Leadership for Educational Organizations

MA in Learning Design & Technology Competencies

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1. Reflective practice. Adopt a critical stance toward your work, promoting effective practice and responsible use of technology.
2. Become competent and confident in the use of various tools and technologies, related to learning, communication, and making things.
3. Learning and instruction. Become competent and confident in the use of various tools and technologies, related to learning, communication, and making things.
4. Creative and social media. Demonstrate proficiency with tools, platforms, and environments in the creation of media resources for learning and knowledge construction.
5. Inquiry and change. Engage in systematic processes of inquiry and change.
6. Professional learning and leadership. Demonstrate a commitment to lifelong learning and leadership within the profession.

Descriptions of Key Assessments of Student Learning for MA in Learning Design & Technology

INTE6750 Trends Group Investigation

Investigate a trend with a group of peers and facilitate a community session with readings, viewings or other modes of knowledge to engage your peers in activities and discussion. (Competencies 1, 6)

INTE6750 Change Project

Investigate an issue within your organization or within society and propose a change.  (Competency 5)

INTE6750 Equity Reflection

Project in which students create a media or print product that reflects on issues of equity, diversity, and privilege with implications to their work. (Competency 6)

INTE5711 Presentation Project

For this project you will create an online, prerecorded (i.e., not live) presentation that includes visuals and narration using a sure-fire format — pecha kucha. (Competencies 2, 3, 4)

INTE5711 Infographic Project

Culminating project in which students produce an attractive, illustrated, and imaginative instructional infographic to meet a learning need in their workplace or community. (Competencies 2, 3, 4)

INTE6740 Career Inquiry

Project in which students complete an inquiry related to their career, professional role, and professional goals. (Competencies 1, 6)

INTE6740 Resource Scan

Following a provided template, do a scan of research related to a topic or problem area, drawing on library databases as well as open-access resources. (Competencies 1, 6)

INTE6740 Final Inquiry Project

Build on prior work (in or beyond this class) to complete a major inquiry project suitable for sharing in your portfolio. (Competency 5)

INTE5665 Base Camp

At the end of their final semester of coursework in the LDT program, students submit their base camp / portfolio websites demonstrating their achievement of the LDT competencies. Faculty review of students’ websites constitutes the comprehensive exam in the master’s program. The/base camp / portfolio also showcases accomplishments for prospective employers and other professionals.­­ (Competencies 2, 4, 6)

INTE5665 Networked Learning Space

Culminating project in which students address a learning need or opportunity in their sphere of influence (their workplace, community, child’s school, etc.) by creating and facilitating a networked learning space using a social networking/media platform. (Competencies 2, 4, 6)

INTE5670 Team Webinar

Culminating team project in which students in teams of two or three create, promote, deliver, and assess a 60-minute webinar on a specific topic that addresses a professional learning need and/or interest. (Competencies 2, 3, 4)

INTE5250 Online Course

Culminating project in which students develop a mini online course using a learning management system (LMS) to meet the learning needs and interests of a learning audience in their workplace setting. (Competencies 2, 3, 4)

Student Learning Outcomes for Certificate in Online Teaching and Learning

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Graduates will be able to:

1. Use various digital media and technology in support of learning, collaboration, and communication in online courses.
2. Use digital media and technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
3. Apply learning design principles to create innovative learning spaces and digital learning environments and resources that engage and support learning.
4. Apply principles of inclusion, social learning, open sharing, and knowledge construction to build community and foster meaningful learning interactions.

Descriptions of Key Assessments of Student Learning for Certificate in Online Teaching and Learning

INTE5200 Online Course

Culminating project in which students develop a mini online course using a learning management system (LMS) to meet the learning needs and interests of a learning audience in their workplace setting. (Competencies 1, 2, 3, 4)

INTE5250 Field Project

Culminating project in which students develop an online learning experience to meet the learning needs and interests of a learning audience in their workplace setting, applying online teaching and learning strategies. (Outcomes 1, 2, 3, 4)

INTE5340 Story Challenges and Things

Culminating project in which students produce and publish three-four digital stories: students choose their stories as well as development platform and media. (1, 3, 4)

INTE5665 Networked Learning Space

Culminating project in which students address a learning need or opportunity in their sphere of influence (their workplace, community, child’s school, etc.) by creating and facilitating a networked learning space using a social networking/media platform. (Outcomes 1, 2, 3, 4)

INTE5670 Team Webinar

Culminating team project in which students in teams of two or three create, promote, deliver, and assess a 60-minute webinar on a specific topic that addresses a professional learning need and/or interest. (Outcomes 1, 3, 4)

Student Learning Outcomes for Certificate in Learning Experience Design

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Graduates will be able to:

1. Engage in an iterative design process informed by theories of learning, critical digital pedagogy, and design thinking.
2. Ensure that learning outcomes, activities, and assessments are aligned to support learning.
3. Design authentic learning opportunities that align with content area standards and/or learning outcomes and use digital tools and resources to maximize active, deep learning.
4. Apply learning design principles to create innovative learning spaces and digital learning environments and resources that engage and support learning.
5. Apply principles of social learning, open sharing, and knowledge construction to build community and foster meaningful learning interactions.

