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.
Supporting Courses and Related Areas Supporting Courses and Related Areas: Require a grade of C or better Select 3 credits from the following 400-level courses:
for Corporate and Community Educators
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 Undergraduate - The Pennsylvania State University 2026-2027 4477 of study. It contributes to the General Education requirements for undergraduates. General Education: Arts (GA) General Education: Social and Behavioral Scien (GS) General Education - Integrative: Interdomain GenEd Learning Objective: Creative Thinking GenEd Learning Objective: Integrative Thinking GenEd Learning Objective: Key Literacies
/Maximum of 12 Courses offered in foreign countries by individual or group instruction.
s 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. General Education: Social and Behavioral Scien (GS) GenEd Learning Objective: Effective Communication GenEd Learning Objective: Creative Thinking GenEd Learning Objective: Key Literacies
/Maximum of 12 Courses offered in foreign countries by individual or group instruction.
/Maximum of 12 Courses offered in foreign countries by individual or group instruction.
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
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. or permission of program
/Maximum of 3 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. or permission of program Cross-listed with: INSYS 433
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.
This course examines emerging Web technologies and explores their application to learning and education.
/Maximum of 18 Supervised off-campus, non-group instruction including field experiences, practica, or internships. Written and oral critique of activity required.
/Maximum of 18 Creative projects, including research and design, which are supervised on an individual basis and which fall outside the scope of formal courses.
/Maximum of 9 Formal courses given infrequently to explore, in depth, a comparatively narrow subject which may be topical or of special interest.
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,
Application of instructional design models and design of appropriate instructional strategies and tactics.
(or equivalent) 21 credits of professional application courses chosen in consultation 21 with an adviser. These courses can be chosen from, but are not limited to:
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.
work for the doctoral program will be determined in consultation with the Ph.D. committee. All Ph.D. students must also complete a communication requirement consisting of one course in applied statistics, and either one course 3 in advanced statistics or one course in advanced qualitative analysis. Course work offered by outside departments may be scheduled as part of 6 the student’s program with approval of the student’s Ph.D. committee and the Director of Graduate Studies. 36 To complete the residency requirements as defined by Graduate Council, the Ph.D. student must spend at least two consecutive semesters enrolled as a full-time student at the University Park campus. Doctoral exams and committees The qualifying exam is recommended to be taken early in a student’s program, after a minimum of 18 credits of post-baccalaureate work, and within three semesters (not including summers and assuming full- time study) of entry into the doctoral program. Students must submit an application to take the qualifying exam, and the LDT faculty must approve the application . In order to complete the qualifying exam, students must ts be registered either full- or part -time during the semester in which it is completed and show no deferred or failing grades in courses related to the degree program on their graduate transcript. dits Prior to the comprehensive exam, the student, in consultation with his or her adviser, will convene a Ph.D. committee that meets all Graduate Council requirements (http://gradschool.psu.edu/graduate-education- 3 policies/gcac/gcac-600/phd-dissertation-committee-formation/). After
An in-depth seminar on the instructional and training design implications of specific new technologies as they emerge.
ADTED/CIED 508 Globalization and Lifelong Learning 3
Knowledge and skills in managing and coordinating an instructional development project and consulting with subject matter experts and clients.
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 574: Applied Qualitative Research for Work Practice, Innovation, and
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.
Analysis of theoretical foundations of the instructional systems (systems and cybernetics, communications, cognitive psychology, sociological, construc- tivist, ecological) for doctoral students.
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. Cross-listed with: SCIED 583
Understanding change process in educational contexts, comparing various models, tailoring them to individual needs, and creating personalized model of change.
Total Credits 30 As an example, a doctoral student interested in the instructional design core competency might be advised to take LDT 550, LDT 549, and LDT 832, while a student interested in learning sciences and technology might be advised into LDT 505, LDT 574, LDT 576, and
/Maximum of 18 Supervised off-campus, nongroup instruction, including field experiences, practicums, or internships. Written and oral critique of activity required.
/Maximum of 9 Creative projects, including nonthesis research, which are supervised on an individual basis and which fall outside the scope of formal courses.
/Maximum of 9 Formal courses given on a topical or special interest subject which may be offered infrequently.
/Maximum of 999 NO DESCRIPTION.
0 Credits/Maximum of 999 NO DESCRIPTION.
/Maximum of 6 NO DESCRIPTION.
/Maximum of 999 NO DESCRIPTION.
0 Credits/Maximum of 999 NO DESCRIPTION.
Learning, Design and Technology 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.
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.
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.
Communities for Teaching and Learning Total Credits 9
/Maximum of 999 Supervised, professionally oriented student activities that constitute the culminating experience for the program.
/Maximum of 18 Supervised, professionally oriented, off-campus, nongroup instruction, including field experiences, practicums, or internships. Written and oral critique of activity required.
/Maximum of 999 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.
/Maximum of 12 Forma courses given on a topical or special interest subject with a professional orientation that may be offered infrequently.
Source: Pennsylvania State University-Penn State Erie-Behrend College's catalog, linked per course · table learning_unit · CourseShelf publish 59
