16 courses with the subject EDLT, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
The Workshops (EDLT 101, 201, 301) are comprised of a set of three project-based courses that will provide innovative, rigorous, and immersive educational experiences in diverse learning environments that focus on emerging technologies, authentic and situated learning and contextual factors. Students will observe, document, analyze, and describe complex learning situations, develop different learning designs, and an e-portfolio, and explore social and cultural perspectives on learning.
EDLT 201Learning, Culture and Technology Workshop II3.0
The Workshops (EDLT 101, 201, 301) are comprised of a set of three project-based courses that will provide innovative, rigorous, and immersive educational experiences in diverse learning environments that focus on emerging technologies, authentic and situated learning and contextual factors. Students will observe, document, analyze, and describe complex learning situations, develop different learning designs, and an e-portfolio, and explore social and cultural perspectives on learning.
This course will prepare students with the foundation of Learning Experience Design (LXD) as an area of inquiry and practice, and as a practical career endeavor. Learners will acquire a foundational understanding of human computer interaction and user experience design by applying design thinking methods and skills involved in creating interactive learning systems for diverse audiences by using appropriate standards for accessibility.
This course draws from research in the cognitive sciences, education, and computer sciences. It covers three broad themes around sociocultural, design, and cognition domains. Learners are expected to become competent in understanding cognitive and sociocultural perspectives on learning, as well as perspectives on the design of learning environments for teaching and learning in both school and non-school settings. In addition, the relevance and impact of the learning sciences on specific learning technologies is explored and demonstrated.
This course will prepare students to pursue learning engineering as an academic field of inquiry and a practical career endeavor. Learners will be enabled to understand and apply a knowledge of the Learning Sciences, Design Thinking, Data Analyses, and Systematic Design in building a foundation for the creation of Experiences, Environments, and Technologies that will enhance learning within the social and cultural contexts and the intersectional influences of the lived world.
This course will explore the emerging maker movement on several levels. Through reading and project-based activities, learners will examine and understand the culture and structure of the maker movement and deepen their understanding in how the culture of a makerspace has a direct impact on learning. The course will be characterized by interpersonal collaboration and knowledge co-construction as a community of learners.
EDLT 312Using and Integrating Learning Technologies3.0
This course covers learning theories and recent research relevant to emerging trends in technology and their possible effects on learning. Students will demonstrate strategies for using and integrating technologies in the design, implementation, integration, and assessment of technology-based applications in formal and informal learning settings. Students will also investigate the role of leadership and innovation in technology related change in education and learning.
Investigates the relationship among learning sciences, theory, technology, and design in the creation of learning goals and experiences. Special emphasis is placed on the integration of technology in order to enhance effective learning. Learners will design learning activities, create them, implement them, and assess their effectiveness with digital tools. Issues in digital citizenship, collaboration, affordability, and continuous learning will also be examined.
Investigates the application of digital technologies as learning tools from the perspectives of design, development, implementation, and assessment. Provides learners with an understanding of the instructional versatility and limitations of digital technologies through hands-on experience with applications in their subject-matter fields. Addresses issues concerning integrating digital technologies into a variety of formal and informal learning settings.
In this course, students will explore the rationale of game-based learning, the history of games and learning, the role of digital media, game types, and games as an affinity space for social learning. Students will demonstrate their understanding of why games are powerful environments for learning, identity formation, and motivation. Students will explore the relevance of game-based learning from the perspective of educators, designers, and researchers. Students will examine the application of game-based learning in informal and formal learning environments. Students will learn about the current practices, trends, and gaps in game-based learning research and practice.
EDLT 343Play and Learning in a Participatory Culture3.0
Students examine games, emerging media, and learning in the context of participatory culture. Students focus on play, its role in learning in social spaces, and the current research around these practices. Students study the issues relating to how schools, organizations, and society are responding to the challenges of emerging technologies.
EDLT 344Integrating Games and Pedagogical Content Knowledge3.0
Students use the technological, pedagogical, and content knowledge (TPACK) educational technology framework. Students explore game design systematically by framing game genres as forms of pedagogy as they consider educational content. Students demonstrate their understanding of the interplay of technology, pedagogy, and content in the gaming environment.
This course will lead students through the full lifecycle of an instructional design project. Students will learn to develop a project’s scope, work with stakeholders, develop schedules, identify accountability, and consider the pedagogical factors in their project. They will then move through the development, design and implementation phases; using formative feedback and multiple iterations to complete their project.
The term "informal learning environments" (ILEs) is often used to describe places and activities where learning occurs outside of more formal settings such as schools, universities, etc. Examples of ILEs include after school activities, museums, zoos, and so on. This course is an introduction to ILEs and theories related to understanding how learning occurs within them. The course will also consider similarities and differences between learning in and out of schools.
This course prepares students to use social media tools based on a more relevant pedagogy of 21st century learning and change. Students examine the culture, theory, and research of networking and connectivity, use mobile strategies for augmented learning, and design an Action Plan that incorporates social media for learning outcomes.
EDLT 391Learning Analytics: Lenses on Students, Teaching, and Curriculum Enactment3.0
This course will prepare students to use data collected from classrooms and online programs to understand and help guide instructional practice. Using a range of information (ex: assessments, game/simulation telemetry, engagement with learning management systems, collaboration/ communication data, and administrative/demographic information) students will develop skills in developing dashboards, evaluating grading, and developing authentic datasets about practice. This course is targeted to course designers/developers, teachers, lead teachers/professional learning community coordinators, and media center specialists.
