methodologies, and instruments. It is structured around a series of hands-on case studies in which students design research studies, revise existing instruments, and analyze previously collected data for technology-related projects in classrooms and online.
Students are encouraged, but not required, to come with a research project in mind. Prerequisite: MSTU Participants study ideas about the representation of knowledge, models of the learner, and teaching strategies that have been developed in artificial intelligence and cognitive psychology, as well as develop and test intelligent computer-assisted instruction materials for topics of interest. This course explores how theories of learning, development, and cognition can shape the design of instruction.
Readings cover a range of instructional theories and highlight the underlying influences of those theories. Although the course includes a brief survey of historical trends in the field, the primary course focus is on current and emerging theories of instruction, such as distributed and dynamical views of cognition and learning. Students are encouraged to present and discuss their research interests and projects as they relate to the focus of the course.
Practical studio and field production experience of educational video programs with special concern for realizing educational purposes through directing, scripting, staging, camera operation, lighting, and sound design. Permission required. This course provides students with experience in the development of new media projects and a forum for discussing the implications for new media on education, particularly in higher education. The course involves a fieldwork component.
The aim of this course is to introduce students to foundational works and influential ideas in the study of communication and culture. Occasional brief conferences convened by Communication, Media, and Learning Technologies Design on subjects of special interest. This course serves as an intensive workshop for designing and producing educational games as well as a scholarly opportunity for students interested in the advanced study of games.
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Continuous participation required of certified doctoral students. Discussion of critical issues, reading of key works, formal proposal of dissertation topics, presentation of work in progress, and conversations with leaders in the field. Program Website: Visit Program Website. Work through CMLTD should lead faculty and students to study, criticize, develop, and extend propositions such as these: With emerging intellectual demands and conditions, activities contributing to the creation of knowledge will increase in relative value, while those devoted solely to its dissemination will decrease.
When changes in information and communication technologies transform the ways people create, disseminate, and apply knowledge, deep changes in educational practices occur. Educational institutions, including schools of education, will undergo prolonged change and significant transformation, occasioned by changes in the media of intellectual production. Literacy practices will become more central to active participation in information networks and modern life. Preservice education will need to focus more on the active integration of Information Communication Technologies, or ICTs, into pedagogy and research.
As digital information and communication technologies become more accessible, the separation of schools and higher education into two, largely distinct, educational cultures will markedly diminish. Campuses will remain important foci of intellectual activity, while participation in them will become more flexible via networks supporting asynchronous, distributed involvement. Specialists in education will need to work closely with scholars, scientists, and professionals to embed powerful learning experiences in digital technology for advancing knowledge.
Increasingly, educators will de-emphasize imparting a static stock of information and ideas and will instead seek to enable all people to contribute to the advancement of knowledge. Demand for highly skilled educators will increase and preparing them will largely be a field-based engagement in situations where students interact with new knowledge resources.
Changes in information, games, and communication technologies will resuscitate the progressive movement in education, enabling it to be both broadly egalitarian and intellectually rigorous. Although these concerns are common to all program strands, each has distinct nuances with respect to methods and purpose: Communication and Education relies primarily on social science inquiry to understand, interpret, and shape how information and communication technologies influence culture and education, including areas such as literacy and teacher education.
Computing in Education works with computer information systems to facilitate the effective extension of digital technologies into educational practice. This strand includes within it an online master's program that can be completed by students who live too far away to attend classes during the regular academic year. Instructional Technology and Media concentrates on the creation and application of innovative technologies, guided by a research tradition grounded in pedagogy and cognitive science, in order to make new media work as powerful tools for study and teaching.
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Communication and Education The program in Communication and Education prepares students for various roles: Teaching and research positions in higher education; Working in schools using information and communication technologies to improve educational practice; Conducting formative and evaluative research in the areas of educational media and information technologies, in and out of school settings and across subject areas; Designing innovations in the use of new media for educational purposes; and Working in business and government settings to design and implement corporate communication programs.
Instructional Technology and Media Students who have earned degrees in Instructional Technology and Media find positions in education, government, and industry. In recent years, students in the program have made four questions paramount: Which emerging technologies hold greatest promise for enriching learning experiences throughout the educational enterprise?
