Learning Design and Technology CurriculumPlease visit the SDSU Graduate Bulletin for detailed information on all LDT Graduate courses.
Core Theory and Methods
- LDT 540 - Educational Technology
LDT 540 is a foundations course -- introducing the fields of educational technology, instructional design, and performance support. Students are oriented to systematic approaches to a) the design of materials, products, strategies and policies that influence individual and organizational performance; b) analysis of learning challenges/opportunities (and determination of and justification for appropriate solutions); c) development of different learning events and products, and d) development and assessment of outcomes as instructional objectives.
Students are also oriented to the varied roles LDT graduates (as human performance professionals) play within their organizations and the myriad of settings in which they work (corporate, K-12, higher education, government, military, nonprofit).
- LDT 544 - Instructional Design
Instructional design (ID or ISD) is a core component of our field, and a foundational element of performance technology. The skills targeted in this course will help you develop instructional and training assets and the competence to tackle any aspect of performance technology you choose to undertake--performance support materials, coaching programs, on-the-job training, and so much more. You'll conceptualize and plan learning events that call for content development and media integration using simple, yet pragmatic, approaches that take into account an array of instructional and motivational theories.
- LDT 690 - Methods of Inquiry
LDT 690 orients you to the research 'side' of performance improvement---the issues, ideas, and constructs that underpin our discipline; the nature/types of studies we tend to conduct; and the ways in which we 'act' on the findings or results. You'll plan and conduct studies of your own; interact with grads who routinely conduct research or manage/supervise others who do; and become adept at searching for information, assessing its quality, and synthesizing/summarizing it so that others can take full advantage of what they've learned.
15 units of coursework should be selected from the following LDT offerings:
- LDT 525 - Virtual Reality, Imaginary Worlds and the Future of Learning
Analyzing and designing learning experiences using virtual worlds and virtual reality. Theories and models of social interaction, sensory perception and cognitive load in novel environments. Implications of virtual interaction.
Someday soon, you’ll pull a visor over your eyes and forget where you are. You’ll use this headset to play games, explore other parts of the world, hobnob with friends, and learn new skills. While covering your eyes and ears, you’ll open yourself up to worlds that could barely be imagined by your parents. Virtual reality, augmented reality, and virtual worlds are moving from the labs and geeks to the mainstream. How will this change entertainment, news, and education? In LDT 525 you’ll explore these questions. In this course, you’ll…
- create spherical photos to allow others to learn about a place you’ve been to;
- compare and contrast the features of Oculus Rift, Hololens, Playstation VR, Google Cardboard and other virtual and augmented reality technologies;
- analyze the experience of interacting with others in Second Life, High Fidelity, Altspace VR and other virtual worlds;
- design a learning environment in a virtual world.
- LDT 561 - Advanced Multimedia Design for Learning
Educational visualization with digital video, animation, sound, 2D and 3D graphics for mobile and web-based learning.
In LDT 561, you’ll learn to create short videos and HTML5-based animations in a variety of formats to achieve a variety of learning outcomes. Along the way, you will learn and apply visual design principles and instructional design strategies. The course starts with the manipulation of still images, moves on to a range of video creation techniques, and then combines these to produce a range of videos that embody different techniques. Going beyond video, the course also covers the latest techniques for web development using HTML5.
On completion of LDT 561 you will be able to:
- Conceive and design short educational video segments, including documenting the design using appropriate tools such as outline, treatment, script, and story board.
- Use a variety of multimedia development tools.
- Apply principles derived from current research on educational multimedia and instructional message design in balancing the use of text, images and audio.
- Use metaphor, humor, and instructional design principles for teaching concepts and procedures in scripting a short video segment.
- Draft a narrative treatment and storyboard to help your client envision and approve an educational video
- Use audio editing software to enhance and modify speech and other sounds.
- Use HTML5 to create web pages that use animation, image manipulation, progressive disclosure, and highlighting to improve user experience.
- LDT 572 - Technology for Course Delivery
Although technology is becoming commonplace in schools and training sites, most instruction in most places is still delivered and managed by a single instructor working face to face with an intact group of learners. Given that reality, how can technology be used to enhance the design and delivery of instructor-led courses? That is the central question in this instructor-led course. LDT 572 will:
- extend your knowledge of instructional design by showing you how to develop teaching and training for a variety of settings (K-12 classrooms, higher ed, industry, and government).
- introduce you to some of the latest technology tools for developing engaging instructional activities.
