Educational and Instructional Technology Courses
Description:
The primary goal of the course is for students to develop a critical understanding of classic and contemporary theories of learning, such as behaviourism, cognitivism, neo-cognitivism, and socio-constructivism as they inform instructional practice. Secondary course goals include enhancing students' abilities to: a) read and evaluate the primary literature in the area; b) present and write within the discipline; c) evaluate applications of theory to practice; and d) collaborate professionally including via computer conferencing.Component(s):
LectureNotes:
- Students who have received credit for ETEC 513 may not take this course for credit.
Description:
There are a number of important philosophical questions that lie behind the everyday practice of education research. The questions include: What does it mean to say that research in education is “scientific”? Is science (and, by extension, educational research) really value neutral and objective? What kinds of education research should count as legitimate? In the first part of the course, various definitions of science, for example, those of Karl Popper and Thomas Kuhn, and some influential critiques of the scientific enterprise are examined. In the second part of the course, some of the ongoing debates about appropriate research methods in education are analyzed.Component(s):
LectureNotes:
Description:
This course develops the professional instructional writing skills needed by educational technologists. Specifically, it emphasizes basic instructional writing skills and how to adjust messages for particular audiences and media, and different genres (formats) of instructional materials.Component(s):
LectureNotes:
Description:
This course prepares students to evaluate people, products, and programs. Students explore both the theory and practice of formative evaluation (to foster ongoing development and improvement) and summative evaluation (to assess whether the object being evaluated met the stated goals).Component(s):
LectureNotes:
- Students who have received credit for ETEC 536 may not take this course for credit.
Description:
This course examines the potential of games and modelling in educational settings. Students explore the concepts and theories underlying the use of games in teaching and their other instructional contexts, including the use of games to motivate learners. To do so, students design educational games and models, such as board games, role-playing and video games.Component(s):
Lecture; LaboratoryNotes:
- Students who have received credit for ETEC 537 may not take this course for credit.
Description:
This course introduces students to instructional design, which refers to both the systematic process for preparing learning materials as well as to the theories and principles that guide that work. Working on a real-world project, students directly engage in the process and prepare an instructional program.Component(s):
Lecture; LaboratoryNotes:
- Students who have received credit for ETEC 550 may not take this course for credit.
Prerequisite/Corequisite:
The following course must be completed previously: ETEC 650.Description:
Building on the base of instructional design, this course introduces human performance technology (HPT). HPT is a set of principles and methods for identifying and solving problems that cannot be solved through instructional programs alone. Working on a real-world project, students design a variety of non-instructional interventions.Component(s):
Lecture; LaboratoryNotes:
- Students who have received credit for ETEC 551 may not take this course for credit.
Description:
Knowledge management is about how organizations ensure that the right knowledge is available to the right individuals at the right time. This course explores that subject. Topics may include the life cycle of knowledge (creation, dissemination, utilization, evaluation); links to related areas of study such as the learning organization, the agile organization, the virtual organization, taxonomy development and classification; and technologies used to manage knowledge and institutional content, such as documentmanagement and content management, and advanced technologies for search and retrieval.
Component(s):
LectureNotes:
- Students who have received credit for ETEC 667 may not take this course for credit.
- Students who have received credit for ETEC 552 may not take this course for credit.
Description:
This course explores current trends in software applications used in (1) schools, colleges and university-based educational environments and (2) industrial and business settings. Topics may include a brief history of computer applications in education, applications of learning theory and cognitive science to the design of learning technologies, online learning design issues and strategies, learning technology standards and meta-data tagging, open-source learning technologies, learning content management systems and learning management systems and content management strategies, mobile learning and blended learning strategies. To apply what they have learned, students complete problem-solving activities and case studies, and provide written critiques of current literature in the field.Component(s):
LectureNotes:
- Students who have received credit for ETEC 560 may not take this course for credit.
Description:
This course explores how digital technologies with social affordances have affected the ways people learn, live, work and play. Topics may include the potential of social technologies for learning; the theoretical and conceptual underpinnings of social learning in online communities including those rooted in cognitive psychology and sociology; and applications of these technologies, such as working with distributed teams and digital habitats in which niche online communities thrive.Component(s):
LectureNotes:
- Students who have received credit for ETEC 562 may not take this course for credit.