What pedagogical strategies should designers embody in instructional materials, including those based on multimedia and those reflected in gaming environments? How should educators deploy, manage, and evaluate information and communication technologies in classrooms for optimal educational effect?
What principles of design and practice should educators incorporate into distributed educational courses and programs? Degree Requirements General Information. General Information The college-wide degree requirements are stated in the Degree Requirements section of this bulletin. Master of Arts in Communications and Education. Master of Arts in Communications and Education Communication and Education TECM The Communication and Education degree program relies primarily on social science inquiry to understand, interpret, and shape how information, communication technologies and new media influence culture and education, including areas such as literacy, social justice, youth development, and teacher education.
Project Candidates for the M. Master of Arts in Computing in Education Online. The following are required: Core Requirement: One programming course must be taken. In particular, M. Integrative M. Minimum Point Requirement A minimum of 32 points of coursework is required for completion of the degree. Master of Arts 38 points required The M. Students will be notified by Office of Teacher Education if any courses are required to meet this requirement. When the M. Assessment of content knowledge in the field of Educational Technology.
Candidates will be assessed through their classroom observation projects. Assessment that demonstrates candidates ability to plan appropriate teaching and learning experiences. This is measured through assessment of a curriculum unit designed by the candidate that integrates technology. Assessment of candidates practicum, field or clinical experiences. Candidates will be observed during student teaching and assessed by one of the program supervisors using a rubric for teaching practice. Assessment that demonstrates candidates ability to model, design, and disseminate methods and strategies in technology to support student learning.
Candidates will use data from a needs assessment to create a technology plan for a real or fictitious school. If the plan is for an existing school, it should have details that fit the needs of that school. If not for an actual school, the plan should discuss options in appropriate planning areas. A rubric will be used to assess key factors for a technology plan. Assessment of candidates reflection on use of technology for teaching and learning in K schools. Candidates will keep student teaching journals as a way to reflect upon their student teaching experiences and practice. This work will be completed as part of the course work in practicum, MSTU Assessment that addresses facilitation of a shared vision for integration of technology and how to foster an environment and culture conducive to the realization of the vision.
Please see the description of the integrative project in the next section.
In general, all projects will share these characteristics: They will be deeply informed by readings and research done throughout the program. They will address the problems and issues involved in using technology fairly and equitably to advance the learning of all children. Student Teaching and Fieldwork Requirements: Students are required to complete two semesters of practicum MSTU which includes fieldwork and student teaching.
Master of Arts in Instructional Technology and Media. Master of Arts in Instructional Technology and Media Instructional Technology and Media TEIT The Instructional Technology and Media degree programs examine the relationship between the design of technology, digital media, cultural context, social interaction, and learning.
This requirement can be met by taking the two-course Object-Oriented or Interactive Media programming sequence. Master of Education. Master of Education 60 points Communication and Education TECM The Communication and Education degree program relies primarily on social science inquiry to understand, interpret, and shape how information, communication technologies and new media influence culture and education, including areas such as literacy, social justice, youth development, and teacher education.
Master of Education 60 points required An Ed. Project The Integrative Ed. Master of Education in Instructional Technology and Media. Master of Education in Instructional Technology and Media Instructional Technology and Media TEIT The Instructional Technology and Media degree programs examine the relationship between the design of technology, digital media, cultural context, social interaction, and learning. Doctor of Education in Communication and Education. Doctor of Education Doctor of Education Ed.
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Successfully propose, complete, and defend the doctoral dissertation. An Integrative Question that the student answers in writing during the regular certification examination session that the Office of Doctoral Studies schedules each semester. This question is about some currently prominent educational technology topic that students answer by pulling material from CMLTD courses and course-related as well as independent readings. The best way to prepare for this question is to think of currently important educational technology topics related to your area of interest and try to think of how you would integrate content covered in different courses to address these topics.
Please note: The CMLTD certification written examination will be a take-home exam exam question will be distributed on Friday, written exam collected the following Monday. The written integrative question part of the certification process is not available during the summer. This represents a head start on the literature review chapter of the dissertation. This paper is approved by the faculty advisor. Approved papers may be posted and generally available to others for future reference. Generally, this certification project has three steps, but students should consult with their advisor for specific instructions: Write a short project proposal, which the faculty advisor must approve.
