Pennsylvania State University-Penn State Berks · Courses
LDT
51 courses with the subject LDT, 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.
LDT 100World Technologies and Learning3
LDT 100 World Technologies and Learning (3) (GS;IL) explores the role of technology in learning across international contexts and the impact of these new learning technologies on world cultures. LDT 100 examines the sociocultural impacts of various learning technologies on learning, education, and culture. The course will examine several international cases of learning technologies (both contemporary and historical), as they are used for education and learning and implemented in several world cultures such as the US, UK, India, China, Africa, Europe, and Oceania. The primary objective of the course is to help students understand how learning technologies impact other cultures, and their own; how learning technologies hold the potential to bring change to education and new forms of learning; and how these changes can be predicted, understood, and planned for. The course may offer an important introduction to the area of Learning, Design, and Technology, but it is otherwise not related to specific programs of study. It contributes to the General Education requirements for undergraduates.
LDT 101Effective Communication and Teaching Strategies for Corporate and Community Educators3
LDT 101 introduces the principles of pedagogical communication to students interested in education programming for community-based, corporate, non-profit, healthcare, museum, or cultural settings. Students will learn skills related to crafting engaging lesson plans, persuasive speaking, and developing interactive educational presentations. This course will address issues of civic engagement, social justice, and broad concepts of learning communication focused on educational issues found in out-of-school-time settings. Included will be the design and presentation of social media, new media, video- or digitial photography, or other forms of emerging educational communications technologies.
LDT 110NMaking with Art and Learning Technologies3
This course surveys the intersection of art and technology for making in regard to content creation for learning. Topics covered include maker spaces, DIY communities, online content creation as well as creativity, art, STEM, coding and engineering, and equity and inclusion. Examples include how people learn through creative computing, user-created art content, and livestreaming of making activities. Students will explore academic literature, popular news articles, and other media content. Activities include coding, creativity, crafting, and teaching peers. No programming or prior experience with digital or physical maker toolkits is required. Course materials are designed to be accessible to all levels. The course offers an important introduction to the area of Learning, Design, and Technology, but it is otherwise not related to specific programs of study. It contributes to the General Education requirements for undergraduates.
This general education course introduces students to basics of the learning design field. The course introduces theories, processes, and techniques that students need to create designs for educational and training programs for formal and informal contexts (including after school clubs, higher education, corporate settings, museums, and non-profit organizations). Students interested in how to design educational artifacts should take this course. This is a hands-on course where students will learn basic skills, ethics, and practices of the learning design field via discussions, activities, writing, and presentations. Throughout the course, students will create a series of products, which can be used in their portfolios for later job searches. There are no prerequisites or technological skills required.
LDT 401 Gaming to Learn explores role of gaming, video gaming, gamification, and simulations in educational contexts including K-12 schools, corporations, cultural organizations, and higher education settings. LDT 401 includes a focus on how games can support learning according to various educational perspectives and what people can learn and gain from game play. The course also covers the integration of gaming and gamification strategies into learning environment design and considering how to create accessible and equitable educational environments with simulations, games, and game-like elements.
This course provides students with advanced, practice-based experience in learning experience (LX) design. Students will learn advanced strategies in LX (including requirements, design, and evaluation) as well as situate LX within broader conversations about the role of design in society. The course places a strong focus on application through a design cycle that repeats itself over three collaborative projects, each increasing in scope and sophistication. Students who complete the course will reflect on their design work in a culminating portfolio assignment.
Preparation in the use of a nine-step model for systematically analyzing instructional problems and developing validated, practical solutions. LDT 415A Systematic Instructional Development (3) LDT 415A introduces the instructional design process and then focuses on each step of the model using a project-based approach. It prepares instructional designers and trainers in the corporate, higher-education, and non-profit sectors to apply the instructional design process to create instructional materials, or to modify, alter, or re-design existing materials as needed, for example, to suit a particular context or audience.
LDT 433Teaching and Learning Online in K-12 Settings3
Explores uses of online technologies for K-12 settings including cybercharter and blended settings. In this course, Teaching and Learning Online for K-12 Educators, students will receive an overview of the current status of K-12 Online Education, including criticisms of the movement and how cyber charter schools are impacting the general educational movement. Students will explore the complexities of school choice movement, the place of cyber charters in that movement and the ways that this movement can help and harm general educational progress. Students will critically examine the cyber charter school money trail so that they may identify various financial implications for the cyber charter movement on public schooling and learn how funding flows from the federal level to states to districts and finally to cyber charters. Students will be guided through the process of transforming their teaching when moving from traditional face-to-face classrooms to online settings.