Description:
Simulations are models of reality that allow people to interact in immersive, controlled and safe environments which make them ideal (though complex) instructional tools. This course explores the development and use of simulations in education and training. Topics may include theoretical foundations of simulations, such as underlying educational theories, the nature of simulations, and their classification; and the process and methodologies for developing educational simulations. This course also provides students with opportunities to use specialized software to plan and create a simple educational simulation.Component(s):
LectureNotes:
- Students who have received credit for ETEC 566 may not take this course for credit.
Description:
Learning experience design focuses on how users go through instructional materials. This course explores advanced principles of learning experience, user experience, and user interface design as informed by the learning sciences, instructional design, and design thinking. It does so within the context of planning, designing, and developing moderately complex digital learning programs and materials, to be delivered on computers, mobile devices or by other digital means. In this course, students learn to use graphic design software, authoring software, and learning and content management systems employed in producing these materials.Component(s):
Lecture; LaboratoryNotes:
- Students who have received credit for ETEC 569 may not take this course for credit.
Description:
This course prepares students to integrate into the real-world practice of educational technology and to eventually assume leadership positions in organizations. Through readings, experiential learning activities, and other assignments, this course introduces students to the basic themes of administering educational technology groups: (a) business management—successfully competing for work and resources needed to complete it; (b) project management—planning work and overseeing its progress; and (c) people management—establishing and managing expectations of, and relationships with, members of the group.Component(s):
LectureNotes:
- Students who have received credit for ETEC 571 may not take this course for credit.
Description:
This course focuses on the application of project management methodologies in education and training, especially online learning and systems implementation projects. This course specifically explores project management as a discipline, a process and a system. Following the methodology established by national and international project management organizations, this course introduces the processes, skills, techniques and software tools required to effectively manage projects. Examples of online learning, systems implementation and similar types of projects in education and training contexts illustrate the application of project management techniques in educational technology.Component(s):
LectureNotes:
- Students who have received credit for ETEC 572 may not take this course for credit.
Prerequisite/Corequisite:
The following course must be completed previously: ETEC 650.Description:
This course prepares educational technologists to adopt the consultative approach that is central to the profession. Specifically, this course develops the key competencies needed in consultative work in schools, higher education, workplace learning groups and non-profit organizations. These competencies include building awareness of the client organization, supporting clients in making effective choices, developing agreements with clients that include the scope, schedule and budget of projects, managing project communications and changes throughout a project, and interacting effectively with clients.Component(s):
LectureNotes:
Description:
Human Resources is a function in organizations that manages relationships with workers.This course examines both divisions of the field: Human Resources Management, which addresses labour planning, performance management, labour relations, and compensation and benefits; and Human Resources Development, which addresses career planning, succession planning, organization development, and training and development. Through case studies and other approaches, this course addresses topics such as strategic human resources, human capital theory, organizational learning, competencies, employee engagement, performance appraisal, development, onboarding,and the impact of the Fourth Industrial Revolution on relationships between employers and workers.
Component(s):
LectureNotes:
- Students who have received credit for ETEC 576 may not take this course for credit.
Component(s):
LectureNotes:
Students who have have received credit for ETEC 655 may not take this course for credit.
Students who have have received credit for ETEC 555 may not take this course for credit.
Description:
Distance education refers to the administration and teaching methods, and related technology for teaching students who are not physically in the same location as the instructor. This course prepares students to make informed decisions about the strategies and technologies to employ in a distance education context. Specifically, this course reviews the theoretical, organizational, instructional, and technical aspects of distance education as well as the major issues in designing and implementing remote instructional programs.Component(s):
LectureNotes:
- Students who have received credit for ETEC 581 may not take this course for credit.
Prerequisite/Corequisite:
Students must be enrolled in the Educational Technology MA with Thesis option or the Instructional Technology Graduate Diploma. Furthermore, students must have completed all core courses of the program before starting this field experience.
Description:
This course provides students with the opportunity to participate in a supervised field experience (placement) of 135 hours: a short internship. Placements occur in industry, higher education, government organizations, NGOs, and schools and involve responsibilities such as designing and developing instructional materials, producing these materials, needs assessment, supporting technology integration into teaching, or other types of participation in projects. Students must submit a brief reflection report after completing the work responsibilities of the placement.Component(s):
Practicum/Internship/Work TermNotes:
- Students who have received credit for ETEC 590 may not take this course for credit.
