B.S. in Instructional Design and Technology

Walden University offers students a dynamic learning environment and a range of support services to ensure academic success. In this course, students immerse themselves in Walden University's online learning environment and apply skills from the student readiness orientation. In addition, students discover and apply the tools and services that will support them throughout their degree program. Through classroom discussions and the application of key communication principles, students establish an online community of peers and explore their degree program with discipline-specific examples. This course helps students prepare for their Walden academic career and continues their orientation to the university.

Learning in the 21st century can take place anytime and anywhere. This course provides an overview of the various settings in which teaching and learning occur. Education professionals explore the dynamics of traditional face-to-face, hybrid, and online instructional environments found in such areas as corporate training, higher education, K–12 education, government, healthcare, and nonprofit organizations. Applying course concepts and theories, education professionals construct a concept map of important categories and characteristics of learners. They also compare components of various learning environments and structure them for effective learning and engagement.

Humans are complex and the ways in which they learn are influenced by many factors. In this course, education professionals examine the major theories of how humans learn, including behaviorism, constructivism, and emerging theories based on brain research. They also explore the concepts of multiple intelligences and learning styles, as well as the influences of emotion, culture, and motivation on the learning process. Employing course concepts and principles, education professionals apply learning theories to learning experiences and analyze themselves as adult learners. They also discuss a variety of topics, such as the learning process, social learning theories and online learning, factors that affect online learning and adult learners and online learning.

To fully appreciate and understand ourselves and others, we must have a basic understanding of human cognitive, emotional, and social development. In this course, education professionals examine the basic developmental stages that all humans undergo throughout their lifespan, from infancy to adulthood. They explore these topics with consideration to issues of gender, ethnicity, social class, and culture. Applying course concepts and theories, education professionals engage in an integrative project through which they create a character for whom they map human development and progress benchmarks from infancy through early adulthood. Through this project, they gain a deeper understanding of life-span development and major theories used to view human development.

The technology-centered and information-rich world in which we live and work requires an expanded definition of what it means to be literate. Education professionals in this course examine the skills and strategies necessary for success in a digital information society. They explore multimedia and Internet technologies that enhance learning by facilitating collaboration, communication, and problem solving. Education professionals apply 21st-century literacy skills through a collaborative project in which they research a topic within the current field of literacy; they communicate their findings in a multimedia presentation. (Prerequisites: EDUC 1014.)

This course provides education professionals with the opportunity to gain the fundamental skills needed for planning, designing, and delivering engaging learning experiences. They examine the elements of effective curriculum design, learn how to write measurable learning objectives, and explore tools, technologies, and resources for developing curriculum. They share perspectives and gain practical insight on course concepts through discussions on various topics, such as instructional designer responsibilities in creating effective curriculum, learning objective analysis, assessment formats, and curriculum design proposals. Additionally, education professionals reflect on learning and consider how they can use knowledge gained throughout the course in future personal, academic, and professional future endeavors. (Prerequisites: EDUC 1014.)

Program evaluation and learner assessment are fundamental components to the process of designing effective learning experiences. In this course, education professionals investigate major concepts, principles, and methodologies related to evaluation and assessment. They explore the selection of assessment tools, measurement of learning outcomes, and performance evaluation. Education professionals learn how to use information gained from assessments as a tool for improving learning.

Technology today facilitates and supports learning in ways never before possible. In this course, students learn how education professionals use computers, multimedia tools, and other educational technologies to differentiate the learning experience, provide access, and meet the needs of diverse learners. Students examine current trends and gain an understanding of the appropriate integration of technology and instruction. (Prerequisites: EDUC 1014.)

This course presents the fundamental techniques and principles of effective web design. Students learn the basics of building websites that incorporate good functionality and design elements to meet the needs of a diverse audience. They explore a range of topics, including introductory hypertext markup language (HTML), common graphic and web publishing standards, web publication protocols, and basic principles of website layout and design.

Instructional designers are faced with the challenge of finding and using materials from various resources. In this course, students examine the issues related to the use of licensed and copyrighted content in the development of instructional materials. Students also explore the legal and ethical implications of copyright, fair use, and Creative Commons licenses when designing materials for nonprofit and for-profit entities.

