Adult Learning & Technology Outcomes

For the Master’s in Education: Instructional Technology

Academic Knowledge: Students will demonstrate a deep understanding of knowledge related to the nature, function and scope of instructional systems design; message design and instructional strategies, learner characteristics; a variety of technologies development and utilization; program and instructional processes including planning, delivery, and assessment/evaluation.
Practical Competence: Students will demonstrate the ability to translate academic knowledge into expert practice related to their professional roles and specialized areas of interest.
Reflective Inquiry: Students will demonstrate a reflective stance toward their professional practice and competence with diverse, critical and global perspectives and key tools of inquiry related to this field of study.
Democratic Commitment: Students will demonstrate an understanding of the relationship between instructional technology and the complex process of democracy and a commitment to pursue this process with a focus on equal learning opportunities.
Professional Engagement: Students will demonstrate intellectual engagement with instructional practices through creative and scholarly pursuits, participation in professional associations, and related activities.

Benchmarks

I. Admission

Transcript evaluation for undergraduate degree completion (a baccalaureate degree from a nationally accredited college or university with an undergraduate cumulative grade point average of 3.0, on a 4-point scale).

Three letters of recommendation (recent and submitted from individuals familiar with the applicant’s academic and professional abilities)

A personal statement (demonstrating commitment to working within the values, perspectives and practice arenas of Instructional Technology)

A current academic resume

An academic essay (demonstrating advanced competency in areas necessary for graduate work, e.g. critical thinking, communication skills, information literacy)

II. Mid-program Evaluation

ITEC 5480 (Short Course in Portfolio Development): One credit hour course to be taken mid way through the program (between 15 – 18 credit hours) and after completion of the following courses: EDRE 5530 (Introduction to Education Research); ITEC 5010 Instructional Technology; ITEC 5160 Instructional Design, ITEC 5320 Introduction to Visual Literacy, ADED 5050 Learning Theories for Educators.

Electronic Portfolio Development

Individual Progress Report (self-evaluation) received 8 weeks prior to the beginning of the portfolio and capstone courses. Work on the portfolio should begin with the student’s first classes, should be electronic in nature, and currently the NVU software (free download from http://www.nvu.com/index.php ) is recommended.

The following should be included in the Portfolio:

Reflective Summary Sample questions: How has the program thus far impacted professional growth and development? What additional academics/ experiences/learning opportunities are necessary to meet the five Outcomes?

Five Assignments or Projects - For each inclusion, students: (1) select the assignment or project that demonstrates growth toward one or more of the Outcomes; (2) provide the original document with any and all feedback/grading rubrics/etc. from the professor who assigned the work; (3) comment on their perception of how this effort reflects progress toward meeting one or more of the outcomes; and (4) write a minimum half page reflection of what they learned from this work and the feedback they received. The five assignments or projects must come from at least three different courses.

APA Abstracts & Critiques - Students will write 4 abstracts of research/academic scholarly work and 4 critiques of professional case studies or problem situations. Sources of abstracts could include texts, book chapters, journal articles on a theme topics identified by the student. Students shall include annotated bibliographies of supportive professional/theoretical works. Each abstract and critique will include the APA formatted citation. These may be abstracts or critiques used for another course or they may be references reviewed for other assignments or projects, but should include the students reflection of the work and its value. These abstracts and critiques must be independent summaries and students are to be reminded of the constraints of fair use and plagiarism. These abstracts/critiques become resources students can use to complete Benchmark III

Program of Study: Students will prepare and submit a completed, approved Program of Study.

III. Exit

Capstone papers, presentation, and examination

Final Portfolio

MASTER OF SCIENCE

INSTRUCTIONAL TECHNOLOGY CHECKLIST

Name: _________________________ Advisor: _______________________

GRADUATE SCHOOL REQUIREMENTS

EDRE 5530

Introduction to Education Research (3)

PROGRAM KNOWLEDGE BASE

(Minimum 15 hours required – Must take first course listed in each area)

Design

*	ITEC 5160	Introduction to Instructional Design (3)
	ADED 5050	Learning Theories for Educators (3)
	ADED 5240	Teaching Adults (3)

General Foundations

*	ITEC 5010	Instructional Technology (3)
	ITEC 5070	Trends in Ethics in Instruction (3)
	ADED 5710	International Adult Education (3)

Development & Utilization

*	ITEC 5320	Introduction to Visual Literacy (3)
	ITEC 5020	Technology and Distance Education (3)
	ADED 5440	Information Technology (3)

RECOMMENDED ADVANCED COURSES/ELECTIVES

(As agreed upon by student and advisor. Should complete minimum core before enrolling in these courses.)

	ITEC 5070	Trends in Social, Legal and Ethical Issues (1-3)
	ITEC 5510	Instructional Telecommunications (3)
	ITEC 5550	Theory of Change (3)
	ITEC 5560	Design/Development of Instructional Systems
	ITEC 5660	Interactive Learning System (1-3)
	ADED 5260	Educational Issues in Race, Class & Gender
	ADED 5610	Planning and Evaluation of Instructional Systems (3)

CAPSTONE (Option B)

	ITEC 5090	Master’s Capstone (3)
	ITEC 5480	Portfolio Development (1)

TOTAL HOURS _________

(Must equal 34 hours to graduate with MS in Instructional Technology)

Adult Learning & Technology Outcomes

Benchmarks

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