- LDT 596 - Consciousness Hacking
Most of us habitually overlook or take for granted our own conscious awareness, though it's the foundation of everything we do in our professional and personal lives, Critical thinking, problem solving, creativity, relationship building, and collaboration — all happen within awareness. That awareness can be clear and effective, or it can be muddy and inefficient.
The goal of Consciousness Hacking is to shine the spotlight on this essential inner resource, and to provide students access to practical tools to awaken awareness and drop limiting, egoic patterns of thought and behavior in work and personal life. You'll investigate and experiment with useful approaches such as meditation, self-inquiry, mindfulness, and yoga ... as well as related methods for fostering perceptual acuity, clarity of mind, balanced emotional response, and healthier identity.
We'll examine the growing body of research indicating enhanced physiological, psychological, interpersonal, and societal health and well being resulting from enlivening consciousness.
Employers are increasingly looking for intelligent, creative, balanced individuals who can help creatively solve problems in collaborative settings. Consciousness Hacking provides access to knowledge and life-long skills for fostering those strengths.
- LDT 630 - Mobile Application Development for Learning
This course is designed to provide an overview of recent and near-future developments in the realm of mobile learning. You'll read about new technologies, implementation and policy issues, and platforms and methods for creating mobile learning environments and courses. You'll exit the course with new vocabulary and an improved ability to select and design mobile learning solutions, which can be apps, mobile websites, mobile courses, or mobile training modules. We will also explore the fast emerging Cloud Learning, Mobile Cloud Learning, and MOOCS. Major topics or themes include mobile learning models and examples, design principles and development processes, adapting mobile learning for different environments and cultures, and future trends.
- LDT 640 - Psychology of Technology-Based Learning
LDT 640 is designed to help us use an understanding of how the mind works to address some of the most salient professional challenges we encounter as we tackle learning and performance problems.
At the conclusion of the course, you will be able to:
- Explain key concepts related to memory and learning in formal and informal environments.
- Explain and apply research-based principles for improving technology-based learning environments through consideration of psychological factors including motivation, attention, metacognition, and emotion.
- Explain and apply principles for maximizing the effectiveness of instructional multimedia.
- Compare, contrast, and critique emergent learning theories and models including connectivism and Universal Design for Learning.
- Reflect upon the technologies used in this course, the principles and theories explored in this course, and your own experience to develop a personal learning guide for yourself.
- LDT 650 - eLearning Design and Development
Theories and models of online learning at home, work, school and university. Analysis, design, and development of elearning courses and systems. Future societal and economic impacts of learning at a distance.
While some in our field make a living creating materials for face to face, stand-up instruction, most are deeply involved in designing digital learning experiences that are distributed far and wide. How can we maximize the benefits of elearning and take advantage of its unique affordances? In this course you will learn to design a complete online course and develop asynchronous and synchronous modules as part of that course. You will also become familiar with current tools and platforms for elearning and extrapolate current trends to anticipate the future of online education.
At the end of this course, you’ll be able to:
- Explain the characteristics, benefits and tradeoffs among teaching modalities like flipped classrooms, blended synchronous delivery and MOOCs in terms of personalization, transactional distance, and motivational requirements.
- Use action mapping to analyze a performance gap and identify opportunities to deploy elearning.
- Apply learning analytics tools to identify behaviors that lead to student success;
- Describe future trends in elearning technologies, platforms and policies;
- Create opportunities for learner engagement with carefully designed interactivity;
- Design and develop a complete elearning module using a variety of technologies.
- LDT 670 - Exploratory Learning Through Simulation and Games
Design, evaluation, and use of simulations and games for education and training. Instructional applications of role plays and board games. Application of gamification to non-game tasks. Theories of motivation and interest.
LDT 670 deals with aspects of the design process that are sometimes neglected. To design an instructional game well, you must be both systematic and intuitive, analytic and artistic. In mastering the ISD process, you've learned to handle the cognitive side of instruction (which, almost by definition, is the most important). In LDT 670, you'll also learn to deal with the affective side of instruction. Throughout the course we'll be addressing the questions: What makes some activities interesting or fun? How can we maximize enjoyment without sacrificing instructional quality? It's a difficult and fascinating challenge for any learning designer.
At the end of this course, you’ll be able to:
- Explain the overall process of learning game design and distinguish it from other formats for teaching.
- Explain theories and models of motivation and affect including Malone & Lepper’s intrinsic motivation taxonomy, Csikszentmihalyi’s flow, and Mehrabian & Russell’s model of emotions.
- Design and develop a tabletop game to achieve specific learning outcomes.