While distance learning is not a new concept, advances in technology and the Internet have been a catalyst for the rapid expansion of distance education to meet a variety of learning needs. This course provides a comprehensive overview of distance education. Students examine the field to gain a historical perspective and an understanding of current trends. They also learn basic concepts, models, and technologies of distance learning. (Prerequisites: EDUC 1014.)

The instructional designer plays a key role in developing education and training programs in the public and private sectors. This course introduces students to the field of instructional design. They gain an understanding of the role of instructional designers in constructing the learning experience. Students also explore the essential job functions and career paths available in this field.

Multimedia tools allow instructional designers to be creative and develop innovative learning environments. This course provides an introduction to the design, production, and evaluation of multimedia for instructional purposes. Students experiment with tools commonly used for the creation of multimedia elements and learn how to create basic multimedia components incorporating audio, video, and visual graphics.

This course is a continuance of the principles learned in Instructional Design I. Students explore the basic elements of commonly used instructional design theories and models and compare the processes and procedures of these models. They gain a working knowledge of the instructional design process, including how to identify learning and performance gaps and how to design and implement instructional solutions. (Prerequisites: EIDT 2004 and EDUC 3004.)

In this course, students apply the principles of instructional design to a learning situation. They also apply their knowledge of the instructional design process to define learning goals and outcomes as well as to create instructional materials and evaluate the effectiveness of those materials. (Prerequisites: EIDT 3004.)

This is a project-based course in which students build on their basic knowledge of web design to learn more advanced design and development skills. Students apply their knowledge of web design, multimedia tools, and principles of visual literacy to the creation of a website. Students engage in assignments that emphasize the development of websites that incorporate multimedia elements for education and training. (Prerequisites: EIDT 2002 and EIDT 3002.)

This capstone course provides students with the opportunity to showcase their skills and creativity by applying their knowledge of instructional design, learning environments, and multimedia tools to an authentic task. Connecting theory to practice, students work with a client or explore a case study to identify an instructional need and construct an appropriate solution.

Walden University offers students a dynamic learning environment and a range of support services to ensure academic success. In this course, students immerse themselves in Walden University's online learning environment and apply skills from the student readiness orientation. In addition, students discover and apply the tools and services that will support them throughout their degree program. Through classroom discussions and the application of key communication principles, students establish an online community of peers and explore their degree program with discipline-specific examples. This course helps students prepare for their Walden academic career and continues their orientation to the university.

Learning in the 21st century can take place anytime and anywhere. This course provides an overview of the various settings in which teaching and learning occur. Education professionals explore the dynamics of traditional face-to-face, hybrid, and online instructional environments found in such areas as corporate training, higher education, K–12 education, government, healthcare, and nonprofit organizations. Applying course concepts and theories, education professionals construct a concept map of important categories and characteristics of learners. They also compare components of various learning environments and structure them for effective learning and engagement.

Humans are complex and the ways in which they learn are influenced by many factors. In this course, education professionals examine the major theories of how humans learn, including behaviorism, constructivism, and emerging theories based on brain research. They also explore the concepts of multiple intelligences and learning styles, as well as the influences of emotion, culture, and motivation on the learning process. Employing course concepts and principles, education professionals apply learning theories to learning experiences and analyze themselves as adult learners. They also discuss a variety of topics, such as the learning process, social learning theories and online learning, factors that affect online learning and adult learners and online learning.

To fully appreciate and understand ourselves and others, we must have a basic understanding of human cognitive, emotional, and social development. In this course, education professionals examine the basic developmental stages that all humans undergo throughout their lifespan, from infancy to adulthood. They explore these topics with consideration to issues of gender, ethnicity, social class, and culture. Applying course concepts and theories, education professionals engage in an integrative project through which they create a character for whom they map human development and progress benchmarks from infancy through early adulthood. Through this project, they gain a deeper understanding of life-span development and major theories used to view human development.