Technology integration in educational settings. EDTEC 440 Educational Technology Integration (3)This course introduces educators to broad-based educational computing applications. This course introduces ideas, skills, concepts and strategies for integrating computers into classroom teaching. The focus of the course is on models for integration, but specific applications and how they can be used in the classroom will also be explored.This course is part of a graduate program of study for a Master's of Education (M.Ed.) in Instructional Systems or an M.Ed. in Educational Technology. Within educational settings, technology is not simply an independent curriculum -- i.e., teaching about how to use technology. Rather it is a powerful means for addressing, and potentially redefining, everyday teaching and learning issues. The potential of technology is most effectively realized when considered in combination with views about how individuals think and learn best. The goal of this course, then, is not for you to become an expert in 'technology,' but to become more of an expert in teaching and learning. Technology can be used as a vehicle to help you to further develop this expertise. This course is divided into five units which are based on the following areas of educational computing: (1) Technology Integration Concepts; (2) Productivity Tools; (3) Communication tools; (4) Interactive multimedia; and (5) emerging technologies. Each of these units is designed not only to provide you with the information you need in order to understand what the technology is about and how it functions, but more importantly to stimulate serious reflection upon how you as a teacher can make use of this resource and how using this resource relates to student learning.
LDT 505Integrating Mobile Technologies into Learning Environments3
Research on learning with mobile computers and models for mobile computer integration for K-12 schools, community organizations, and universities. LDT 505 Integrating Mobile Technologies into Learning Environments (3) Integrating Mobile Technologies into Learning Environments examines how people use and learn with mobile computers in their everyday lives around the world. The focus is on the uses and educational possibilities of mobile computers to serve as tools that can support people in various learning environments (such as schools, colleges and universities, training and professional development, museums, libraries, homes, and workplaces). Topical areas are covered that build from empirical studies about how people learn with mobile forms of computing: (1) how people use mobile computers in their everyday lives, (2) key theoretical perspectives on how people learn with mobile computers, and (3) research findings on integrating mobile computers into the design of learning environments. In addition to activities for the whole class, students select one course strand to support their own interests and final project. The course strands are tailored to students' interest and can include (1) integrating mobile computers to support families and young people, in and out of school, (2) integrating mobile computers to support adult learners in higher education (includes distance education), (3) integrating mobile computers to support workforce development, vocational education, professional development, certification achievement, and on-the-job training, and (4) integrating mobile computers within community-based organizations, personal hobbies, and cultural institutions.
LDT 537Power, Politics, and Equity in Learning Environments3
This course examines contemporary research that addresses questions of power, politics, and equity in learning environments and processes. The course is strongly rooted in the sociocultural tradition of the learning sciences. Students will discuss conceptual and methodological approaches and apply them to contexts relevant to their own research. Particular attention will be given to learning environments and their design, a central research practice of the learning sciences. The course considers ramifications of power for design work in learning research. Part 1 of the course explores what it means to think about power, politics, and equity in learning and includes reflection on personal experiences as an entryway to the course topic. Part 2 surveys a range of theories and empirical studies that locate power, politics, and equity in learning in various ways. For example, the course considers how learning intersects with identity processes, ideology, and social movements. Part 3 approaches questions of learning environment design more deeply, asking in what senses designs and technologies have politics and how to engage in design with power, politics, and equity in mind.
LDT 566Using Technology to Enhance Learning Process3
Technology has a long history of supporting thinking and learning both within and outside of school settings. With this history comes some controversy over * the utility of different technological tools, * the ways that different technologies should be used to support learning, and * the tradeoffs associated with different approaches to using technology to support learning. Thus, it is important to be strategic with and critical of technology use and build on empirical research to design tools and learning contexts that better meet the needs of learners. The main aim of this course is to help students understand that technology use has important tradeoffs that need to be considered when designing technology-enhanced learning contexts. The course will examine the costs and benefits of technology use and cover emerging research topics on technology-enhanced learning. The course will connect learning theories with concrete examples of how technology can be used to enhance important learning processes. Building on these course topics, students will be expected to propose concrete ways that they can change existing design/teaching processes to mitigate problems associated with technology use and enhance learning processes.
LDT 574Applied Qualitative Research for Work Practice, Innovation, and Systems Design3
Investigates qualitative research paradigms and methodologies; develops skills in use of ethnographic methods in work practice, innovation and systems design.
CSCL is an interdisciplinary branch within the Learning Sciences that focuses on the study of social learning processes with and without technology, and the development and evaluation of tools to improve the practice of collective cognition in learning contexts. CSCL also promotes a shift in mainstream education from a practice that prioritizes individual knowledge acquisition of inert forms of knowledge about things, to one that prioritizes higher forms of psychological function, such as control over learning processes, artifact creation, and collaborative knowledge building. The CSCL community is made up of a diverse collection of researchers and includes design and lab-based studies. As such, this class will provide an overview of a variety of literature in CSCL and take a collaborative approach towards exploring this exciting field. We will use collaborative technologies to discuss and build understanding of key CSCL theories, learn about CSCL methodologies, and create new tools, artifacts, and designs to articulate our developing understanding.
LDT 581Theoretical Foundations of Learning, Design, and Technology3
Analysis of theoretical foundations of the instructional systems (systems and cybernetics, communications, cognitive psychology, sociological, construc- tivist, ecological) for doctoral students.
LDT 583Survey of Research in Learning Sciences and Technology3
Analysis and evaluation of research in domains of learning sciences and technology. This course reviews the empirical research literature from the Learning Sciences and Technology fields. Students will gain experiences reading and understanding research papers to understand modern perspectives on the theories, models, methods, and tools used in the learning sciences.
