Courses

Courses are organized into the following categories. Click on each of the following categories to see a sample of current or recent courses:

Description

Shuchat Shaw. 30 hours: 3 credits. Fall.
The purpose of this course is to provide an introduction to the principles and practices of instructional design for the development of media-based learning. We will address issues in the field of instructional design such as professional definitions and boundaries, different theoretical and philosophical approaches to the design of mediated learning environments, and issues surrounding the use of media in learning. We will then examine representative instructional design models including their components, methodologies, theoretical underpinnings, and the types of learning and learners they support. Emphasis will be given to a detailed study of the "analysis phase" of instructional design, including how to conduct varieties of needs assessments, and the "design phase," including the use of theoretical perspectives in cognitive science, developmental psychology, and the learning sciences to inform decisions about instructional strategies and media selection in the design of learning environments.
Plass, Goldman. 30 hours: 3 credits. Spring. Restricted to ECT majors.
Introduction to cognitive science applied to teaching, learning, and the design of instructional media. Readings include developments in cognitive science and descriptions and analyses of instructional programs developed in a cognitive science framework. The design and implementation of cognitive aspects of learning and teaching strategies are examined through class demonstrations, discussions, on-line activities, readings, and projects.
Goldman, Plass. 30 hours: 3 credits. Fall. Restricted to ECT majors. May be taken before EDCT-GE 2174.
This course focuses on the social and cultural issues of learning as they relate to individual and group cognition in the context of media-rich technology learning environments. We will explore how educational technologies are often designed from particular theoretical approaches that are linked to the work of leading educational research communities. We will not only study the often hidden connection between the research community members and the technologies they affect, but also how these theories play upon each other in the invention of new paradigms for learning with technologies. In short, we will delve deeply into constructivism/constructionism, scaffolding, apprenticeship, distributed cognition, computer supported collaborative learning, knowledge building communities, the learning sciences, perspectivity and identity formation as they relate to the creation of successful and equitable learning environments for diverse populations of learners. Students conduct an evaluation of the embedded theories in an existing learning environment of their choice (such as Second Life, Logo, Scratch, NetLogo, The Sims).
Plass, Migliorelli. 30 hours: 3 credits. Spring.
This design course builds on cognitive and cultural theory as well as design theory, translating them into approaches to the design of the representation of information and design of interaction in media environments. Interaction design discussions will explore issues such as types and levels of interactivity, levels of user control, pattern languages, and media-specific instructional strategies for different levels of engagement, and will result in the design of wire frames of a learning environment. For the visual design, discussions will explore topics such as the semiotics of visual representations, use of metaphors, and development of a visual language, and will result in drafts of storyboards of the visual design of the environment.
Goldman. 30 hours: 3 credits. Spring.
In this course, we will examine the architectural issues involved in designing learning environments by becoming designers of an Atelier. In other words, we will be practicing the theory. Our objective is to gain both theoretical and practical knowledge of the field of design and user experience. Students are not expected to become professional Content (Information) Architects (IAs) when they have completed this course. Instead they are expected to gain a repertoire of approaches and ideas that will enable them to become knowledgeable members of design teams where emerging technologies are used to advance learning, in either academic or industrial settings.
Hoadley. 30 hours: 3 credits. Spring.
In this course, we will focus on design and implementation of web-based technologies for learning. There will be three main deliverables, along with other smaller assignments. These deliverables include: a demonstration website incorporating the technologies we are studying in class; a class presentation and critique of a particular web-based learning technology; and a design of an educational intervention which includes some web component. By the end of the course students will be able to identify types of web-based educational platforms, their strengths and weaknesses, and their likely conditions of success; understand basic concepts about technologies underlying the web, including client-server networking, style vs. semantic markup, the difference between markup, scripting, and programming; and develop simple websites including html, flash, jquery, javascript, and CSS.
Hoadley. 30 hours: 3 credits. Spring. Prerequisite: EDCT-GE 2251.
In this course, you will gain experience developing Web-based learning applications, ranging from small persuasive, informational, or communication interventions to more complete Web-based learning environments. In general, the focus will be on the design processes and gaining whatever technical skills are required to implement designs; this is not a Web programming course per se. As a consequence, you should have as a prerequisite a modicum of technology familiarity, and the willingness to use online tutorials and self-study to get technical skills up to speed rapidly.