The technology-centered and information-rich world in which we live and work requires an expanded definition of what it means to be literate. Education professionals in this course examine the skills and strategies necessary for success in a digital information society. They explore multimedia and Internet technologies that enhance learning by facilitating collaboration, communication, and problem solving. Education professionals apply 21st-century literacy skills through a collaborative project in which they research a topic within the current field of literacy; they communicate their findings in a multimedia presentation. (Prerequisites: EDUC 1014.)

This course provides education professionals with the opportunity to gain the fundamental skills needed for planning, designing, and delivering engaging learning experiences. They examine the elements of effective curriculum design, learn how to write measurable learning objectives, and explore tools, technologies, and resources for developing curriculum. They share perspectives and gain practical insight on course concepts through discussions on various topics, such as instructional designer responsibilities in creating effective curriculum, learning objective analysis, assessment formats, and curriculum design proposals. Additionally, education professionals reflect on learning and consider how they can use knowledge gained throughout the course in future personal, academic, and professional future endeavors. (Prerequisites: EDUC 1014.)

Program evaluation and learner assessment are fundamental components to the process of designing effective learning experiences. In this course, education professionals investigate major concepts, principles, and methodologies related to evaluation and assessment. They explore the selection of assessment tools, measurement of learning outcomes, and performance evaluation. Education professionals learn how to use information gained from assessments as a tool for improving learning.

Technology today facilitates and supports learning in ways never before possible. In this course, students learn how education professionals use computers, multimedia tools, and other educational technologies to differentiate the learning experience, provide access, and meet the needs of diverse learners. Students examine current trends and gain an understanding of the appropriate integration of technology and instruction. (Prerequisites: EDUC 1014.)

This course presents the fundamental techniques and principles of effective web design. Students learn the basics of building websites that incorporate good functionality and design elements to meet the needs of a diverse audience. They explore a range of topics, including introductory hypertext markup language (HTML), common graphic and web publishing standards, web publication protocols, and basic principles of website layout and design.

Instructional designers are faced with the challenge of finding and using materials from various resources. In this course, students examine the issues related to the use of licensed and copyrighted content in the development of instructional materials. Students also explore the legal and ethical implications of copyright, fair use, and Creative Commons licenses when designing materials for nonprofit and for-profit entities.

While distance learning is not a new concept, advances in technology and the Internet have been a catalyst for the rapid expansion of distance education to meet a variety of learning needs. This course provides a comprehensive overview of distance education. Students examine the field to gain a historical perspective and an understanding of current trends. They also learn basic concepts, models, and technologies of distance learning. (Prerequisites: EDUC 1014.)

The instructional designer plays a key role in developing education and training programs in the public and private sectors. This course introduces students to the field of instructional design. They gain an understanding of the role of instructional designers in constructing the learning experience. Students also explore the essential job functions and career paths available in this field.

Multimedia tools allow instructional designers to be creative and develop innovative learning environments. This course provides an introduction to the design, production, and evaluation of multimedia for instructional purposes. Students experiment with tools commonly used for the creation of multimedia elements and learn how to create basic multimedia components incorporating audio, video, and visual graphics.

This course is a continuance of the principles learned in Instructional Design I. Students explore the basic elements of commonly used instructional design theories and models and compare the processes and procedures of these models. They gain a working knowledge of the instructional design process, including how to identify learning and performance gaps and how to design and implement instructional solutions. (Prerequisites: EIDT 2004 and EDUC 3004.)

In this course, students apply the principles of instructional design to a learning situation. They also apply their knowledge of the instructional design process to define learning goals and outcomes as well as to create instructional materials and evaluate the effectiveness of those materials. (Prerequisites: EIDT 3004.)

This is a project-based course in which students build on their basic knowledge of web design to learn more advanced design and development skills. Students apply their knowledge of web design, multimedia tools, and principles of visual literacy to the creation of a website. Students engage in assignments that emphasize the development of websites that incorporate multimedia elements for education and training. (Prerequisites: EIDT 2002 and EIDT 3002.)