LDT 586Diffusion and Adoption of Innovations and Change3
Understanding change process in educational contexts, comparing various models, tailoring them to individual needs, and creating personalized model of change.
LDT 824Making and Education: Fabrication, DIY and Content Creation in Learning, Design and Technology3
This course will explore the historical roots of maker education and hobbyist learning activities, as well as the changing landscape of making, content creation and constructionist activities in formal and informal learning environments. The purpose of the course is to build upon students¿ knowledge, skills and understanding of different uses of historical, contemporary and emerging physical, digital and non-digital tools and technologies and their affordances for teaching and learning in formal and informal contexts.
LDT 832Designing e-learning Within Course Management Systems3
Practical design of instructor-facilitated online lessons taking advantage of the affordances and within the constraints of course management systems. LDT 832 Designing e-learning Within Course Management Systems (3) This course is intended for professionals in corporate and non-profit settings including those in online cyber schools, but will be informative for anyone designing online learning. Participants in this course learn to use the internal features of a CMS and to find and incorporate external tools (i.e., go outside the CMS, create something, bring it back inside). By controlling access and records, course management systems (CMS) provide a safe haven for online learning that protects the learners, the teachers, and the institution. But as closed systems, the CMS limits learning approaches to what is available within the CMS. This course requires directed hands-on experience with a CMS to develop understanding with the capability and limitations of management systems. Students who successfully complete this course will have an expanded repertoire for designing, developing, and implementing learning online and a skill set for integrating new tools and approaches into their instruction. This course provides professionals in corporate and non-profit and other settings with hands-on experiences with online management systems to gain command of, and extend its use. Topical areas that you will read, discuss, and write about include the affordances and constraints of Course Management Systems, the tension between safety online versus access to open resources, mandates (i.e., FERPA and accessibility issues), the current and future forms of virtual classrooms, instructional design models for e-learning, the role of lesson plans as learning objects, evidenced-based didactic and constructivist delivery strategies including project-oriented approaches, problem-based learning, and case-based learning, and e-learning assessment. Subsidiary topics covered include games, simulations, mobile learning, and other breaking current topics related to online course design and delivery. The role and significance of social learning approaches in online courses are emphasized as an essential dynamic in current online courses (e.g., asynchronous discussions, learning communities, and community of inquiry). You will be asked to prepare and then moderate a class discussion and also to participate in an external professional learning community. A central outcome of this course is to actually design effective learning in a CMS. The final course project consists of a learning module that you develop within a course management system of your choice on a topic of your choice for an audience of your choice, and includes serving as instructor or facilitator of that module. You will also review lessons developed by others to provide formative feedback on those modules.
LDT 835Supervised Field Experience in Online Instruction3
The Supervised Field Experience in Online Teaching is a practical application of contemporary skills and practice related to online or hybrid (residential + online) education. This field experience allows students to apply and demonstrate their skills in designing, developing, and delivering online instruction to an authentic audience. The supervised field experience synthesizes and applies online program instruction in a real-world context. The experience can be tailored and differentiated to match the students' professional goals related to their desired role(s) within an educational system. The student's online teaching field experience will contain adequate rigor that both demonstrates practical application of skills learned during Learning, Design, and Technology certificate or degree coursework as well as provide new opportunities for professional development and growth.
This course starts from the assumption that good outcomes of new technology for education and society are never guaranteed but rather that the use of technology for learning, or any other purpose, always entails ethical tensions-a struggle between "good" and "evil." The course provides a practical angle on these issues for learning technology designers, educators, and researchers. The course is organized into three parts. Part 1 provides initial conceptual frames for thinking about ethical issues in technologies for education and learning, including basic moral theory, utopian/dystopian thinking, and guiding values. Part 2 surveys a range of contemporary issues in technology and ethics that are relevant to education and learning. For example, the course considers issues of surveillance, engagement and addiction, and debates over profit-seeking. Part 3 focuses on drawing conclusions for practice, with application to individual students' professional contexts.
LDT 867Designing and Researching Games and Online Communities for Teaching and Learning3
This course focuses on historic and contemporary issues relevant to designing and researching games (digital and non-digital), and related media and online communities for learning. The purpose of the course is to provide an overview of relevant literature and timely topics related to games, learning and communities of practice in order to engage in effective research and design for learning and engagement. Drawing on interdisciplinary research, students will examine the history of digital games, research on game play and players, review how researchers from different disciplines have conceptualized and investigated learning through playing and designing games, and what we know about possible outcomes. The course also addresses how games and communities can effectively be designed to be inclusive of learners of different ages, backgrounds and abilities.
Supervised, professionally oriented, off-campus, nongroup instruction, including field experiences, practicums, or internships. Written and oral critique of activity required.
Creative projects with a professional orientation, including nonthesis research, that are supervised on an individual basis and which fall outside the scope of formal courses. Creative projects, including nonthesis research, that are supervised on an individual basis and which fall outside the scope of formal courses.