- Define gamification, provide examples, and apply gamification principles to an authentic situation to motivate behavior.
- Apply proven learning design principles to the design of an online game.
- LDT 671 - Learning Environment Design
LDT 671 provides a comprehensive and deep review and extension of the process of learning design. It views our field in ways similar to the ways in which architects do their work: not as a set of steps to be checked off, but as a complex, wholistic process requiring multiple points of view. It the course we will examine the process of design and look at learning environments as a system of people, places, environments, tasks, interactions, communications and outcomes.
At the end of this course you be able to:
- explain the history and research on active learning in both face to face and online contexts;
- describe techniques for collaborative and competitive activities that lead to learning;
- explain how room arrangement, furnishings and media can be optimized for learning;
- use creative design techniques to analyze needs and opportunities and generate ideas that are both novel and useful;
- document an innovative design for a course segment including the online and physical spaces in which it would be conducted.
- LDT 680 - Evaluation Technologies for the Performance Technologists
LDT 680 is a practicum that orients you to fieldwork. You will consult with clients, familiarize yourselves with the high-tech tools on which today’s evaluators rely, and read and reflect on evaluation theory and practice. It has a performance technology spin. Client challenges will vary; as important (and as you might imagine), few will be crystal clear. You’ll emerge from this course ready not only to design, develop, and implement performance interventions ... but also to determine their worth or merit and ways to improve them. LDT 680 is organized around four phases:
- Planning the evaluation
- Collecting data
- Analyzing and interpreting the data
- LDT 684 - Management of Educational Technology
LDT 684 covers the basics of project management and, more specifically, how it is employed in the field of instructional design. School teachers responsible for setting up a network or conducting in-service workshops, technical writers charged with preparing interactive help manuals, and instructional designers involved in designing just-in-time support systems all exemplify people who will benefit from this course. As part of a team, you'll:
- respond to a Request for Proposal (which includes a timeline, task breakdown, staffing plan, budget, etc.).
- learn how to address pressing issues common to project managers ... and deal with unanticipated contingencies.
- create performance support tools that assist project managers tackle everyday task.
- LDT 685 - Performance Technology
LDT 685 introduces educators, instructional designers, instructional technologists, learning managers, training and development professionals, and HR people to Performance Technology (PT) -- with the goal being improved individual, group/team, and organizational performance. Students deepen their their analytical skills and are better able to a) identify and then introduce instructional, non-training, and environmental or logistical interventions, b) improve relationships with solution partners, vendors and clients, and c) design and ‘sell’ systems to achieve strategic results.
- LDT 700 - Seminar in Learning Design and Technology
LDT 700 is a variable topics course covering advanced content for master's and instructional design certificate students. It is most often offered in 1-unit chunks, though 2- and 3-unit sections are possible. LDT 700 is used to tailor theory-informed and cutting-edge content to specific groups of student. Examples of recent offerings include: Adding Social Media to the ID Toolbox, Developing Interactive Job Aids, and What's your EQ?
- LDT 775 - Directed Internship (requires Graduate Advisor approval)
Directed internship offers advanced master’s students the opportunity to hone their technical and interpersonal skills while giving members of the community access to trained, enthusiastic interns. LDT interns, in fact, possess significant acumen in instructional and informational design, educational computing, new media and web development, distance learning, performance improvement, and evaluation.
Students who qualify for internship opportunities have completed at least half the master’s program and typically worked with at least one community-based client on a signficant instructional opportunity or performance issue. That means you'll have built tutorials, designed websites, carried out extensive needs assessments, conducted evaluations, or developed games and simulations. What distinguishes the directed internship from other learning experiences is its intent: allowing you to actively participate in day-to-day activities within a professional setting. Enrollment requires graduate advisor approval.
- LDT 798 - Special Study (requires Graduate Advisor approval)
Independent study is an opportunity to work closely with a professor on a project of mutual interest. Independent studies can focus on curriculum development, program or product evaluation, needs assessment, etc. The faculty member who supervises your work also serves as mentor of sorts — helping you develop skills that will serve you well in future courses … and in your professional career. Enrollment requires graduate advisor approval.
- LDT 795 - Practicum (a one-semester, graduate seminar)
ED/LDT 795 is graduate seminar/practicum that serves as one of several culminating experiences for students earning the LDT master's degree. For much of the course time-frame, you’ll work in pairs or triads as instructional designers/consultants for community partners with pressing learning/performance needs. ED/LDT 795 is where you take the ideas gleaned from LDT classes already completed ... and try them out in real-world, dynamic settings.