Instructional Design and Technology (IDT) combines instructional technology with distance education technology, and adult education and training. Our unique curriculum prepares IDT students for the education and training jobs of tomorrow.
Our graduates work as instructional designers, trainers, distance educators, and program planners in a variety of professional settings such as in colleges and universities, business and industry, government, health care, and other types of organizations.
The Master of Arts in Instructional Design and Technology examines a variety of topics, including:
The IDT program can be completed either part-time or full-time. The part-time option consists of taking two courses per semester for six semesters over two years. The full-time option consists of taking three courses per semester for four semesters.
IDT non-thesis students are required to take three credit hours of internship and/or electives.
This link contains a list of approved electives in the College of Education and Communications at IUP. Electives may also be taken from other departments and colleges at IUP or transferred to IUP from other institutions.
Because graduate course requirements differ from department to department, students are encouraged to contact the instructor prior to registering for an elective course. All elective courses must meet the Graduate School requirements as a graduate course.
Students should consult with their academic advisor prior to registering for an elective.
Students may complete an optional three- or six-credit internship (ACE 698). Student wishing to complete an internship should consult the Internship Checklist found in the
IDT Internship Handbook. Internships may be completed any semester.
Students can elect to do a thesis or take the non-thesis option. Students electing the thesis option must complete 30 hours of course credit and three hours of thesis credit (36 hours total). Students electing the thesis option will select a committee
of at least three faculty members and complete a thesis project. For information on IUP policies pertaining to writing a thesis, please refer to the
Students electing the non-thesis option must complete 24 hours of coursework and six hours of internship and/or elective credit (a total of 30 hours). In addition, students electing the non-thesis option will complete a digital portfolio.
For a complete description of the IDT program, and all academic requirements, please see the IDT Student Handbook.
Provides an overview of models and processes of instructional design. The purpose of this course is to introduce basic instructional design processes, theories, and models of instructional design, learn the basics of instructional design, and explore
history and current and future trends in instructional design.
Examines the practical use of computers as tools for developing effectiveness and efficiency in training and education through the use of Learning Management Systems (LMS). Learners explore the use of the computer in school and non-school training and
education settings, conduct critical evaluation of LMS and computer-based instructional/training materials, and develop strategies for integrating computing into the total learning environment. Current research in the area of instructional computing
and its implications for training and education are also discussed.
Explores the use of education technology to enhance effectiveness and efficiency in developing teaching and training. Learners explore the use of technologies used in school and non-school teaching or training settings, conduct critical evaluation of
technologies currently used in industry (both educational and corporate), and integrate these technologies into the teaching/training and development environment. Current research in the area of educational technology and its practical implications
for teaching and training are also discussed.
Provides a hands-on approach to planning education and training programs and instructional design projects. ACE 622 is a knowledge- and skill-building course designed for present and future instructional designers, trainers, and adult and community education
professionals. This how-to course examines concepts and practices relevant to the development of education and training programs and instructional design projects in a variety of settings.
Provides training on accessibility practices and to demonstrate techniques for creating instruction that is accessible and inclusive for learners with disabilities. This course will provide students with foundational knowledge of disability laws, tips
for creating accessible learning materials, and introduce the principles of Universal Design for Instruction.
Examines effective teaching using digital tools across a variety of learning environments. Topics include preparing to teach using digital technologies, basic considerations of synchronous and asynchronous content delivery, strategies for teaching and
assessing learners, and issues related to special needs and inclusion that arise in digital learning environments.
Provides an in-depth analysis of the field of instructional design and application of instructional technology in various learning environments. This course will present students with the opportunity to solve instructional design problems and to develop
an original learning activity that incorporates advanced principles of instructional design. The purpose of this course is to provide students with a theoretical and practical understanding of how to design engaging and meaningful learning environments
using a variety of technologies and methods to achieve learning outcomes. Students will be introduced to and have the opportunity to further explore topics and current trends and issues in instructional design, including theories, models, evaluation,
program and project management, accessibility and diversity, and professional ethics. Prerequisites: ACE 600 or instructor permission.
Practical research in instructional design and technology is designed to have students conduct and report a formal research study in their field of interest. Students formulate a research problem and design a plan of inquiry that will provide an answer(s)
to their stated research problem. Students must be able to interpret their research findings and communicate them both orally and in writing at a professional level. Prerequisite: none.
Davis Hall, Room 104
570 South Eleventh Street
Indiana, PA 15705
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