The role and functions of managers, specifically principles and procedures for planning, organizing, leading, and controlling organizations, are addressed in this introductory course. Emphasized is the practical application of theory to reality. This course is structured so that students have the opportunity to see the interrelationships among the functions, components, and disciplines that comprise the field of management and thereby gain a comprehensive perspective as a foundation for the further study of management. (Prerequisites: COMM 1001.)

This course provides students with a comprehensive overview of human resource management. Students discuss the role of human resources managers as strategic partners who focus on the mission and goals of an organization. Students examine traditional topics, such as job analysis and design, recruitment, selection, performance appraisal, training, staffing, career management, compensation, benefits, health and safety, and employee relations. They also evaluate technology-based resources that aid contemporary HR processes and responsibilities. Through case studies and practical exercises, students work toward gaining the skills that enable them to develop important employment policies and procedures, such as those addressing ethical and equal opportunity issues in regard to legal and environmental regulations. (Prerequisites: BUSI 1002.)

In this course, students prepare for a leadership role in the modern organization. They examine the basic principles of leadership, motivational theory, the importance of communication, and current and future trends. Students assess, discuss, and learn how to apply their own styles of leadership in the workplace and the community. They engage in a range of assignments that emphasize ethical leadership through personal and interpersonal effectiveness and organizational development. Students also learn the importance of followership and the similarities between the roles of follower and leader at all levels of the organization. (Prerequisites: BUSI 1001 or 1002.)

All businesses experience change. Sometimes change is required to ensure stability; other times, the purpose of change is expansion for competitive advantage. In this course, students explore the responsibilities of managers and leaders to implement effective organizational change as well as to ensure that employees understand the function and benefits of change. Students examine change as it impacts people, processes, and products. They learn to employ tools for dealing with and managing change. They also examine methods for coping with change as an individual, a member of a group, and a member of an organization. (Prerequisites: BUSI 1002.)

A capstone project provides students with the opportunity to synthesize knowledge and skills acquired throughout their program into a practical, integrative project designed to promote positive social change. In this capstone course, students examine American democracy, the political system in the United States, and the relationships among special interest groups and political parties. They also assess how the U.S. political system affects public administration or political roles and how these roles can effect positive social change. Students employ knowledge of leadership skills as well as concepts from the course and their program to propose a public policy with implications of social change for a virtual community.

Walden University offers students a dynamic learning environment and a range of support services to ensure academic success. In this course, students immerse themselves in Walden University's online learning environment and apply skills from the student readiness orientation. In addition, students discover and apply the tools and services that will support them throughout their degree program. Through classroom discussions and the application of key communication principles, students establish an online community of peers and explore their degree program with discipline-specific examples. This course helps students prepare for their Walden academic career and continues their orientation to the university.

Learning in the 21st century can take place anytime and anywhere. This course provides an overview of the various settings in which teaching and learning occur. Education professionals explore the dynamics of traditional face-to-face, hybrid, and online instructional environments found in such areas as corporate training, higher education, K–12 education, government, healthcare, and nonprofit organizations. Applying course concepts and theories, education professionals construct a concept map of important categories and characteristics of learners. They also compare components of various learning environments and structure them for effective learning and engagement.

Humans are complex and the ways in which they learn are influenced by many factors. In this course, education professionals examine the major theories of how humans learn, including behaviorism, constructivism, and emerging theories based on brain research. They also explore the concepts of multiple intelligences and learning styles, as well as the influences of emotion, culture, and motivation on the learning process. Employing course concepts and principles, education professionals apply learning theories to learning experiences and analyze themselves as adult learners. They also discuss a variety of topics, such as the learning process, social learning theories and online learning, factors that affect online learning and adult learners and online learning.

To fully appreciate and understand ourselves and others, we must have a basic understanding of human cognitive, emotional, and social development. In this course, education professionals examine the basic developmental stages that all humans undergo throughout their lifespan, from infancy to adulthood. They explore these topics with consideration to issues of gender, ethnicity, social class, and culture. Applying course concepts and theories, education professionals engage in an integrative project through which they create a character for whom they map human development and progress benchmarks from infancy through early adulthood. Through this project, they gain a deeper understanding of life-span development and major theories used to view human development.