Shuchat Shaw. 30 hours: 3 credits. Spring.
The design and production of educational video programming as well as video segments, both linear and interactive, to be integrated into educational online environments and multimedia programs -- distributed through diverse technology platforms for use in wide-ranging places of learning. Emphasis is on uses of those characteristics of motion picture, as a family of pictorial and iconic forms of representation, that have special potential to support different kinds of learning, as under-stood from the perspectives of cognitive science, constructivism, and other learning sciences. Students learn theoretical underpinnings of design principles and strategies/methods that support learning, and how to apply, use and embed those in such educational video genres as the public service announcement, public advocacy programming, mini-documentary, and social drama. Students do their own script-writing, production management, directing, digital production, editing, and graphics, primarily in crews and on location.
Shuchat Shaw. 30 hours: 3 credits. Fall. Prerequisite: EDCT-GE 2153 or permission of the instructor.
Intermediate design and production of educational video programs and video segments to be integrated into educational interactive environments. Emphasis is on the application of cognitive science and constructivist views of learning to design principles guiding uses of video's representational and structural affordances. Includes advanced instructional design and writing; producing and production management; directing; and the use of digital production, editing, and graphics technology (applications such as Photoshop and Flash may be used to create media to integrate into productions). Students work individually and in crews, on location.
Hoadley. 30 hours: 3 credits. Fall, Spring.
Educational technologies have become essential for international exchange, as a 'leapfrog' technology for development, as a way of bridging distance in education, and as an important means for the preservation and dissemination of local cultures and contexts. Educational technology is a significant and growing force worldwide, and not only in industrialized nations. E-learning, open educational resources, m-learning, and educational media are transforming not only formal primary, secondary, and postsecondary education, but also rural economic development, agriculture, and women's empowerment. In this course, we look at how educational communications and technology shape, and are shaped by, their context internationally. We will also be collaborating withinternational clients to identify technology designs for real educational problems in developing countries. Hear more about this course.
Majzlin. 30 hours: 3 credits. Spring.
The objective of the course is to understand the variety of media available to educators in public space and publicly shared learning environments, how these environments are unique learning experiences and how one can develop comparative criteria in the application of technology to enhance learning. The field includes the study of museums and other public space, but also draws from numerous disciplines including theater, architecture, cybernetics, philosophy, installation art, installation art, film, video and video gaming. The course examines the nature, application and use of media, including audio, computer-based multimedia, internet and tie-ins — for such shared learning environments as cultural institutions, historical and visual arts museums, communications and visitor information centers through the analysis of site visits and case studies. The use of media in museum curating and interpreting content for exhibition environments, educational programs, orientation presentations, community interface, development and fundraising programs will be examined. Emphasis is on developing criteria in the decision-making process regarding media choices available, analysis of the visitor experience, the learning environment and the ways in which media choices can serve a museum's or visitor center's educational goals. Hear more about this course.
Goldman, Shaw. 30 hours: 3 credits. Fall.
Addresses the role of narrative when designing serious games, simulations, social media, and documentary storytelling. Narrative forms have been used for teaching and learning given their role in memory, cognition, the engagement of learners, as well as in case studies for learning, teaching, and research. This course explores the design principles and constitutive elements of narrative-centered learning. Special emphasis is given to designing media narratives that enable and support pedagogical models including story-based learning, digital storytelling, and entertainment education, and goal-based scenarios.
Hoadley. 30 hours: 3 credits. Spring.
Video games are becoming ever-present in educational settings, with classrooms incorporating both commercial and educational games in curriculum, and educational technologists becoming ever more interested in developing “serious” or educational games. However, there are still many unknowns, such as, what genres of games may best be used for certain kinds of learning, and how we can go about studying how games affect players and learners. This course will prepare students to: Understand the history of educational video games, and what shaped the development of certain genres; identify theories of learning and play, and describe how they relate to the educational potential of videogames; analyze and evaluate commercial and educational video games; and Design educational video games with history, theory, learning outcomes and learner characteristics in mind.
Shuchat Shaw. 30 hours: 3 credits. Fall.