Descriptions of Key Assessments of Student Learning for Certificate in Learning Experience Design

INTE5100 Solution Design Project

Culminating project in which students design an instructional solution to a learning need or opportunity, following an intentional iterative design process. (Outcomes 1, 2, 3, 4, 5)

INTE5680 Mobile Media Project

Culminating project in which students create a learning solution (e.g., app, podcast series, eBook, website) for mobile device delivery. (Outcomes 1, 2, 3, 4, 5)

INTE5660 eLearning Module Project

Culminating project in which students create an eLearning module that is composed of a design plan and the fully developed online self-paced learning module. (Outcomes 1, 2, 3, 4, 5)

INTE5320 Games & Learning Final Portfolio

Culminating portfolio with written report in which students synthesize their developing understanding about games and learning, including a synthesis of personal play experiences, understanding of theory and research, and assessment of the potential implications of games for learning. (Outcomes 2, 3, 4, 5)

INTE5711 Infographic Project

Culminating project in which students produce an attractive, illustrated, and imaginative instructional infographic to meet a learning need in their workplace or community. (Outcomes 1, 2, 3, 4)

Student Learning Outcomes for Certificate in Leadership for Learning Design and Technology

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Graduates will be able to:

1. Design a variety of formative, integrated, and summative activities that enhance and assess authentic learning.
2. Engage in authentic inquiry designed to improve learning, performance, equity, and practice and share the findings with colleagues and professional audiences.
3. Participate in the planning and/or implementation of initiatives to support positive change, growth, and renewal in programs and practices.
4. Adopt a critical stance toward your work, promoting effective practice and responsible use of technology. 
5. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all learners. 
6. Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
7. Manage projects, people, and resources in carrying out design and pedagogical work.

Descriptions of Key Assessments of Student Learning for Certificate in Leadership for Learning Design and Technology

INTE6999 Change Project

Culminating project in which students design an instructional solution to a learning need or opportunity, following an intentional iterative design process. (Outcome 3)

INTE6999 Book Circle Project

Project in which students plan and facilitate a Book Circle event based on a leadership book that has been influential in their practice. (Outcome 5)

INTE6999 Leadership Project

Project in which students report on a leadership case, linking research and principles to the decisions, plans, and activities within the organization. (Outcome 6)

INTE6999 Implementation Project

Culminating project in which students describe a book’s influence over their teaching practice with a fully developed lesson plan that reflects the book’s influence. (Outcome 7)

INTE6720 TLP Project

Following the Scholarship of Teaching and Learning (SOTL) framework, students create a resource to support teaching, learning, and effective performance on the job. (Outcomes 1, 2)

INTE6720 Project Expansion

Culminating project in which students complete a significant inquiry related to learning in their school, district, organization, and/or community. (Outcome 3)

INTE6720 Career Inquiry

Project in which students complete an inquiry related to their career, professional role, and professional goals. (Outcome 4)

INTE6720 Curation Project

Project in which students curate resources to support a learning need and/or interest. (Outcome 6)

INTE6750 Equity Reflection

Project in which students create a media or print product that reflects on issues of equity, diversity, and privilege with implications to their work. (Outcome 5)

INTE6750 Emergence of the Profession

Project in which students working in teams develop a report (e.g., media presentation, website, document) on a key theory or model used in the learning design and technology domain including a reflection on how the theory or model is relevant to current practice. (Outcome 7)

INTE7100 Field Report

Project in which students report on a professional learning/development intervention at planning, development, or implementation stages. (Outcome 3)

INTE7100 Professional Profile

Project in which students complete a self-assessment concerning their relation to professional learning and technology, and reflect on how and where their professional expertise could be used and opportunities for productive service and leadership. (Outcome 4)

INTE7110 PL Design Project

Culminating project in which students plan and design an online, blended, or in-person professional learning workshop or module within their organization. (Outcomes 1, 2, 3, 5, 6)

INTE7110 Coaching Model Investigation

Project in which students investigate a coach model appropriate for their school, district, organization, and/or community. (Outcomes 4, 7)

Student Learning Outcomes for Certificate in Open Digital Education

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Graduates will be able to:

1. Become competent, creative, and confident in the use of various digital media and technology in support of learning, collaboration, and communication.
2. Design learning opportunities, experiences, and programs, making best use of resources and engaging the full range of learner needs and strengths.
3. Engage in relevant and intentional inquiry to address organizational needs and opportunities, explore problems of practice, and inform decision making that leads to positive change and growth.
4. Seek out opportunities for leadership to support learner agency and success by improving teaching and learning with the use of digital media and technology.
5. Continually improve professional practice by learning from and with others and exploring proven and promising practices that leverage technology to improve learners’ learning and performance.

Student Learning Outcomes for Certificate in Highly Effective School Libraries

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Graduates will be able to:

1. Plan an effective library program for continuous quality improvement (HESTL Standard 1: Component A; CCR 6.02(3)(f); CCR 6.02(4.) (a)
2. Design and implement lessons that integrate 21st century skills and state standards while collaborating with classroom teachers (HESTL Standard 2: Components A, B, and C; CCR: 6.02 (1)(a); 6.02(1)(b); 6.02(3)(a); 6.02 (3)(c).
3. Assess students’ abilities to find, evaluate, create, and communicate information in a variety of media. (HESTL Standard 2: Component F; CCR 6.02 (3)(b))
4. Encourages and models reading in a variety of formats (print and digital) through a diverse collection of materials to promote literacy and a love for reading. (HESTL Standard 2: Component E; CCR6.02 (3)(e); 6.02(3)(e)(i); 6.02(3)(e)(ii)