The technology-centered and information-rich world in which we live and work requires an expanded definition of what it means to be literate. Education professionals in this course examine the skills and strategies necessary for success in a digital information society. They explore multimedia and Internet technologies that enhance learning by facilitating collaboration, communication, and problem solving. Education professionals apply 21st-century literacy skills through a collaborative project in which they research a topic within the current field of literacy; they communicate their findings in a multimedia presentation. (Prerequisites: EDUC 1014.)

This course provides education professionals with the opportunity to gain the fundamental skills needed for planning, designing, and delivering engaging learning experiences. They examine the elements of effective curriculum design, learn how to write measurable learning objectives, and explore tools, technologies, and resources for developing curriculum. They share perspectives and gain practical insight on course concepts through discussions on various topics, such as instructional designer responsibilities in creating effective curriculum, learning objective analysis, assessment formats, and curriculum design proposals. Additionally, education professionals reflect on learning and consider how they can use knowledge gained throughout the course in future personal, academic, and professional future endeavors. (Prerequisites: EDUC 1014.)

Program evaluation and learner assessment are fundamental components to the process of designing effective learning experiences. In this course, education professionals investigate major concepts, principles, and methodologies related to evaluation and assessment. They explore the selection of assessment tools, measurement of learning outcomes, and performance evaluation. Education professionals learn how to use information gained from assessments as a tool for improving learning.

Technology today facilitates and supports learning in ways never before possible. In this course, students learn how education professionals use computers, multimedia tools, and other educational technologies to differentiate the learning experience, provide access, and meet the needs of diverse learners. Students examine current trends and gain an understanding of the appropriate integration of technology and instruction. (Prerequisites: EDUC 1014.)

This course presents the fundamental techniques and principles of effective web design. Students learn the basics of building websites that incorporate good functionality and design elements to meet the needs of a diverse audience. They explore a range of topics, including introductory hypertext markup language (HTML), common graphic and web publishing standards, web publication protocols, and basic principles of website layout and design.

Instructional designers are faced with the challenge of finding and using materials from various resources. In this course, students examine the issues related to the use of licensed and copyrighted content in the development of instructional materials. Students also explore the legal and ethical implications of copyright, fair use, and Creative Commons licenses when designing materials for nonprofit and for-profit entities.

While distance learning is not a new concept, advances in technology and the Internet have been a catalyst for the rapid expansion of distance education to meet a variety of learning needs. This course provides a comprehensive overview of distance education. Students examine the field to gain a historical perspective and an understanding of current trends. They also learn basic concepts, models, and technologies of distance learning. (Prerequisites: EDUC 1014.)

The instructional designer plays a key role in developing education and training programs in the public and private sectors. This course introduces students to the field of instructional design. They gain an understanding of the role of instructional designers in constructing the learning experience. Students also explore the essential job functions and career paths available in this field.

Multimedia tools allow instructional designers to be creative and develop innovative learning environments. This course provides an introduction to the design, production, and evaluation of multimedia for instructional purposes. Students experiment with tools commonly used for the creation of multimedia elements and learn how to create basic multimedia components incorporating audio, video, and visual graphics.

This course is a continuance of the principles learned in Instructional Design I. Students explore the basic elements of commonly used instructional design theories and models and compare the processes and procedures of these models. They gain a working knowledge of the instructional design process, including how to identify learning and performance gaps and how to design and implement instructional solutions. (Prerequisites: EIDT 2004 and EDUC 3004.)

In this course, students apply the principles of instructional design to a learning situation. They also apply their knowledge of the instructional design process to define learning goals and outcomes as well as to create instructional materials and evaluate the effectiveness of those materials. (Prerequisites: EIDT 3004.)

This is a project-based course in which students build on their basic knowledge of web design to learn more advanced design and development skills. Students apply their knowledge of web design, multimedia tools, and principles of visual literacy to the creation of a website. Students engage in assignments that emphasize the development of websites that incorporate multimedia elements for education and training. (Prerequisites: EIDT 2002 and EIDT 3002.)