Examines the potential of various genres of simulations and games (both analog and digital) as learning technologies through readings, discussion, play, design and research. Cognitive, emotional, and cultural aspects of educational game design are among the concepts covered in this course. Class discussions focus on identifying design factors for effective educational games that are based on research and theory. Student-selected assignments typically include reflections on game and simulation play, integrating games and simulations in formal learning environments, designing and developing prototypes of educational games and simulations, and conducting short exploratory research. Hear more about this class.
Goldman, Shaw. 30 hours: 3 credits. Fall.
Addresses the role of narrative when designing serious games, simulations, social media, and documentary storytelling. Narrative forms have been used for teaching and learning given their role in memory, cognition, the engagement of learners, as well as in case studies for learning, teaching, and research. This course explores the design principles and constitutive elements of narrative-centered learning. Special emphasis is given to designing media narratives that enable and support pedagogical models including story-based learning, digital storytelling, and entertainment education, and goal-based scenarios.
Plass. 30 hours: 3 credits. Spring.
Provides an introduction to research on simulations and games, with a focus on choosing the appropriate approach, e.g., playtesting, evaluation, or efficacy research, and the appropriate methods, e.g., think aloud protocols, video research, eye tracking, EEG/EMG, user log data, or biometrics. Reading assignments, class discussions, and case studies will be used to discuss the goals, methods, design, and setup of these methods and prepare students to design and execute their own playtesting and evaluation research for learning games of their choice.
Singh, Soon. 10 hours: 1 credits. Fall, Spring, Summer.
Prepares students to integrate digital media and technology into learner curricula. Through demonstrations, hands-on use, and application projects, students gain experience with the roles digital tools play to support teaching methods and learning strategies associated with a continuum of learner- and teacher-centered educational approaches and goals. Students develop skills in HTML, podcasting, digital storytelling, use of Web 2.0 tools (e.g., content management systems, social networks, e-portfolios), digital video, and virtual worlds, and common software packages in order to design and formatively assess engaging learning communities.
Shuchat Shaw. 180 hours: 3 credits. Fall, Spring, Summer. Prerequisite: Permission of Internship Coordinator. Restricted to ECT students. Includes fieldwork and seminar on campus. Repeatable to a maximum of 6 credits. May be taken a maximum of two times.
Recent Student Interns
Students are placed in internships in the educational media and technology field. ECT regards internships as essential to professional development and places students in excellent settings throughout New York City that match their interests and goals. They learn through supervised participation to design, produce, use and evaluate educational media and technology-based learning environments. ECT internship sites include: media companies and broadcast and cable networks that produce educational television programs and web environments for all age groups and in all content areas; museums, historical societies and other cultural sites; publishing companies that use both print, video and online technologies for K-12 and higher education; organizations that develop technology-based learning materials for continuing professional education and special interest groups; colleges and universities with designers and producers of educational systems and media as well as complex academic and faculty technology services; companies and independents who produce social documentaries, digital games for learning, and novel educational applications for new portable and hand-held technologies; social service agencies, hospitals, emergency rooms, and clinics where patient and client education and research are frequently done with media and technology; in businesses and corporations that develop employee training and workplace learning media as well as educational media for their clients and consumers; and non-profit, policy, and advocacy organizations that use diverse communication technologies to address rights, access and equity issues.
Majzlin. 180 hours: 3 credits. Fall, Spring. Prerequisite: Permission of Internship Coordinator. Restricted to ECT students. Includes fieldwork and seminar on campus. Repeatable to a maximum of 6 credits. May be taken a maximum of two times.
Students are placed in elementary, middle, or high school settings for student teaching experiences in diverse practices in educational media and technology. These might include, for example, practices in technology integration and implementation, coordination and leadership in technology-related reform efforts, support to teachers for curricular and instructional uses of media and technology to improve learning, support to teachers and students in media design and production as well as in media education and literacy.
Majzlin. 30 hours: 3 credits. Fall.
The objective of the course is to understand the variety of non-design forces at work which may influence the creation and production of educational media. Secondly, to become aware of the elements involved in Project Management while creating educational media. Third, to become aware of your own skills and talents and how they might thrive in different work environments that create educational media. Emphasis is placed on the context in which media is produced, on identifying key players in media creation, organizational structure, NFPs, proposals, project development, project management, client interaction, team collaboration, intellectual property issues, and other factors which may affect the creation and implementation of design. Guest speakers and/or site visits may include the Wildlife Conservation Society, Memorial Sloan-Kettering Cancer Center, Kognito Interactive, Sesame Workshop, Transient Pictures, Davis Wright Tremaine LLP, film/video producers, attorneys, project managers, software developers.