Description:
This course provides students with an opportunity to explore a particular aspect of educational technology or complete a complex project in the field under the supervision of a faculty member and that is outside the scope of an existing course. Students propose a topic of study or project to a potential course supervisor along with a work plan and reading list.Component(s):
Thesis ResearchDescription:
This course provides students with a second opportunity to explore a particular aspect of educational technology or complete a complex project in the field under the supervision of a faculty member and that is outside the scope of an existing course. Students propose a topic of study or project to a potential course supervisor along with a work plan and a reading list. The project must differ from projects undertaken by the student for course ETEC 691.Component(s):
ResearchDescription:
This course provides students with an opportunity to explore emerging issues in the field of educational technology and other special topics. Topics may include emerging technologies, evolving practices, socio-economic issues, and theoretical perspectives.Component(s):
LectureNotes:
- Students who have received credit for ETEC 593 may not take this course for credit.
Prerequisite/Corequisite:
The following course or equivalent must be completed previously: ETEC 650. The following courses or equivalent must be completed previously or concurrently: EDUC 6000, ETEC 613, ETEC 651, ETEC 671 or ETEC 673. The following course or equivalent must be completed concurrently: ETEC 782.
Description:
The internship normally consists of an extensive activity (the first 135 of 675 hours) in the university or in the field. The experience varies with the interests of the student and the opportunities available. The objectives are: to apply skills developed through program courses; to gain experience with the practice of educational technology; and to integrate the subjects studied separately into a holistic understanding of the field. Students may need to complete French or other language training when undertaking an internship or a field experience. Language competencies are determined and assessed by the hosting organization; it is the student's responsibility to attain the competency level required.
Component(s):
Practicum/Internship/Work TermNotes:
- This course is graded on a pass/fail basis.
Prerequisite/Corequisite:
The following course or equivalent must be completed previously: ETEC 650. The following courses or equivalent must be completed previously or concurrently: EDUC 6000, ETEC 613, ETEC 651, ETEC 671 or ETEC 673. The following course or equivalent must be completed concurrently: ETEC 781.
Description:
The internship normally consists of an extensive activity (the second 135 of 675 hours) in the university or in the field. The experience varies with the interests of the student and the opportunities available. The objectives are: to apply skills developed through program courses; to gain experience with the practice of educational technology; and to integrate the subjects studied separately into a holistic understanding of the field. Students may need to complete French or other language training when undertaking an internship or a field experience. Language competencies are determined and assessed by the hosting organization; it is the student's responsibility to attain the competency level required.
Component(s):
Practicum/Internship/Work TermNotes:
- This course is graded on a pass/fail basis.
Prerequisite/Corequisite:
The following course or equivalent must be completed previously or concurrently: ETEC 782. The following course must be completed concurrently: ETEC 784 or ETEC 785.
Description:
The internship normally consists of an extensive activity (the third 135 of 675 hours) in the university or in the field. The experience varies with the interests of the student and the opportunities available. The objectives are: to apply skills developed through program courses; to gain experience with the practice of educational technology; and to integrate the subjects studied separately into a holistic understanding of the field. Students may need to complete French or other language training when undertaking an internship or a field experience. Language competencies are determined and assessed by the hosting organization; it is the student's responsibility to attain the competency level required.
Component(s):
Practicum/Internship/Work TermNotes:
- This course is graded on a pass/fail basis.
Prerequisite/Corequisite:
The following course or equivalent must be completed previously or concurrently: ETEC 783. The following course or equivalent must be completed concurrently: ETEC 785.Description:
The internship normally consists of an extensive activity (the fourth 135 of 675 hours) in the university or in the field. The experience varies with the interests of the student and the opportunities available. The objectives are: to apply skills developed through program courses; to gain experience with the practice of educational technology; and to integrate the subjects studied separately into a holistic understanding of the field. Students may need to complete French or other language training when undertaking an internship or a field experience. Language competencies are determined and assessed by the hosting organization; it is the student's responsibility to attain the competency level required.
Component(s):
Practicum/Internship/Work TermNotes:
- This course is graded on a pass/fail basis.
Prerequisite/Corequisite:
The following courses or equivalent must be completed concurrently: ETEC 783 or ETEC 784.
Description:
The internship normally consists of an extensive activity (the fifth 135 of 675 hours) in the university or in the field. The experience varies with the interests of the student and the opportunities available. The objectives are: to apply skills developed through program courses; to gain experience with the practice of educational technology; and to integrate the subjects studied separately into a holistic understanding of the field. Students may need to complete French or other language training when undertaking an internship or a field experience. Language competencies are determined and assessed by the hosting organization; it is the student's responsibility to attain the competency level required.
Component(s):
Practicum/Internship/Work TermNotes:
- This course is graded on a pass/fail basis.