Businesses whose systems are lacking or experience failure are at risk of significant loss of time, money, and customer faith. Therefore, information technology (IT) is essential to the function and success of nearly all businesses. Through this course, students prepare for a role in the field of IT as they learn fundamental concepts of the IT infrastructure that underlie information systems. Students examine both hardware (computers, networks, interface devices) and software (operating systems, middleware, applications, system software) elements. They also explore key issues of capacity, performance, reliability, scale, and obsolescence for a thorough understanding of all aspects of IT infrastructure. (Prerequisites: COMM 1001.)

The Internet stitches together many disparate devices and software components into a flexible fabric that supports an enormous variety of uses. Students in this course learn about the functions of these components through a comprehensive evaluation of internet computing. They examine the design of the Internet protocol stack, the structure and function of some of the most important Internet services and applications, and Internet governance. Students have the opportunity to gain practical experience through the application of concepts, such as performance, scale, and reliability, in the design of information systems. (Prerequisites: CMIS 1002.)

Understanding how people interact with computers in various environments is crucial to the development of interfaces that address the needs of differing personality types. In this course, students learn about human-computer interaction (HCI) including various aspects of human perception and cognitive performance that inform the design of effective and usable information system interfaces. Students also examine disabilities and appropriate adaptation thereto, such as the implementation of accessibility elements in HCI. Through the exploration of current literature and case studies, students learn techniques to help them avoid some of the most common design gaffes in the development of user interfaces. (Prerequisites: CMIS 1001.)

An effective and user-friendly human-computer interface (HCI) requires careful analysis, assessment, and modification. Students in this course learn empirical and heuristic methods for evaluating and improving human-computer interfaces. They also learn methods in conducting and analyzing user studies and ways to measure interfaces against models of human performance. Students engage in a group project through which they apply usability evaluation methods to a real-life scenario resulting in an actual HCI evaluation and report. This course also introduces students to the ethical and regulatory issues in human studies, providing them with the opportunity to understand all factors involved in conducting HCI evaluations. (Prerequisites: CMIS 4201.)

How do we design interfaces for optimal efficiency and appeal? Effective design requires an understanding of the goals, needs, and skills of the user. In this course, students consider these factors and build on their knowledge of user interface evaluation to synthesize effective and usable interfaces. Students discuss a variety of topics, such as basic principles and guidelines of design, application of design principles, prototyping, and mapping. Through practical exercises and other course assignments, students apply their requirements analysis skills to develop user interface designs and use rapid prototyping tools in the process of innovation and iteration. (Prerequisites: CMIS 4202.)

Communication through outlets such as e-mail, instant messages, blogs, and text messages is an intrinsic part of our daily lives. This evolving form of interaction continues to progress; therefore, it’s important to know how humans use media to initiate, manage, and maintain both personal and professional interaction. This course incorporates a historical perspective through which students trace the evolution of varying styles of communication, including the persistent recurrence of key concepts, such as links and threads. Students learn about the principal modes of computer-mediated communications among individuals and groups. They also learn select approaches and tools for specific applications. Students explore contemporary practices in computer-mediated communications and assess the implications of evolving applications and solutions. (Prerequisites: CMIS 2001 or MEDC 3001.)

Technology and network connectivity has forever changed the way universities conduct education and students achieve learning; it is no longer confined to the traditional classroom setting within structured timeframes. Through the electronic learning (e-learning) environment, students now have the opportunity to study at their own pace, with more flexibility of time and location, such as in the evening after work, or in café away from home. In this course, students examine key structural and functional elements of e-learning systems and explore how technology lends to the development of e-learning applications. Drawing upon both their experience as e-learners and their information systems expertise, students engage in group or individual projects focused on specific aspects of the learner experience, management functionality, and other properties of e-learning systems. (Prerequisites: CMIS 2001.)

This capstone course provides students with the opportunity to showcase their skills and creativity by applying their knowledge of instructional design, learning environments, and multimedia tools to an authentic task. Connecting theory to practice, students work with a client or explore a case study to identify an instructional need and construct an appropriate solution.