Goldman. 30 hours: 3 credits. Summer.
To enter the workplace as a designer of formal and informal technology-rich learning environments, students from Education, the Arts, and Industry need to become fluent with advances in social cognitive theory as well as the state-of-the-art technical affordances of social media. In this course, students learn to apply a range of social media–wikis, games, digital video stories and mini-movies, social networking, and virtual worlds—as they work in teams to develop a curriculum module for both teaching and learning. Students will use the Perspectivity Framework, a framework that enables stakeholders to layer diverse “points of viewing” using the appropriate technologies required to investigate a complex topic.
Shuchat Shaw. 45 hours: 3 credits. Fall, Spring. Prerequisite: Permission of the instructor. Restricted to ECT Thesis students.
In this course, candidates for the Master of Arts degree develop their final project or thesis, a requirement for this degree. The purpose of the thesis is to provide students an opportunity to integrate their academic studies in the program and bring their learning to bear on a single project of personal and professional interest in a very concentrated way. This culmination of the ECT experience should demonstrate students' proficiency and skill in theory and practice and, in the process, take students to new levels of understanding in their chosen area of interest. The thesis project itself should also make a contribution to the learning of those for whom it is designed and to current knowledge and understanding in the field of educational communication and technology. Thesis alternatives include: (1) the design and development of media for learning; (2) a scholarly critical inquiry paper; (3) a pilot-scale research study; (4) an action media project; (5) a field service media project. Hear more about this course.
Goldman. 30 hours: 3 credits. Spring.
Critical analysis, supported by readings, of selected contemporary research issues and problems, theories and methods in instructional media and technology, in historical perspective. In addition to common readings, students identify and individually research articles related to their research interests and critically assess the studies. Introduces students to software packages to anchor a conceptual understanding of primary statistical procedures and qualitative data analysis. The major task is to develop a research proposal that should inform the direction of their candidacy papers and serve as an initial draft of their dissertation proposals.
Plass, Goldman, Hoadley. 30 hours: 3 credits. Fall. Prerequisite: EDCT-GE 3311
In addition to developing the candidacy paper, this course is an overview of the profession. Students become familiar with the components of the candidacy paper and begin to research and develop information related to those components. Profession-related topics include vita construction, identifying and pursuing faculty positions in higher education, the major conferences and publications in the profession, the critical steps and benchmarks in doctoral training, and funding sources for doctoral research.
Plass, Goldman. 45 hours: 3 credits. Spring. Restricted to ECT majors.
Critical analysis, supported by readings, of selected contemporary research issues and problems, theories and methods in instructional media and technology, in historical perspective. In addition to common readings, students identify and individually research articles related to their research interests and critically assess the studies. Introduces students to software packages to anchor a conceptual understanding of the primary statistical procedures as well as of qualitative data analysis. The major task is to develop a research proposal that should inform the direction of their candidacy papers and serve as an initial draft of their dissertation proposals.
Plass, Hoadley. 30 hours: Variable 1- 3 credits. Spring. Prerequisite: Permission of the instructor.
The goal of the Doctoral Colloquium in ECT is to bring together doctoral students and faculty to exchange ideas, discuss research projects, to get to know one another, and to build a community of researchers. Doctoral graduates from our program will talk about their research results, current doctoral candidates will present their ongoing research projects, and new doctoral students will present ideas for future research. On occasion, we will also invite researchers from other universities to present and discuss their work. In all these cases, we aim for an active discussion and debate of the work presented.
All Faculty. 180 hours: 3 credits. Fall, Spring. Permission of supervising faculty member required.
Students may begin or extend special projects with the supervision of a program faculty member. Students develop proposals, including goals and a timeline, to present when seeking a faculty member's supervision. Together they further develop and refine proposals and decide on the appropriate number of credits, based on the type and scope of projects proposed. Students meet with their supervisors on a regular basis throughout the semester to review progress and get feedback. Projects are submitted, in a form agreed upon by students and supervisors, at the end of the semester.

Educational Communication and Technology

Department of Administration, Leadership and Technology

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Courses

Description