Complete the project; Write a project report around 30 pages , which is approved by the advisor. Basic Evaluation Criteria All responses are evaluated with regard to the following four questions: Does the response address the question asked? Does the response integrate material using several references and sources from each of three different core courses or from various perspectives or theories?
Does the response present a coherent and meaningful discussion? Is the response substantive enough to convince the reader that the student has an advanced, graduate-level grasp of the field? Doctor of Education in Instructional Technology and Media. Doctor of Education in Instructional Technology and Media Instructional Technology and Media TEIT The Instructional Technology and Media degree programs examine the relationship between the design of technology, digital media, cultural context, social interaction, and learning.
A Literature Review or critical assessment of scholarship a paper of around 30 pages, double-spaced related to what is planned for the dissertation. This gives a head start on the literature review section of the dissertation. This paper is graded by the faculty advisor.
A Certification Pilot Project that would be a smaller scale version of what might be done in the dissertation or a project or pilot study that leads to the dissertation project. This certification project has three steps: Write a short proposal five or fewer double spaced pages of the planned project, which the faculty advisor must approve. Faculty List Faculty Paulo Blikstein. Nathan R. Ellen B. Sandra Okita. Jin Matthew Kuwata.prefmalymfernpres.tk
Joey Lee. Kristine Marie Kerr. Susan Lowes. Bradley Wells Ashley. Daniel Leo Buckley. Michael John Cennamo. Nigel Frazier. Kristin Gorski. Elliot Matthew HuAu. Ahram Park. MSTU Technology and school change. This course explores how technology is currently used in our schools and how technology can be used more effectively as a catalyst for larger school reform efforts.
Participants will examine some of the institutional forces shaping the integration of technology into our schools and some of the institutional change theories that influence these forces to address the question: What can technology contribute to school improvement and how can we facilitate those changes? MSTU Equity, ethical and social issues in educational technology. MSTU Theories of communication. MSTU The history of communication. Examines social communicative practices as synergistic; how space, time, and social networks evolve and interact; and what this implies for the design and use of technology.
MSTU Online learning, online communities, and collaborative interchange. MSTU Cinema as cross-cultural communication. MSTU Visual media and the development of youth. MSTU Technology, culture, and society. MSTU Managing educational technology resources. MSTU Hypermedia and education. MSTU Computers and the uses of information in education. MSTU Video games in education. MSTU Mobile learning.
This course considers both theoretical and practical perspectives in using mobile apps and devices for learning. The focus is on three primary goals: 1 explore, analyze and critique mobile apps and related technologies and their affordances for learning; 2 practice user-centered design principles and basic user-experience research techniques to design mobile interfaces for learning; 3 review and discuss relevant research studies and pedagogical and theoretical frameworks for mobile learning.
MSTU Technologies and literacies. MSTU Computers, problem solving, and cooperative learning. Instead, by the end of the course students will understand the nature of different kinds of problems in relation to specific learning contexts and goals. We'll explore an array of computer-based technologies and examine specific features and functions that encourage learners to actively grapple with deep structures of a problem while engaging in desired learning processes.
MSTU Instructional design of educational technology. MSTU Cognition and computers. MSTU Cognition and computers lab. MSTU Student teaching practicum in educational technology. MSTU Extended reality and games as learning tools. MSTU Assessing the impact of technology in our schools. Key concepts related to quantitative and qualitative research perspectives are explored in the process of understanding how technology research has evolved.
An examination of key concerns reflected in the current research literature provides a foundation for designing an original research project. MSTU Culture, media and education. MSTU Digital geographies and virtual spaces. Explore newly-developed spaces and consider how the evolving relationship between new technologies and new modes of communication and literacy are making these spaces available. MSTU Case-based teaching in electronic environments. The first cohort of 3DMT students have just started their third semester and final year of the 3D multimedia technology master. Theme: Ari by Elmastudio.
Proudly powered by WordPress. Tag Archives for thesis Master thesis defense — cohort 2 The second 3D multimedia technology master cohort defended their master theses on the 17th of June, Master thesis Margarita Khokhlova Margarita Khokhlova is currently doing her master thesis on design, implementation and test of an algorithm dedicated to hierarchical image segmentation with particular attention to the computational cost.